When looking around the Western Washington University campus there are an abundant amount opportunities to enhance someones life other than your own. Though helping others is your mission, take the time to look at yourself as an individual and how this experience is benefiting you. A few opportunities to do this around our campus can be seen when getting involved in organizations like Ethnic Student Center (ESC), or Compass to Campus.
ESC
The mission of the ESC is to present a confront zone for students that are seen as "underrepresented" upon our campus. In this space students interact with colleagues, faculty, and stuff, forming a supportive environment that everyone is welcomed. While engaged in the creation of this environment mentoring, guidance, and networking emerge as factors needed in order to sustain this environment. To get involved in within the ESC contact Michael Vendiola at Micheal.Vendiola@wwu.edu or just simply stop in the ESC located in VU 420.
Compass to Campus (CtoC)
Compass to Campus is a program that is created to implement the mindset of higher education in students who primary think that college isn't in their future. To install this mindset students of Western Washington University volunteer there time to mentor our young youth of the future. A few ways to mentor students are through support, guidance, increased awareness of life options, and many other experiences with the youth. If you would like to enjoy this experience of enriching these youth contact Cyndie Shepard at Cyndie.Shepard@wwu.edu, go down to the CtoC offices located in the bottom floor of Miller Hall, or just simply register for the course Education 297A ro B.
Though I have only provided us with two examples Western provides many other opportunities to get involved. There are many service learning opportunities, courses, and organizations that focus on getting involved. So if you haven't started yet start now because it never hurts to think about others and taking yourself out of the equation.
Wednesday, December 8, 2010
Thursday, December 2, 2010
What I took away from the VU
When looking at my VU experience I would say all around it was an important experience. The tour as well as the Q & A with Dean Ted Pratt opened my eyes to new ways to enhance my experience with my mentee.
How does the VU tour incorporate with mentoring?
When looking at my VU tour what I took from it was an opportunity to educate myself on something that I may later use as a mentor. When thinking about my experience I often think of coming in as a freshman really confused about how to get around in the not only the VU, but also campus in general. I had the feeling that "I wish someone would show me around this place because I'm just lost." Though little interaction is made, mentoring takes place simply because an individual took time to help me better understand an issue that I face. As the Dean said, "mentoring comes in many ways and you'll never know how a little interaction may help an individual take the next step to success."
With this experience along with the current tour I can now provide the guidance to other individual that I failed to receive. Within mentoring this tour was useful due to the fact that I now have a better feeling of my surrounding, allowing me to pass my knowledge on to others. It is a big way to find commonalities with experiences that you have faced in your past, that other individuals currently are facing. You now have another opportunity to educate someone on something he or she may not know.
How Dean Ted Pratt enhanced my perspective on mentoring...
With the Q & A with the dean there was a lot of important facts provided regarding mentoring. A few being mentors come in all shapes and sizes, mentoring is transitional (mentor--> mentee and mentee-->mentor), and the language of the listener. From these many factors I feel that the most important is the term "language of the listener." With the constant struggle to interact with our mentees I feel this term applies to us all. Language of the listen is described as
taking yourself and adapting to your environment. An example of this can be seen through Dean Ted Pratt's experience. During work with the WWU admission office Ted job was to recruit students to come to WWU. When recruiting some of the environments that he went into were low income areas, Indian reservations, and anywhere else where there was an opportunity to plant a seed of college in students. When going into these environments he dealt with multiple perspectives, cultures, and experiences which forced him to change hats in order to be more relatable to the consumers. By putting his mission into their language it allowed him to the get students, parents, and others to feel more conformable and relax, knowing that he knows their experience and where they come from.
When finishing the tour and Q & A with Dean Ted Pratt I would say I received an abundant amount of information that I can use when mentoring. I came out of this experience more educated about the VU as well as ways to better myself as a mentor.
Wednesday, December 1, 2010
Educating our Black Children
Though I did my book review on "Handbook of Research on Literacy and Diversity I found interest in the book Educating our Black Children New Directions and Radical Approach. This book is of interested because not only does is focus on an aspect of mentoring, it also looks at disparities faced by the African American community in regards to the education system. Since we are not assigned 2 book reports I decided to do a mini book report because I feel that this is an issues everyone should atleast acknowledge is happening.
Educating our Black Children: New Direction and Radical Approaches
This book was selected due to the fact that as an African American male I feel that it is my duty to explore and educate myself on the constant suppression of my people. Though continuing to educate myself on this issue, I am no stranger to the struggles faced. Coming up I witnessed the many of the same problems Majors speaks on in his book. With this said, I hope to learn more about the struggle faced, but also ways of contributing to solve this ongoing issue. Having said this, as many have looked at in the past Major focuses on the failure to incorporate blacks within our education system, while doing this he and other scholars produce ways of correcting these issues.
Major starts his book by explaining to his readers the current state of blacks within the education system. He looks at the United States as well as the United Kingdom, comparing them to see how two totally different systems may face the same issues when speaking on African Americans in education. In comparison he finds both systems face many of the same factors such as black exclusion, racism in schools, treatment differences, and much more that explain why there are disparities in the system occur. Out of these factors Major believes that the deep history of racism in society produces the inequality in education. Other scholars agree with his point of the deep imbedded history of racism, but also believe that others factors contribute to the gap within the system. As the book continues it goes into detail explaining how these factors contribute to the limitations that are put on black students in education.
Major continues in part I of his book by looking at ways to tackle historical and contemporary education problems. It is here where the collection of essays chosen for part one focuses on policies related to education that continue to hold black students back. After reading part one it forces its readers to look at these polices and attempt to make a difference. One example of making a difference can be seen in the second essay of part one by Maud Blair. In the essay she explains that often times in school curriculum there is little representation of black culture. She says, “one of the concerns that black students have is that there histories are excluded from what is considered to be valuable knowledge in the school curriculum. Not only is it excluded, moreover, but what exists is sometimes is sometimes found to be eurocentric or racist.”
In parts II,III, and IV the book continues to speak upon issues of inequality in the education environment. As issues emerge the book then provides theory and plans of action in order to solve these problems.
When looking this book it provides a model for society that specifies how to do things right when dealing with Africans Americans in education. For years African Americans have suffered from constant inequality, discrimination, and racism within the education system. As time continues and our society gradually rights its wrongs, Major and other scholars contribute a system that works to better the experience of African Americans in the education system. An example of this can be seen when Major explains shows how the implementation of programs, mentoring, and more will increase the likelihood of achievement amongst the African American students. As success continues we must continue to use the model that Major has provided us because the fight for equity within education is an ongoing issue.
Educating our Black Children: New Direction and Radical Approaches edited by Richard Majors. London and New York: Routledge Publishing: 2001. 271 pp.
Educating our Black Children: New Direction and Radical Approaches
This book was selected due to the fact that as an African American male I feel that it is my duty to explore and educate myself on the constant suppression of my people. Though continuing to educate myself on this issue, I am no stranger to the struggles faced. Coming up I witnessed the many of the same problems Majors speaks on in his book. With this said, I hope to learn more about the struggle faced, but also ways of contributing to solve this ongoing issue. Having said this, as many have looked at in the past Major focuses on the failure to incorporate blacks within our education system, while doing this he and other scholars produce ways of correcting these issues.
Major starts his book by explaining to his readers the current state of blacks within the education system. He looks at the United States as well as the United Kingdom, comparing them to see how two totally different systems may face the same issues when speaking on African Americans in education. In comparison he finds both systems face many of the same factors such as black exclusion, racism in schools, treatment differences, and much more that explain why there are disparities in the system occur. Out of these factors Major believes that the deep history of racism in society produces the inequality in education. Other scholars agree with his point of the deep imbedded history of racism, but also believe that others factors contribute to the gap within the system. As the book continues it goes into detail explaining how these factors contribute to the limitations that are put on black students in education.
Major continues in part I of his book by looking at ways to tackle historical and contemporary education problems. It is here where the collection of essays chosen for part one focuses on policies related to education that continue to hold black students back. After reading part one it forces its readers to look at these polices and attempt to make a difference. One example of making a difference can be seen in the second essay of part one by Maud Blair. In the essay she explains that often times in school curriculum there is little representation of black culture. She says, “one of the concerns that black students have is that there histories are excluded from what is considered to be valuable knowledge in the school curriculum. Not only is it excluded, moreover, but what exists is sometimes is sometimes found to be eurocentric or racist.”
In parts II,III, and IV the book continues to speak upon issues of inequality in the education environment. As issues emerge the book then provides theory and plans of action in order to solve these problems.
When looking this book it provides a model for society that specifies how to do things right when dealing with Africans Americans in education. For years African Americans have suffered from constant inequality, discrimination, and racism within the education system. As time continues and our society gradually rights its wrongs, Major and other scholars contribute a system that works to better the experience of African Americans in the education system. An example of this can be seen when Major explains shows how the implementation of programs, mentoring, and more will increase the likelihood of achievement amongst the African American students. As success continues we must continue to use the model that Major has provided us because the fight for equity within education is an ongoing issue.
Educating our Black Children: New Direction and Radical Approaches edited by Richard Majors. London and New York: Routledge Publishing: 2001. 271 pp.
Tuesday, November 9, 2010
Library Placement
The history of the library fun to sit back in look at. What I find more interesting is how the placement of libraries, play a role in literacy, graduation, and college possibilities by specific communities.
When looking at literacy, graduation rates, and college possibilities in my perspective I would say access is one of the biggest factor in determining an individuals success. Those with less access can be seen in the poverish areas where schools there are no books, internet, libraries are not accessible, and support and resources are limited within the community. On the other hand more access contributes to the fact the when walking into a school all you see is new. New books, new computers, new everything. As you continue your journey you will see accessible libraries in every community which enhances the opportunity that individuals have. Lastly in these communities there are an abundant amount of resources which are equally distribute to those who want it.
Saying this I feel that in future courses offered I think that curriculum should surround all aspects of mentoring, resources, and success.
Trough my book report on "Handbook of research on literacy and diversity" I attempt to focuses a bit on these aspect, with the attempt to better educate myself on these issues.
When looking at literacy, graduation rates, and college possibilities in my perspective I would say access is one of the biggest factor in determining an individuals success. Those with less access can be seen in the poverish areas where schools there are no books, internet, libraries are not accessible, and support and resources are limited within the community. On the other hand more access contributes to the fact the when walking into a school all you see is new. New books, new computers, new everything. As you continue your journey you will see accessible libraries in every community which enhances the opportunity that individuals have. Lastly in these communities there are an abundant amount of resources which are equally distribute to those who want it.
Saying this I feel that in future courses offered I think that curriculum should surround all aspects of mentoring, resources, and success.
Trough my book report on "Handbook of research on literacy and diversity" I attempt to focuses a bit on these aspect, with the attempt to better educate myself on these issues.
Mentee Experience Continued
As the quarter goes on I see things getting a little bit more difficult with my mentee. This is due to the fact that its mid-term time and they fell that my support isn't needed at this current time. They already have have professor, faculty, and staff stressing them out and having someone else in their ear is just to much. What my mentees fails to recognize is as a colleague and a friend I'm not there to be they boss, I'm just the intervening factor that holds one of many keys to success. This is guiding them in the right direction with expectation of success and settling for nothing less. As I sit down my mentees and express this to them they begin to understand. A mentor is can be used resource like no one else can. They have been through the class or university and have a students point of view. Now they pass the knowledge right down to you. Though they expect a lot they just want to see you succeed, and not make they same mistakes they did in their past history. By taking this my mentee now understand why attempt to invest so much time and have so much demand.
Monday, November 8, 2010
The Need for a Mentor
When first coming into college I was unaware of what to do, who to talk to, and where to go. I felt as if it was a race with me against every other student at Western Washington to the first. With little resources I did what always did and that was attempted to adapt to my surrounding. It was a little difficult to do that in my cause considering African Americans only represent a minimum percentage on the campus, and when looking for a mentor you tend to look for those who can most relate to you.
This left me unengaged and wanting to leave to a campus where I could be better understood by individuals I could relate to. As I continued on my course of education I found myself slipping and heading in the opposite direction then I wanted to go.
As I continued on I then found the Ethnic Student Center which mission is to be that support system for minority students that I was missing. I suddenly saw myself here because for the first time I felt like I was apart of something on the universities campus. I saw those who have been here for years doing what I planned to do when I first came to this university, and that I success. These individuals then became my mentors. They guide me in the right direct and pick me up when I fall. They formed a model for students like me to follow, which eventually lead to my success. Now I'm where they were and giving back to those who were just like I is best.
Slide and McRenyolds say, "Students are more likely to succeed in university if they are given the opportunity to connect with and commit to the institution, interact with faculty and peers, and actively engage in their learning process." As you can see this is what I did to get to where I am today. Getting involved and finding someone or something to guide me through the struggle and trials I face on my path to a higher education.
Sidle, M. W., & McReynolds, J. (1999). The freshman year experience: Student retention and student success. NASPA Journal, 36 (4), 288–299.
This left me unengaged and wanting to leave to a campus where I could be better understood by individuals I could relate to. As I continued on my course of education I found myself slipping and heading in the opposite direction then I wanted to go.
As I continued on I then found the Ethnic Student Center which mission is to be that support system for minority students that I was missing. I suddenly saw myself here because for the first time I felt like I was apart of something on the universities campus. I saw those who have been here for years doing what I planned to do when I first came to this university, and that I success. These individuals then became my mentors. They guide me in the right direct and pick me up when I fall. They formed a model for students like me to follow, which eventually lead to my success. Now I'm where they were and giving back to those who were just like I is best.
Slide and McRenyolds say, "Students are more likely to succeed in university if they are given the opportunity to connect with and commit to the institution, interact with faculty and peers, and actively engage in their learning process." As you can see this is what I did to get to where I am today. Getting involved and finding someone or something to guide me through the struggle and trials I face on my path to a higher education.
Sidle, M. W., & McReynolds, J. (1999). The freshman year experience: Student retention and student success. NASPA Journal, 36 (4), 288–299.
Service Learning
When looking at the term Service Learning there are many ways to interpret into a definition. Some say it is giving back to the community, others say it’s another way professor put you to work to learn, and many fell that it's an opportunity that take what you learn in the text books and apply it to real life situations.
When I look at service learning I like to incorporate two of the three of the views listed above. The way to engage in service learning you must understanding course concepts. These concepts will be implemented by engaging yourself in required reading, text books, and etc. After understanding the concepts you are ready to engage in community activities. In these community activities you will see the course concepts come to life. By them coming to life a better understanding of the concepts will present itself.
In the words of my colleagues and I service learning is "Throwing away the textbook, while engaging in service to gain more personal experience and better understand of information presented to us”
We say throwing away the textbook because we fell the best way to learn is by engaging in the environment that you are learning in. By involving yourself in this environment there becomes a more fulfillment within yourself because it adds meaning behind what you have learned.
When I look at service learning I like to incorporate two of the three of the views listed above. The way to engage in service learning you must understanding course concepts. These concepts will be implemented by engaging yourself in required reading, text books, and etc. After understanding the concepts you are ready to engage in community activities. In these community activities you will see the course concepts come to life. By them coming to life a better understanding of the concepts will present itself.
In the words of my colleagues and I service learning is "Throwing away the textbook, while engaging in service to gain more personal experience and better understand of information presented to us”
We say throwing away the textbook because we fell the best way to learn is by engaging in the environment that you are learning in. By involving yourself in this environment there becomes a more fulfillment within yourself because it adds meaning behind what you have learned.
Thursday, November 4, 2010
Library Tours
It is week two of the quarter and it is now time for the library tour. I figured that this would be pretty easy to do because I've been here for three years, but when it came down to doing it, it was harder then I thought. The first problem that I ran into was gathering my three mentees. Due the the demanding schedules that we do have as college students we weren't available to meet as one group, this lead me to giving three different tours. Though it was time consuming we got through it.
In my mind I thought that my mentees wouldn't see this tour relevant due to the fact that they are upperclassmen which was the case at first. They ask, "so why am I doing this again." This changed my the end of the tours because what they received more then they expected. They left their tours saying, "We never realized that there was these many resources in the library." Little did they know is I didn't either because the library has changed so much in the last three years, but after every tour I became a little better. This was a unique experience to me because you would think as a mentor/ tour guide you would be the leader where the mentee/ tourist sit back and learns. With our experience this wasn't the case because through the process we both lead and showed each other the way.
To me this exemplifies what a mentor-mentee relationship should be. Through the process of mentoring you have the opportunity of guiding an individual in the right direction. At the same time we must be willing to take the experience and reverse the rolls and learn from mentees.
Seeing that this is the start of our relationship I fell that we are going in the right direction and hope it continues not only through the quarter, but through our whole college experience.
In my mind I thought that my mentees wouldn't see this tour relevant due to the fact that they are upperclassmen which was the case at first. They ask, "so why am I doing this again." This changed my the end of the tours because what they received more then they expected. They left their tours saying, "We never realized that there was these many resources in the library." Little did they know is I didn't either because the library has changed so much in the last three years, but after every tour I became a little better. This was a unique experience to me because you would think as a mentor/ tour guide you would be the leader where the mentee/ tourist sit back and learns. With our experience this wasn't the case because through the process we both lead and showed each other the way.
To me this exemplifies what a mentor-mentee relationship should be. Through the process of mentoring you have the opportunity of guiding an individual in the right direction. At the same time we must be willing to take the experience and reverse the rolls and learn from mentees.
Seeing that this is the start of our relationship I fell that we are going in the right direction and hope it continues not only through the quarter, but through our whole college experience.
Monday, October 11, 2010
Mentees
Sitting around, I get a call from a colleague Percy Strugis recruiting me for the new exploratory course Library 397. He knows that my major is Sociology with a minor in Diversity in Higher Education and an experience like this will development not only my skills as an mentor, employee, but most importantly as a student. When coming into this class my experience was a little bit different then others. When entering the class I found myself selecting my own mentors, 2 from library 201 because I was once in this class and I have a understanding what is expected of the students. They will partake in researching on a subject of choose. During this time they will familiarize themselves with the library catalog, summit, and IILAD. While they are researching this will allow me guide my mentees in the right direction if so needed. My third mentee comes from a methodology class which requires quite a bit of research. With this mentee I receive that opportunity to collaborate with her in researching her topic,peer editing her work, and citing her work. With both these mentees it will allow me to learn from them as they learn from me, because all three mentees come from diverse backgrounds it allows me to expand my knowledge.
With my mentees my main expectation is to treat them as I would like to be treated. That consist of respect, open mindedness, listening, engage in dialouge, and much more. As I treat them this way, I expect them to treat me the same way.
With my mentees my main expectation is to treat them as I would like to be treated. That consist of respect, open mindedness, listening, engage in dialouge, and much more. As I treat them this way, I expect them to treat me the same way.
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