Moral, Ethical & Spiritual Compass

Visionary Leadership

Quality Programming

Assessment & Evaluation

Counseling & Personal Development

Budgeting & Fiscal Management

Fostering Student Learning

Legal & Ethical Issues

Effective Campus & Community Relationships

Managing Conflict & Crisis

Multicultural Awareness, Knowledge, & Skills


Quality Programming

1. Idea Box

During the course Student Learning in the Co-Curriculum (CSA 571), the class worked together to design over a hundred different programs throughout the semester. Each of us was required to create five new programs, each of which included the purpose, learning outcomes, materials and directions. After submitting these programs, we were able to collect them all together as a class and begin editing and critiquing each program. By the end, we had over a hundred usable programs. I personally have been able to use ideas from this project and put them into action as programs for students on campus.

Here are the five programs used in my Idea Box.

2. Public Transportation 101

The first program I helped adapt for LA-Term was called Public Transportation 101 (or PT-101). In past years they had used dozens of pages for this program’s instructions, but I shortened them into just one page. It was designed to help the students better understand public transit throughout the city by forcing them to get around using only buses and trains. This helped the students get to know the neighborhoods and communities they were living in, as well as encouraged them to get out of their comfort zones and talk to people they encountered throughout the experience (Astin, 1984).

Here are several examples of our PT–101 Instructions.

3. Shenanigans

By the end of the 2008-2009 school year, the office I was working in, Communiversity, had a significant budget surplus because of cautious spending. Because of this, we were able to design an end-of-the-year event for the entire school. After getting approval, our entire staff was involved in the planning and we ended up including many eclectic events such as a petting zoo, cotton candy stand, bounce house and live concerts for over five hours. I was in charge of orchestrating the dunk tanks as well as designing the many posters we posted around school promoting the event. The event was well attended by the student body and met the needs of many stressed and overwhelmed students by providing multiple relaxing and fun activities for them.

Here are several of the posters we used for the event. Poster #1. Poster #2. Poster #3. Poster #4.

4. Alternative Spring Break

During our Student Learning in the Co-Curriculum course (CSA 571), we were required to design and present a plan for an alternative spring break. We created a seven-day trip in which students would drive from Los Angeles to Texas and back, all along the way stopping to learn about and help in the surrounding communities. The idea was simple, but the details and execution required many hours of research, phone calls, and time management. We designed the alternative spring break primarily to give college students the opportunity to spend some of their leisure time helping others. As stated in the mission statement, the purpose of our alternative spring break was to “learn by intentional living and enhancing the students’ cultural and intellectual perspective through purposeful learning experiences within diverse communities.” This program also incorporates Astin’s (1984) theory of involvement by encouraging get involved in activities outside their normal everyday circumstance, thereby helping them to learn and develop.

Here is the Brochure and details as well as a PowerPoint presentation of the Alternative Spring Break.

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