| Practice Behaviors Addressed: 3a. use critical thinking to distinguish, evaluate, and integrate multiple sources of knowledge, including research-based knowledge, practice wisdom, and client/constituent experience 3b. critically analyze models of assessment, especially in relation to their cultural relevance and applicability and their promotion of social justice 3f. demonstrate effective communication skills (e.g., listening, oral, and written communication skills) in working with individuals 3h. demonstrate effective communication skills (e.g., listening, oral, and written communication skills) in working with organizations and communities 3i. demonstrate effective communication skills (e.g., listening, oral, and written communication skills) in working with colleagues |
"Additional non-cognitive strengths can be looked at considering the demographics of CAN students, which can lend to college readiness and persistence. This includes being students who have preserved through more difficulties or have additional responsibilities. The Community Cultural Wealth Theory, which takes into account these more non-traditional higher education strengths can be consulted for additional assistance when interpreting SRI results and student profiles."
Artifact Description: This paper is from the Evidence-Based Research course we took in Winter 2015. The assignment directed us to create a research question that analyzes interventions in relation to our practicum site. I researched the effectiveness of the Student Readiness Inventory and the Big Five Inventory in being able to identify students of high-risk in not persisting in college. After completing database searches and analyzing the current literature I concluded which was more effective and the implementation plan in using the Student Readiness Inventory at College Access Now.
Artifact Relevance: Through this paper I was able to practice my ability to critically think to inform my practice and organizational practices. Specifically, I have integrating current literature, my past experiences and theory from my practicum to come to conclusions about the effectiveness of assessments. I have considered cultural relevance comparing the sample in the data I have used to my practicum's client demographics and adjusting the assessment to meet their specific needs. I have communicated these ideas effectively to my supervisors, the College Persistence team and on an individual basis through this paper, other documents and through discussions.
Artifact Description: This paper is from the Evidence-Based Research course we took in Winter 2015. The assignment directed us to create a research question that analyzes interventions in relation to our practicum site. I researched the effectiveness of the Student Readiness Inventory and the Big Five Inventory in being able to identify students of high-risk in not persisting in college. After completing database searches and analyzing the current literature I concluded which was more effective and the implementation plan in using the Student Readiness Inventory at College Access Now.
Artifact Relevance: Through this paper I was able to practice my ability to critically think to inform my practice and organizational practices. Specifically, I have integrating current literature, my past experiences and theory from my practicum to come to conclusions about the effectiveness of assessments. I have considered cultural relevance comparing the sample in the data I have used to my practicum's client demographics and adjusting the assessment to meet their specific needs. I have communicated these ideas effectively to my supervisors, the College Persistence team and on an individual basis through this paper, other documents and through discussions.