SEHD Impact

SEHD Student Committee Meeting Minutes (04/01/24)

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SEHD Student Committee Meeting Minutes 4/1/24

 

Members:

Caron Westland, Joshua Martin, Jennifer Camacho Taylor, Sofia Chaparro, Jim Christensen, Ron Tzur, Elena Sandoval-Lucero

 

Guest:

Antwan Jefferson

 

Continued Discussion with Antwan – Opportunities for Student Committee to Impact the Feedback Conversation

  1. Review of opportunities for the Student Committee to Impact the Schoolwide Conversation on Feedback. Beyond expanding the charge of the student committee, which would take a change in the by-laws, our options to continue our focus on improving student feedback are:
    1. Recommend survey question revisions to the office of assessment – The committee did not find this as our focus area to create impact, outside of our purview, but we could gain access to pieces of surveys if it would help our work to focus on feedback.
    2. Recommend FCQ revisions. The SEHD can add up to 5 additional questions.
    3. Create opportunities for IRC faculty who are not full-time to have professional development on feedback – We need to know the extent to which lecturers do or do not get support for providing feedback to students.
    4. Shed light and offer resources in small, but meaningful ways (i.e., suggest a syllabus statement on feedback.

 

  1. Focus on feedback emerged out of the committees’ interest in being proactive versus reactive (i.e. appeals).
    1. The committee charge underutilizes the potential of this committee.
    2. There could be some mechanism in school where students can interact with students directly about their experience, not through an appeal, which is reactive. It would be intentionally focused on hearing from students not to take the place of classroom or instructor feedback.
    3. We could partner with Doc Students of Color or Undergraduate Beso group

 

  1. Caron reached out to Dorothy about our charge, in our by-laws we are to be given a staff representative. We don’t have the staff available to do that. A graduate assistant may be possible. A couple of staff are interested and have inquired. We can always go back and ask this question again.

 

  1. Discussion – Jennifer regarding honoring students per last meeting.
    1. Stoles at commencement are provided by the First-gen committee – First-gen stoles are first come first served
    2. This semester we have enough.
    3. Funding is based on donations to the First-gen committee
    4. Can SEHD purchase these for students?
    5. The student committee has no budget – we asked the Dean for money to purchase frames and he was responsive, we could make this request as well.
    6. We will not make this request for spring commencement, as the First-gen committee already has enough for all the First-gen graduates this time.

 

  1. Update/Feedback on Info Graphic 
    1. The committee reviewed the infographic.
      1. They loved it and provided suggestions for improvements.
      2. It has the potential to spark a space to create discussion.
      3. Feedback lenses are appropriate a different times and in different situations
  1. What do we want to do with it besides distributing it?
    1. What questions do we want to ask along with it to help people think through it?
      1. Where do you typically fall?
      2. How does that look for you?
      3. Where would you like to grow?
    2. Can be shared with program leaders.
    3. Next steps?
      1. Check in with Julie O’Brien.
      2. Incorporate feedback from committee members.
      3. Check in with Jen about incorporating student voices in the infographic.
      4. Discuss further in the May meeting because the collective dialogue is richer than individual reviews.

 

  1. Outstanding Graduates (updates)
    1. Do the students know they have been selected? Typically, we ask the program leaders to let them know.
    2. Updates on Honor Chords/Sashes – pick up at SEHD before commencement.
    3. Award Certificates – pick up at SEHD before commencement.

 

  1. Scholarship Update
    1. We can pick a question for future scholarship applications – we can submit a question to Sandy.
    2. Think about questions you would like to ask, if different from the one this year.
    3. Caron will generate a few questions for the next meeting.
    4. Last year 700 applicants were awarded $300 each.

 

  1. Syllabus statement (Engagement/Feedback) – rough draft (see below)
    1. Engagement and feedback are key components of our learning journey in this course. Active engagement promotes a deeper understanding of the subject matter and enhances the overall learning experience. To foster engagement, I encourage you to actively participate in class discussions, ask questions, and collaborate with your peers.
    2. My feedback promise:  Because feedback plays a crucial role in your growth and development as a learner, I am committed to providing timely and constructive feedback on your assignments, projects, and class participation. This feedback will help you identify your strengths and areas for improvement, allowing you to make progress throughout the course.
    3. The committee appreciated how engagement and feedback go together.
    4. This example provides a space for conversation. This may change depending on the department or course modality.
    5. Can the distribution of this coincide with when the infographic goes out to faculty?

 

Next meeting – Monday, May 6

Future plans – top 6 needs