The Learning Outcome Checklist

Compare and contrast the roles of the teacher and the learning support practitioner in assessment of learners achievements

Today, African American students are under-represented in college and universities, and the reason is the ongoing disenfranchisement of African American students. Our education system needs be more responsive and needs to pay more attention to the college preparation for these students. People of color historically have been misrepresented, exploited, silenced, and taken for granted in education research (Dillard, 2000; Stanfield, 1995), (H. Richard Milner IV, 2008).

As we age, our brain and nervous system go through natural changes. An aging adult may experience memory loss, decreased touch sensation, change in the perception of pain, change in sleep pattern, decreased coordination and increased risk for infection (Ignatavicius, 2013, p. 912) .

Another topic that was extremely important to me was the achievement gap between blacks and whites. Being an educated African American woman it’s astonishing to see how far America has come. From not even allowing African Americans to become educated to now having specific scholarships to help African Americans become educated. It’s amazing to see how each case such as learning about the different cases such as: Plessey vs. Ferguson, brown vs. board of education, and many other cases that have set precedents in order for me to be attending and succeeding at division one University.

Thinking about the struggle that lead to the emergence of Black studies departments in America, with help from students and teachers, to understanding today based on past failures what the right kind of education looks like, feels like and the outcomes it produces, it becomes clear that the legacy of educating Black people to have white minds is still in play. Additionally, after all that Black studies departments have accomplished, a return back to communal involvement/community service as a requirement for students within these departments, keeps the legacy of what fostered Black Student Unions and departments to form in the first place, this particularly being valuing intellectual growth

To help foster growth and development, institutions are focusing on how to implement programs and services that encourage students to explore their own individuality. Student development advocates “are drawn to critical theories because they focus attention on underrepresented populations of students” (p. 1). Critical theory is an umbrella term for multiple disciplines including humanities, sociology, legal studies, and education. By accentuating individual circumstances, critical theories can be applied for a more intricate understanding of the student as whole, including factors like individual and social aspects that can affect development. By embracing a multitude of strategies, student affairs professionals focus on developing racial awareness by promoting and encouraging interaction between all races in anticipation of racial understanding (Ireland & Jones,

After reading a short section about African American male educational struggles, I wanted to learn more about the obstacles they face and what is being done to bridge the achievement gap. Throughout the semester I have been learning a lot about the importance of multicultural education, therefore I wanted to dive deeper into African American culture and understand why many Black male students are not successful in the American educational system compared to White and Asian American students. Furthermore, as a future teacher, I thought it would be helpful to research this topic, since it is still a prominent issue facing African American communities today. The more I know and understand the challenges, the greater the chance I will become part

Oh, to be a Black woman in America. When I entered college my interest consistently gravitated into the African American courses, since I wanted to learn more about my ancestors and my cultural history. The course name alone completely captured my attention and I could not pass up the option for this to be one of my elective classes this semester. Prior to this course, I had not taken a class that was centered around my gender or race. Therefore, I had hoped to learn more about the internal and external challenges of being a Black woman in America. Throughout weeks of captivating classroom lectures, intense readings, and additional coursework this class has surpassed my expectations, and I am not the same young woman that I was when this

Intersectionality of race is also a factor that Black students must deal with. Black students are faced with discrimination and racism.

So far in the course, the material that has sparked my interest the most were the concepts of privilege and oppression. Actually, I would not even say that it sparked my interest; I would say that I could compare my life with these two terms. I grew up on the East side of Detroit, in a neighborhood that looked down on people who did not attend schools in which they have. For example, I went to a predominantly all black private school not too far from my house. But my friends in my neighborhood honestly did not care whether it was a black or white school. They would make fun of me because I attended a private school. I believed that their interpretation of a private school was that the school was preparing us to into formal black Americans.

Throughout this course, I have always come back to the same idea: praxis. It was a difficult concept for me to initially understand. I blindly believed that those who are protesting and trying to bring about change are already educated. I had a blanket understanding of the idea of praxis, but it was not until we started the praxis assignment that it made sense. Going into it, I believed that what we were doing was truly intersectional; after all, we were providing transportation so more young girls could have access to Girls on the Run. But reflecting on my experience now that I have learned more about intersectionality, I look at this experience as only a starting point. I can now reflect on the fact that the program is only beginning to make efforts to become more intersectional and has a lot to improve upon. Once I applied the concepts from class to the work I was doing, I finally understood what praxis meant. I have learned that praxis is constantly evolving, and as it does, it is important to reevaluate the initial objective and make efforts to improve and expand it.

In class, we learned that everyone is different, and it is those differences that can set us back a couple of steps if we don’t fight for what is right. All intersectionality does is show us that no one person is just made up of one thing, but a mixture of different things all intersecting and connecting to make you who you are. Everyone one no matter what race, gender, class, sexual orientation, etc have at one point in their life been at a disadvantage or advantage, even when they don’t see it as one. My engagement project allowed my participants to see what those were in a way they that couldn’t over analyze it and change the answer from what it really should be. It also shows you that someone can be put together so great on the outside but could really be fighting something bigger on the inside from their past or

Task 1 requires you to submit a written piece of work covering all learning outcomes (LO1s, LO2s & LO3s) with a reflective account embedded in the context of work.

Of the various Institutional Learning Outcomes that are necessary for a Otis graduate, Collaboration is something that will be difficult for me, mainly based on past challenges when working with others. When working with more than one person, sharing ideas and coming together for a final outcome has usually resulted in chaos, so. I know I work best either by myself or with the guidance of a more knowledgeable partner. Quantitative Reasoning is another learning outcome that will pose various challenges for me, and ultimately is my greatest weakness. I tend to reason and problem-solve in a more creative way, and quantitative data does not typically engage me nor hold my attention. I struggle every day with mental disabilities that hinder my

The case study subjects were specifically chosen for their differing backgrounds. One subject was an African American female in her early 40’s that was educated in a segregated school system. The other, a young African American male in his mid-20’s, taught in the same urban school system in which he was educated. Clark indicated during the interview that African