Since February 2018, HESA student Patrick Rogers (’19) has been one of three graduate students nationally serving on the planning committee for the 2018 Annual Conference for NODA (the Association for Orientation, Transition, and Retention in Higher Education). The conference took place in San Diego last week, and Patrick checked in to tell us about his experience. Both the planning process and the conference itself, says Rogers, were fantastic learning and professional development experiences. “I was able to network with other professionals on the committee as well as throughout the country,” he says. “I learned so much about this field while also helping with on-site logistics. This was a great experience for me as I look forward to seeking a position working with first year students in the next few months!” Congratulations, Patrick!
At the end of a long day of orientation and welcome-back programming, HESA was excited to bring together incoming and returning students, alums, and faculty to enjoy some ice cream! Click here to see the rest of the photos.
The HESA community wishes the 2018 graduates the best of luck as they take this exciting step in their lives. We’re proud of who you were as UConn HESA students, and we can’t wait to see where you can’t wait to see what you do as alumni.
HESA Class of 2018:
- Julia Anderson
- McHenold Aurelien
- Danielle Berkman
- April Cano
- Cristina Carpentier
- Jennifer Cheng
- Alyssa Clift
- Ricardo Destinvil
- Alexandra Dutro-Maeda
- Gabrielle Erestain
- Lisa Famularo
- Emily Fiagbedzi
- Moriah Hernandez
- Rilwan Ilumoka
- Daphnee Laguerre
- Garland Mann-Lamb
- Michelle Meek
- Morgan Sutton
- Alex Vann
Congratulations to the HESA Class of 2018! HESA celebrated commencement on May 4th in the Student Union Ballroom, and the full photo album can be accessed here.
On April 26th, HESA hosted its annual Assessment Day, the summation of a two-semester course series (EDLR 5102 and 5103) that gives first-year HESA students the opportunity to develop and hone important skills by conducting group assessment projects in service to the UConn community. The series constitutes a fundamental element of HESA’s unique core curriculum and commitment to scholarship in practice. This year, students split into four groups and tackled four distinct assessment projects (see table). We spoke with Dr. Christine Wilson, the course instructor, to learn more:
The point of the course is to help the students learn about assessment, evaluation, and research by engaging in a yearlong group assessment project that serves a department or program on campus. The first semester is dedicated to learning about foundations of assessment and research while completing a literature review for the projects, defining assessment questions, creating methodology, and completing IRB paperwork to assure that research with student participants is conducted legally and ethically. During the second semester, the students collect and analyze data, present their results and findings during an open presentation day, and complete an assessment paper.
Assessment Day, which takes place at the end of the semester, is a great way for the community to see the work that the students have completed, as well as the contributions of knowledge that they are making to the departments they have served with their projects. In addition, the students have a chance to present their projects in a formal setting. I have taught this course series three times, and Assessment Day is the highlight of the year.
Congratulations to the students of EDLR 5103 for their successful assessment projects, and the completion of their first year in the UConn HESA program.
On April 4th, HESA hosted a Student Appreciation Day in the Gentry Building. The event gathered HESA students, faculty and staff together to celebrate student contributions over ice cream, refreshments, a “Graduate Self Care Station.” Photos from the event can be found here.
The HESA first year students have art displayed in the Student Union Art Gallery! This gallery display is a culmination of students’ work for a project in EDLR 5105: Structured Group Dialogue in Student Affairs course. This artwork is just a small component of their continued dialogue regarding allyship, intersectionality and their personal identities.
Through creation of their visual representations students worked across social identities in order to create an expression of allyship. In addition, they were asked to work together to consider how allyship appears in their work as a practitioner as well as an individual.
Please join us on Thursday, November 17, 2016 from noon—2:00 in the H. Babbidge Class of 1947 Conference Room for the HESA Glasgow 3 International Experience presentations.
Over the summer, rising second year HESA graduate students Emily Pear-son, Lauren Hennes, and Abigail Smith traveled to the University of Glasgow, Scotland, where they conducted a three-week assessment project. Hear their findings and the recommendations they gave to the University Senate regarding assessment and feedback policies.
This is a brown-bag event. Please feel free to bring and enjoy your lunch as you listen to the presentations.