Snowballs and Transitions to Higher Education

The academic core of the Bayan Community is a pair of linked classes: English Composition and Personal Development. Most of us have a good idea about English classes. We write. We read. We write and read - a lot, practicing the analytical and critical skills students need to succeed in college and beyond. But what about Personal Development? What is "PD"? What do students do in a PD  class? 

This semester’s Personal Development class is PD 114, “Transitions in Higher Education,” a course that provides a step-by-step approach to preparing for the culture and rules of higher education as well as acquiring and practicing the “soft-skills” required to the move from community college setting to a four year institution. This also include in the process of selecting and applying for college and securing funds to pay for it all. 

The very first activity of the semester students did is emblematic of the work students do in PD. Professor Crystal Alberto, Bayan’s coordinator and counselor, canvassed from students the obstacles, barriers, and issues they anticipate facing when they get to the college of their choice. She used one of the students’ favorite routines, the “snowball fight,” to brainstorm different items. Students jot down answers to a series of questions onto a sheet of scratch paper, crumple up those sheets, and toss them in the air to simulate a snowball fight. Students pick up the "snowballs", unwrap them, and share written responses with the entire class. A discussion follows to debrief and unpack ideas. Here's a link to guidelines for the activity. 

Because of the Filipino focus in the Bayan Learning Community, Professor Alberto used questions that compelled students to look for a "Filipino" angle regarding transferring. To be sure, many of the items on the list Bayan Scholars generated apply to all transfer students. And still, noting the particular "flavor" of their obstacles helped students see that their cultural and ethnic identities are constitutive, at least part, of what they may experience. That identity piece is definitely a worthy angle of investigation. 

Agbayani Village Trip: Pride and Provocation

Once again, Bayan Scholars made our way to Agbayani Village in Delano; it's become a yearly tradition for our learning community. This year, we visited this historic site on November 7th and 8th, a few weeks after Filipino American History month. To prepare for the trip, we devoted class time to begin untangling the difference between history and heritage. We also studied sections from Dawn Mabalon's Little Manila is in the Heart to familiarize ourselves with the plight of Filipino farm workers and the significance of Delano.

SWC Professionals help Bayan Scholars Develop Networking Skills

Photo by Ernesto Rivera

As we grow, Bayan plans to offer a mentor program, matching scholars with professionals for all the benefits we know that mentorship provides. Even as we aren’t at a place - yet! - for a full-blown mentor program as  PUENTE has, we can still help students develop skills they will need to make the most of mentor opportunities such as networking, introducing ourselves, asking questions - those “soft skills” that can make a huge difference. 

To that end, we set up a “mixer event” where students and Southwestern College professionals met “cocktail party-style” (there was no alcohol - just candy!) to practice meeting and greeting each other.

We broke the program up over a few days, reserving a portion of two class periods of Personal Development to prepare for the event. On the first day, students composed and practiced informal “elevator pitches,” quick self-introductions students might make when meeting a new teacher, prospective employer, or other person who they meet. The pitches we practiced were less formal than those proposed by Forbes or LinkedIn. Ours were intended for a more casual, low stakes situation. Folks jotted down their elevator pitches and practiced in front of the class and in pairs. 

Prepping for Finals: Finishing Strong!

At our last class meeting, the week before finals, we asked ourselves what we needed in order to finish the semester strong (yes, it should be "strongly", but artistic license, yeah?). For all but one student, this is first semester in college for everyone, our first experience with the ups and downs of the season, so we needed to spend a few minutes attending to this pressing issue. 

Scholars wrote their advice on index cards, and we collect them here in the two-minute video embedded above. In the spirit of helping ourselves, each other, and our followers, we share our collective advice for thriving during this crazy-making time of year.

What advice do you have for finishing out a session of school? What works for you? Share your comments below. Oh, and here's a link to the video should you want to share it. Cheers! 

Being Sweet: Caring for the Brains in our Bodies

In our quest to be more holistic in our approach in Bayan, we asked students to consider the concept of “sweet”. Not “sweet” as in sugar or candy, what FIlipinos would call mamatis. This "sweet" is an acronym to help us remember what we need to do to take care of the brains are in our body, to make sure that we attend to, crudely put, the physiology of learning. 

Sweet stands for Sleep, Water, Eating Healthy, Exercise, and Time to Relax, practices required to take care of our bodies, which in turn, keeps our brains working at top conditions for the cognitive challenges we face in our classes. 

With the exception of time, the elements of being sweet are easy to grasp. Time, in sweet terms, has to do with giving our brains and bodies “down time”, perhaps meditating or purposeful relaxation. Not channel surfing or binging on Netflix, but intentional practices to allow our bodies and brains to rest. Like the kind of "diffuse thinking" that Barbara Oakley discusses in her book Learning How to Learn. 

Jose Bowen, president of Goucher College and author of the provocatively titled  Teaching Naked discussed the “sweet” acronym on an episode of Teaching in Higher Education. We introduced sweet the first day of class. Every so often, we'd revisit the concept to check ourselves. Below is a Flipgrid, a video recording, of students' sweet self-evaluation we did right before the Thanksgiving long weekend because after the weekend, we only have one more week before finals. We figured that just before a break it would a good time to review how well we are treating the brains in our body. Have a look, and leave a comment about your sweet status below! 

Bayan Scholars Reflect on History & Heritage

October is Filipino American History Month, a commemoration instituted in 1991 by the Filipino American National Historical Society (FANHS) to preserve, disseminate, and celebrate the history of Filipinos and Filipinas in the United States. To mark the event, we spent time in our English class considering what we know about our experiences in the USA. 

To get started, we used our writer’s notebook to generate and organize our ideas. The following questions focused our thinking:

• What do you think you know about Filipina/Filipino American history? How did you acquire that knowledge? 
• What's the difference between "history" and "heritage"?

Pop Up Claims - Developing Ideas Worth Writing About

This post features Bayan's experiment with an activity cribbed from Dave Stuart, Jr.’s Let’s Make Teaching Better called “pop up debates”. Stuart’s process calls for single arguable point, but we focused instead on coming up with claims and verbally reporting those opinions with the rest of the class. We wanted to build confidence to come up with and publicly share opinions worth knowing.

This semester, we are studying Kevin Nadal’s book Filipino American Psychology. Together, we read the first two chapters. Chapter One provides a super brief sketch of Filipinas and Filipinos in the United States, demographics, how we got to the US, and the psychological impact of our history and place in US society. The second chapter focuses on Filipino values. As very few Bayan students had any formal coursework on Filipina/o American issues, we needed shared pool of knowledge these chapters offered.

After working through those chapters, we briefly examined the themes of the other chapters. Topics ranged from Racial and Ethnic Identity Development to Gender/Sexuality/Sexual Orientation, from the Model Minority Myth to Colonial Mentality. Subsequently everyone selected two to read beyond the ones we had studied together. We read these new chapters with the aim of teaching what we discovered with each other.