The Center for Community Engaged Learning hosts an annual symposium to showcase student projects from across campus. The poster session is an opportunity for students to present the results of their direct service, civic engagement, and/or research in the community. In 2021, we will be hosting the symposium online.
Symposium Submissions
- Adults HS Diploma & GED Pathways - Poster
Title:
Adults HS Diploma & GED Pathways - A Needs Assessment of High School Diploma & Equivalent Opportunities in the Ogden Area
Authors:
- Ryan Cain, Ph.D.
- Katharine French-Fuller, Ph.D.
- Yesenia Quintana, M.Ed.
- Taylor Calabrese
- Sher Rowley
- CHES
- Angelica Rodriguez Peralta (summer 2020 only)
Purpose:
The purpose of this study was to identify obstacles individuals face when trying to obtain their high school diploma or GED. The study also sought to identify recommendations from providers and seekers of adult education, as well as employers, for what a successful GED program should look like.
Background Information:
• In Ogden, around 17% of adults 25 and older lack a high school diploma or equivalent credential (U.S. Census Estimate, 2019)• Individuals who are lacking the equivalent of a high school diploma are disproportionately Latinx (Musu-Gillette et al., 2016)• Those who possess a high school diploma or GED are more likely to have higher incomes, as well as have more available opportunities for their future education and for their children’s education (Foster, Strawn, & Duke-Benfield, 2011; Halbert, 2016)• Customizing wraparound services is beneficial for the target populations. For example, immigrant students could benefit from ELL and bilingual education, and Latinx students could benefit from involving their family or other personal aspects of their lives in their school work (French-Fuller, Quintana, & Lemos, 2020)Findings:
The two employers interviewed did not distinguish the difference between a GED or a high school diploma. Employers were more concerned with whether or not job applicants would come to work on time and have a willingness to learn and advance in the company. Providers of adult education emphasized the importance of reducing obstacles such as tuition, language barriers, and inflexible schedules. The majority stated that having a navigator to help reduce these barriers would be extremely beneficial. They also believed that it would be essential to establish deep cultural connections with students and the community. Seekers of adult education stated they would highly value a GED program that provided childcare services or flexibility with class schedules. Many decided to complete their high school education because they wanted to set an example for their children, have better jobs.
This study offers ways Ogden City School District can improve and implement services to promote more success with adult education and obtaining GEDs
Invest in Navigators Hire full-time teachers, counselors, and other staff to focus on adult education Build networks of people with personal connections in the community to communicate pathways that include adult education and career opportunities Bi-directional support between stakeholders Include bicultural, bilingual, and representatives of the community in staffing Be mindful of ways the community communicates information and opportunities Offer educational flexibility (online, in person, hybrid) Incorporate the student’s interests in learning curriculum
Summary:
Ogden City has room for improvements with adult education and GED programs. Findings from this study offer great recommendations to improve and advance practices. It is imperative to include the at-risk population, to understand their culture, and find their motivators. Listening to what does and does not work for students will aid the development of effective adult education that fosters inspiration and satisfaction for students that continues throughout their lives.
Seeds for Recommendations:
- Invest in Navigators Hire full-time teachers, counselors, and other staff to focus on adult education
-
This study offers ways Ogden City School District can improve and implement services to promote more success with adult education and obtaining GEDs.
- Build networks of people with personal connections in the community to communicate pathways that include adult education and career opportunities
- Bi-directional support between stakeholders
- Include bicultural, bilingual, and representatives of the community in staffing
- Be mindful of ways the community communicates information and opportunities
- Offer educational flexibility (online, in person, hybrid)
- Incorporate the student’s interests in learning curriculum
This study offers ways Ogden City School District can improve and implement services to promote more success with adult education and obtaining GEDs.
- Alternative Alternative Breaks - Video
Title:
Alternative Alternative Breaks
Presenters:
Zadoth Vazquez - Director Maria
Maria Fregoso - Assistant Director
Giovanni Frias - Trip Leader Gentry
Gentry Mathias - Trip Leader
Abstract:
The Alternative Breaks Program at Weber State University planned two trips to an apache reservation in Arizona and another of a Tour of Southern Utah. However, the two non-local trips were cancelled due to COVID-19 University travel policies. The Alternative Breaks team was aware and created a local backup break experience for Thursday, March 11th and Friday, March 12th called the Alternative Alternative Spring Break. It consisted of volunteering in the local Ogden and SLC communities. They partnered up with the Women's Shelter VOA, Neighborhood House (both in SLC), Pliking Club of Ogden, 7 Elements, & Highlander (virtual). Each community partner focused on the social term "access", which included: access to food/home security, health, addiction help, transportation, and daycare.
At the Women's Center, the students organized a donation closet that is a resource for the women in the shelter who need clothes. This is where bags upon bags are donated, but it takes the staff months to sort-out and organize. They also worked in the food pantry and food line, which fed a little over 300 women.
The Neighborhood house specializes in day-care for both the geriatric and pediatric populations while parents/caregivers are working throughout the day. They also provide the "Nourish to Flourish" service, which sends the families home with a packaged meal for dinner. The students were able to organize their storage closets and hand-out the Nourish to Flourish food packages.
During the Ogden day, students went to the park on 30th street Monroe and along the Ogden River trail to pick up litter using supplies from the Pliking Club. They also were able to watch virtual lectures on sustainability and water conservation through our community partners 7 Elements and Highlander.
- Satisfaction with Life and Relinquishment of Parental Rights - Poster
Title:
Satisfaction with Life and Relinquishment of Parental Rights
Author:
Kailey Markos
Community Engagement
There are many variables impacting a birth mother’s satisfaction with life when surrendering her parental rights. In collaboration with Forever Bound Adoption, the Community Research Team at Weber State University conducted a survey-based study to reveal underlying influences on the decision to move through the adoption process which can result in a broad range of satisfaction or dissatisfaction with life as experienced by birth mothers before and after the adoption process. Using both qualitative and quantitative methods of analyses, our goal is to reveal distinct circumstances related to the level of satisfaction or dissatisfaction with the adoption process among birth mothers across America.
Methods
Participants
384 birth mothers over the age of 18, who had at one time relinquished parental rights of at least one child, participated in the study. The participants were recruited by ourmcommunity partner at Forever Bound Adoption, with via his network connections.
Materials
The study was administered via Qualtrics. Using the Satisfaction with Life Scale, two sets of five questions were asked regarding the birth mother’s satisfaction with life before and after the adoption.
Procedure
In addition to the Satisfaction with Life Scale questions, participants were asked to complete a demographic section as well as respond to other questions regarding the adoption process. A one-sample t-test was performed to analyze the data collected.
Literature Review
- This study found that some of the most common clinical symptoms experienced by birth mothers include unresolved grief, isolation, difficulty with future relationships, and trauma (Baden & Wiley, 2005).
- One study study emphasized the experience of loss, insecurity, and uncertainty among birth mothers in the adoption process, regarding their personal growth and development, after placing their child for adoption (Horowitz, 2013.)
- Another study addressed the experience of grief and loss among birth mothers across time, after the adoption, in relation to the spectrum of openness in the adoption (Henney, Ayers-Lopez, Mcroy, & Grotevant, 2007).
Results
Preliminary data suggests that there is a significant difference in life satisfaction before and after the adoption process, in accordance with the test value or theoretical mean of 4.
- 801-626-7737
- ccel@weber.edu