Restler, from What Do You Do That Can’t Be Measured

Restler highlights the significant impact of unquantifiable actions like personal connections, emotional support, and mentorship. It shows that the true value of our efforts often lies in fostering growth, resilience, and confidence in others, even when those effects are hard to measure.

This chapter helps me think about myself and others by reinforcing the idea that our worth isn’t solely defined by measurable achievements. It highlights the importance of empathy, understanding, and the relationships we build. I realize that my interactions with students and colleagues can foster growth and resilience in ways that may not be easily quantified, but are impactful.

As a college advisor for first-generation, low-income students and those with disabilities, my role goes beyond academics. I help students navigate college life and access important resources, but the conversations we have about our personal journeys, our challenges and successes are what truly matter. By celebrating their achievements, big or small, I help boost their confidence and affirm their worth. This reflects Restler’s focus on the value of unmeasurable actions, showing how building connections and offering emotional support can make a lasting impact. These discussions create a safe space where students can express themselves without fear of judgment. Ultimately, the care and support I provide shape my students’ college experiences in ways that go beyond traditional metrics, highlighting that education is about personal growth as much as academic success.

My dedication to being there for students during tough times, whether by listening or offering a kind word can’t be measured, but it is crucial for their overall well-being. The connections I build help them feel seen and appreciated, supporting their growth in ways that go beyond just academics. Ultimately, these unmeasurable aspects of my work shape their college experience and create a strong, supportive community.

Need a pep talk? Watch this :)

Maxwell

"Your relationships with the people in your study can be complex and changeable, and these relationships will necessarily affect you as the “research instrument,” as well as have implications for other components of your research design. My changing relationships with the people in the Inuit community in which I conducted my dissertation research (Maxwell, 1986) had a profound effect not only on my own state of mind, but also on who I was able to interview, my opportunities for observation of social life, the quality of the data I collected, the research questions I was able to answer, and my ability to test my conclusions. The term reflexivity (Hammersley & Atkinson, 1995) is often used for this unavoidable mutual influence of the research participants and the researcher on each other."

What stood out to me about the quote is how important the relationships between researchers and participants are to the research process. The idea of reflexivity really caught my attention because it shows that these relationships can influence the data collected and the questions I may ask. This shows me that building trust and understanding with participants is really important for getting better insights and more reliable results. This stood out to me even more because it reminded me of what Rachael said in class. She emphasized the importance of getting to know the folks you're interviewing, understanding their work and organization, and approaching the research with care. It’s not just about asking for an interview but taking the time to truly connect with them.

Question - I will most likely be interviewing students within SSS. Reading this article made me think more about my role as an Advisor in the space. How can I make sure that when interviewing them, my role doesn't affect their responses? Even if I don't think it would, I also want to be mindful of that.

Systems of Care

"The inadequacy of the Rhode Island behavioral health system – which, underfunded for years, has led to workforce shortages, siloed state agency approaches and policies, and waiting lists that leave families at risk."

This quote stood out to me because it points out the serious issues within the Rhode Island behavioral health system. It shows how years of not providing enough funding have created obstacles that make it difficult for families to get the support they need. It shows how important it is to invest in mental health services and improve cooperation between agencies. When these systems are disconnected, families experience long wait times and less access to care, making their situations worse. When resources are stretched thin, the quality of care can suffer, leaving vulnerable children and families without the support they need. More money needs to be invested in services and made more accessible. Agencies also need to collaborate and create a system together that can truly support families. This would help children and families get the care they need and improve their mental health and overall well-being. 

Reading this made me think of RIC. I work at Student Support Services, and while we provide many great resources and support, we sometimes need to refer students to other offices for additional support. I’m working to collaborate more with other offices on campus, to try to be more effective as a college and provide even more resources and support for all of our students. The difference we could make by working together more often and sharing our resources would be huge! 

Words I associate with "Research" or "Data" - Evidence, Statistics, Barriers, Outcomes, Surveys

YDEV MA CAPSTONE PROJECTS

Seeing everyone’s beautiful capstone projects is really inspiring! Before I figured out my topic, I was a little stressed. But now that I know what I want to focus on, I’m excited. I look forward to exploring people’s experiences and perceptions through interviews, observations, and artifact analysis. It was great to see other projects and learn about the topics they chose and why they chose it.

I am most passionate about supporting first-generation, low-income students and students with disabilities. I want my capstone project to center around Student Support Services, focusing on how the Ydev Anchors, like purposeful play, social justice and advocacy, care, leading with and identity show up in our space. I also want to explore access and community and what that really looks like in our space. I aim to create a supportive space that meets the needs of our students and fosters a strong community where everyone feels valued. This project will also provide me with a chance to dive deeper with students and make more of an impact.

Random things that my job and this project has me thinking more about: Creating peer support groups and mentorship programs that connect upperclassmen with first-year students to help them feel more comfortable and supported. I want to organize/create workshops on advocacy and social justice for students to share their needs and feel empowered. I also want to create an online resource hub for our students that would give students easy access to important information, on and off campus resources, events and more. This project has me feeling a bit overwhelmed with ideas, but it also is inspiring me to have a more meaningful impact.

Click this link to learn more about the Ydev Anchors.

Research Pizza

 

This study explores how systems can be transformed and how young people can challenge their circumstances. It highlights how these youth workers support young people in developing awareness and participating in social action.

Clemons explores her research question using a qualitative approach that includes several key methods. She conducts individual interviews with youth workers, observes their interactions within youth organizations, and examines public community engagements. Additionally, she analyzes organizational artifacts, such as promotional materials and information from organizational websites.

This study used a critical approach to identify three different strategies that nine youth workers at three different organizations use to support young people in their efforts towards social justice activism.

Ideologies of Research

I feel most aligned with the Constructivist approach because I value understanding how people perceive and interpret their experiences. Constructivism's focus on meaning and context resonates with me. However, I also connect with the Critical approach because of the emphasis on social justice and transformative change.

My question, "What additional support systems can I help create for students experiencing housing or food insecurity?

 If I took a constructivist approach, I would answer the question like this:

To help create additional support systems for students experiencing housing and food insecurity I would start by talking to students to understand their specific needs and challenges. Using their feedback, I would work with them to create support systems that fit their unique situations. This could involve setting up a campus food pantry or partnering with local organizations for housing assistance. By continuously engaging with students, I would ensure that the support systems we create are working well and adjust them as needed. We could create a space together where students can openly discuss their challenges and work together for solutions.

If I took a critical approach, I would answer the question like this: 

To help create additional support systems for students experiencing housing and food insecurity I would look at the bigger systemic issues and policies that contribute to housing and food insecurity. This would involve advocating for changes in policies, increasing funding for support services, and working with community organizations to address the root causes of these issues. This could also involve advocating for policy change at the institutional level as well to push for more affordable housing options on or off campus, meal plans and more.The goal would be to create fair and sustainable support systems that address the root issues affecting students.

20 Questions

1. What's next?

2. How can I better serve my students?

3. How do I stop being so hard on myself?

4. Why do I always feel the need to be productive?

5. When will they start to consider what the students need and want?

6. What are my career goals, and what steps do I need to take to achieve them?

7. How can I improve my self-confidence in my professional abilities?

8. Do I even want to pursue a PhD/EdD or do I just like the idea of it?

9. How can I build a stronger support network for my students outside the college?

10. How can I avoid burnout?

11. What partnerships can I build with community organizations to support my students better?

12. How can I make a greater impact?

13. How can they justify increasing the cost of campus living and meal plans without improving the quality of the dorms and food?

14. What additional support systems can I help create for students experiencing housing or food insecurity?

15. Will I ever stop doubting myself?

16. What trainings or certificates could benefit my professional development?

17. Will Administration ever listen to us?

18. Is my future in Higher Ed?

19. Why is getting an education so expensive but the salaries don’t match?

20. Will I ever be able to have a hybrid schedule in this field?