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Credit Bearing Courses 

OASIS offers a number of credit bearing courses related to the field of education including the EDS 116 course necessary as a prerequisite for designated job opportunites within OASIS. See below for more details.

EDS 23 Success and Satisfaction in the Second Year of Higher Education: Research Trends and Conclusions

Course focuses on challenges that confront college students in their second year of higher education and solutions. Emphasis on historically underrepresented students of color with more complex adjustment to college. Analysis of national trends from research including High Impact Practices. Prerequisites: department approval required. This course is a collaboration with Student Affairs “2 Excel Program.” Enrollees should only be program participants.

EDS 25 American Higher Education and the Collegiate Experience

This course is designed to help students think critically about multicultural issues in higher education, as well as the purpose of higher education within the larger context of society. Topics include American higher education history, organization, policy, curricula, and access.

EDS 116 Equity Minded Education in Student Affairs

This course is intended to provide a broad introduction to theories and research about working
with students of color and other marginalized identities. This course is grounded in Yosso’s
(2005) Community and Cultural Wealth framework, which is a form of critical race theory that
challenges traditional notions of cultural capital. Community cultural wealth shifts the research
lens away from a deficit view of Communities of Color as places full of cultural poverty
disadvantages, and instead focuses on and learns from the array of cultural knowledge, skills,
and abilities passed by socially marginalized groups that often go unrecognized and
unacknowledged. The assignments ask you to apply Yosso’s (2005) framework and its
components (e.g., aspirational, navigational, linguistic, resistant, social, and familial) to examine
the various student experiences that exist within higher education. Ultimately, you should leave
the course able to synthesize the student development literature by applying it to real-world
issues in student affairs and higher education.

Mentor Practicum

  • Critical Thinking and Problem solving 
    • Identifies important issues that affect retention of low-income, first-generation, and underserved students at UC San Diego.
  • Oral, Written, and Digital Communication
    • Responds to the needs of mentees/peers through writing and speaking coherently and effectively.
  • Self-Reflection
    • Asseses, articulates, and acknowledges personal skills and abilities, and learns from past experiences and feedback to gain new insights and understandings for the benefit of mentees.
  • Teamwork & Cross-Cultural Collaboration 
    • Works with and seeks involvement from people with diverse experiences and identities towards a common goal.