Keywords
Portland State University, University Studies, First-Year Inquiry Classes, Assessment and Community, Assignments and Community, New Majority College Students, Acompañamiento
Abstract
This collection of seven diverse assignments written by students from under-represented communities for a first-year inquiry class on immigration, migration, and belonging illustrates how instructors can facilitate a sense of belonging or acompañamiento through course assignments, assessment instruments. Each of the student authors provides a retrospective introduction on how their personal reflection, essay, or research project helped them to make personal connections within or outside of the class. The instructor provides a brief introduction to the concept of acompañamiento and why it is particularly important for New Majority college students.
Cover Page Footnote
The authors are particularly grateful to Professor Vicki Reitenauer for her unflagging support of this project.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Persistent Identifier
https://archives.pdx.edu/ds/psu/43217
DOI
10.15760/amplify.2025.3.1.4
Recommended Citation
Tran, Shaianne; Amezola, Hector; Rodriguez, Dalissa; Baird, Morgan; Fuentes Luna, Jennifer; Vazquez, Alejandra; Zia, Fattemah; and Peterson del Mar, David
(2025)
"Acompañamiento and Assessment: Examples of Community Building through Assignments in a First-Year Class,"
Amplify: A Journal of Writing-as-Activism:
Vol. 3:
Iss.
1, Article 6.
https://doi.org/10.15760/amplify.2025.3.1.4
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Holistic Education Commons, Scholarship of Teaching and Learning Commons
