Professional Documents
Culture Documents
multidimensional
as
the
transition
into
a
completely
new
area,
institutional
type(s),
and
my
own
unique
graduate
assistantship,
have
made
my
professional
journey
complex
yet
rewarding.
Going
from
a
large
public
institution,
Texas
A&M
University,
to
a
small
faith
based
school,
Trinity
Lutheran
College,
required
that
I
adapt
to
a
completely
new
environment.
Moving
into
transition
was
easier
because
I
was
expecting
the
changes
(Schlossberg,
1984).
However,
moving
through
(Schlossberg,
1984)
transition
was
where
I
felt
majority
of
the
growing
pains
because
I
was
no
longer
following
a
formula
(Baxter-
Magolda,
2001).
As
demonstrated
in
Artifact
H,
throughout
my
time
in
the
SDA
program
I
have
been
able
to
establish
and
enhance
professional
identity,
LO
10.
The
three
key
dimensions
of
LO
10
are
a
sense
of
who
I
can
be
as
a
professional,
where
I
am
going
as
a
professional,
and
how
I
am
going
to
get
there.
As
demonstrated
in
Artifact
H
under
personal
foundations,
I
have
wholeheartedly
adopted
the
Jesuit
tradition
of
reflection
into
my
personal
and
professional
life.
I
see
myself
continuing
this
process
because
I
have
learned
just
how
imperative
it
is
to
reflect
on
myself
in
order
to
create
space
in
which
I
work
to
progress
a
just
and
humane
world.
healthy
marriage
of
the
two
helps
to
create
an
example
of
balance
for
my
students.
When
students
feel
that
I
am
being
my
authentic
self
with
them
than
it
provides
them
with
an
opportunity
to
connect
with
me
as
a
mentor,
professional,
and
advocate.
I
have
done
this
in
particular
with
my
Student
Events
and
Activities
Team
students
at
Trinity
Lutheran
College,
which
is
a
new
organization
that
I
helped
create
and
now
advise.
Integrating
1:1
weekly
meetings
with
each
of
the
Team
students
has
provided
opportunity
for
me
to
understand
the
issues
they
are
facing
and
how
I
can
best
serve
them
in
my
advisor
role.
Moving
forward
in
the
student
development
profession
I
will
continue
to
reflect
on
my
professional
and
personal
practices
so
that
I
may
stay
energized
yet
balanced
with
both
facets
of
my
life.
Learning outcome 5 builds off of LO 2 & 10. The three key defining dimensions of
to
furthering
my
education
on
issues
students
and
institutions
are
facing.
This
will
allow
me
approach
service
adaptation
pragmatically.
Development
of
new
knowledge
and
skill
is
demonstrated
in
LOs
5
&
6.
LO
6
three
key
defining
dimensions
are
self-exploration,
relationship
management,
and
professional
integration.
In
the
winter
quarter
of
my
first
year
I
elected
to
take
Leading
with
Emotional
Intelligence
(EQ)
offered
through
the
Seattle
University
MBA
program.
EQ
is
a
soft
skill
that
promotes
emotional
self-awareness,
self-management,
relationship
awareness,
and
relationship
management
by
exploring
empathy.
Through
these
awarenesss,
founded
on
realizing
how
you
emotionally
interact
with
the
world
around
you
or
empathize,
there
is
the
potential
for
increased
efficiency
in
affective
leadership/management.
Prior
to
EQ
I
struggled
with
identifying
what
I
needed
from
myself
and
from
relationships.
Developing
EQ
skills
has
not
only
allowed
me
to
explore
more
fulfilling
relationships
by
identifying
personal
need
but
in
turn
has
also
made
me
a
more
empathetic
communicator,
listener,
and
student
affairs
practitioner.
I
have
integrated
my
heightened
interpersonal
skills
into
all
aspects
of
my
life
but
it
has
proven
particularly
useful
when
advising
my
students
on
the
Student
Events
and
Activities
Team.
As
demonstrated
in
Artifact
I,
EQ
is
something
that
I
want
to
continue
pursuing
and
developing
for
personal
growth
and
professional
practice
integration.
LO
5
is
demonstrated
in
Artifact
I.
In
artifact
I,
objective
four
explores
the
integration
of
EQ
into
my
professional
practice.
I
will
continue
to
utilize
EQ
skill
development
in
my
professional
practice
for
students,
faculty,
and
myself.
My
strength
in
being
able
to
adapt
services
to
students
will
allow
the
integration
of
this
important
skill
set.
It
is
important
for
me
to
find
an
institution
that
is
open
to
the
integration
of
formal
and
informal
Emotional
Intelligence
training.
Adopting
professional
competences
is
demonstrated
in
learning
outcome
4.
The
establishment
of
LO
4
can
be
seen
in
learning
knew
language,
integrating
language
into
practice
and
sharing
it
with
others.
I
chose
the
Student
Development
Administration
program
at
Seattle
University
because
of
its
focus
on
social
justice.
Coming
into
a
social
justice
framework
was
new
and
slightly
unsettling
(Schlossberg,
1984).
However,
being
open
to
the
language
frequently
used,
such
as
multicultural
competence,
reflection,
and
holistic
education,
has
allowed
me
to
actively
integrate
these
terms
into
my
vocabulary
so
that
I
may
assist
in
being
apart
of
the
formation
of
a
global
perspective
for
students
and
myself.
As
demonstrated
in
Artifact
H,
the
SDA
program
has
helped
me
to
establish
a
foundation
understanding
equity,
diversity,
and
inclusion
through
classes
like
Social
Justice,
Multicultural
Perspectives,
and
Student
Development
Theory.
Through
each
of
these
classes
I
was
provided
with
theory
and
perspectives
on
exploring
privilege,
oppression,
and
how
I
relate
to
both.
In
my
Areas
for
Growth
narrative
I
explore
my
identities
more
and
my
continued
learning
with
these
intersectional
ties.
Conclusion
My professional identity has evolved drastically in the past year and a half. I am onto
becoming
the
author
of
my
life,
which
excites
me
because
there
is
still
so
much
for
me
to
explore
(Baxter-Magolda,
2001).
I
believe
that
understanding
your
beliefs
can
open
the
door
to
understanding
and
accepting
others.
Acceptance
does
not
mean
adopting
but
the
creation
of
mutual
respect
and
empathy.
Being
an
example
for
students
in
this
regard
is
a
part
of
my
calling
in
higher
education.
References
Baxter-Magolda,
M.
(2001).
Making
their
own
way:
Narratives
for
transforming
higher
education
to
promote
self-development.
Sterling,
VA:
Stylus.
Merriam,
S.
B.,
Caffarella,
R.
S.,
&
Baumgartner,
L.
M.
(2007).
Learning
in
adulthood:
A
comprehensive
guide
(3rd
ed.).
San
Francisco:
Jossey-Bass
Publishers.
Schlossberg,
N.
K.
(1984).
Counseling
adults
in
transition.
New
York:
Springer