Narrative Description

In completing my graduate program in Student Development Administration, the

most important piece that I will take with me is the indescribable significance that
education can have in human life. Before this program, I knew that I had a natural ability
to lead groups, build relationships, and communicate effectively. It was not until I had
the opportunity to explore the meaning and purpose of education and reflect on my
professional intentions that I realized the title of educator was one that I wanted and
deserved to actively claim.
Within the academic components of my experience, there have been three
avenues that stand out as the most important things I have learned here. The first is the
mutual dependence of theory and practice. I am a kinesthetic learner, meaning learning
by doing informs how I approach future situations. I have sought the opportunity to find
this in academic forums through courses such as Adventure-Based Leadership,
Emotional Intelligence, and the Fundamentals of Counseling. It was a joy to have
classrooms intentionally designed this way.
On the other hand, a piece of my difficult transition into this program was the
adjustment to putting theory first and an emphasis on reflection. This was a shift in
thinking from my undergraduate program, and I felt myself resist it at first. This is one of
my more salient critiques of this program, in that the set up of most classes are not

designed as inclusive to all learning styles. I am confident that most of my learning

occurred in my assistantship experience, but I there was no acknowledged academic tie
here. But with practice in reflection and the foundation of Jesuit education, I have
learned to be more flexible in letting my theory-to-practice and practice-to-theory
learning become more cyclical. A standout experience demonstrating this was finding
myself implementing theories in action with students each day after Theory class.
Schlossbergs Transition Theory and Mattering vs Marginality framework and Perrys
theory on Cognitive and Moral Development stick out in my memory as being
immediately applied in my work.
Another academic takeaway has been the concept of holding up a mirror in front
of myself, particularly when it comes to multicultural competence and working to
promote social justice as a professional. Within my first quarter here, my world was
rocked by studying Critical Race Theory, particularly when applied specifically to
Whiteness. My reflection of how I viewed my own education in this lens in particular has
so heavily impacted the way I try to show up as a professional. Multicultural
Competence in Student Affairs assisted me in moving past just thinking of myself as
social justice driven, to critically viewing and acting on how I show up in every day
interactions with folks, particularly those of identities that are different than mine.

The third academic piece that has been most influential is the emotional
intelligence development from classes in the Management department. The Conflict
Seminar from Adventure-Based Leadership was articulated in a way that was simple
and understandable, yet so critical to the interpersonal skills that are paramount in this
field. Not only has it made me a stronger professional, but it has also influenced my
personal life in how I show up as a friend, partner, and family member.
Within my practical experience of this program, I have learned lessons in
professionalism, advocacy, and supporting students. From my internship at Cascadia
College, I learned the differences of working in community college environments and the
importance of clear and consistent communication across multiple platforms. In my
assistantship, I have found balance in empowering students to find agency and
supporting them holistically beyond their roles as student leaders.
Moving forward out of my graduate program, I am confident that I will be carrying
these lessons with me. My Jesuit education has taught me how to be a leader for
others, how to act in small ways with large impact, and how to actively work towards a
just and humane world. I entered this work for my love of building community with
intention, and I continue it with the added goal of working for folks who feel
isolated/marginalized from those communities. For students who are queer or gender
non-conforming, for example, my role in Housing has taken new meaning of significance

for me as I hope to dedicate myself to increasing the level of safety, affirmation, and
comfort for this community. I hope to use my Jesuit education to create inclusive
communities that welcome and celebrate individuality.