Running head: PERSONAL NARRATIVE

Personal Narrative
Monica L. Cano
Loyola University Chicago

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Reflections on the Course Content

In higher education there is a constant focus on the future. We are focused on the changing
landscape of higher education and society- what those changes will be, what the changes mean for our
field and for our students. My education at Loyola has provided me with greater insight into those
conversations through lessons from the past, as well as theoretical frameworks. The History of
American Higher Education course helped me build a foundational knowledge of higher education.
That foundation makes it possible to better understand traditions and evolutions within the field. For
example, researching the history of student activism allowed me to recognize how many student affairs
roles and policies on campus were a result of student demands. This context changed my perception of
student activism to include a greater appreciation for its very tangible power.
Similarly, in Organization and Governance, I learned about theories of change that directly
applied to the higher education setting. Before the program, change at the institutional level seemed
like a near impossibility. My studies have helped to unveil the many factors that can contribute to
organizational change. The theories provided me with a sense of agency to attempt to promote change.
During my time at Loyola there have been many conversations about the role of administrators in
helping students create change. That role was often tied to understanding how to navigate a higher
education institution. As a professional being able to understand the system allows one to push for
change internally, as well as being able serve as guides for students. The knowledge I gained in
Organization and Governance prepared me to better fulfill both those duties.
Another piece of preparing students to become leaders who question the status quo was learning
how to be intentional around programming. I entered the program with the knowledge that I wanted to
structure immersion experiences that challenged students to think more critically. Curriculum
Development prepared me for that task by helping me fully understand learning outcomes and
backward design. I now incorporate learning outcomes into all my work to ensure that I have clear

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goals for what I am creating. The coursework in Evaluation and Assessment enabled me to hold myself
more accountable to those goals. The future of the field is tied to evaluation, ensuring that
professionals can reinforce the importance of student affairs. By utilizing learning outcomes and
evaluations, I can improve upon the work I am doing, as well as support my decisions with actual
evidence.
Learning Through My Graduate Assistantships and Internship
One of the most meaningful takeaways from my roles as a graduate student was the selfefficacy that has been instilled in me. When I had the pleasure of working with Dr. Janis Fine in her
last year directing School of Education Rome Programs, I completed my first mixed methods
evaluation project. The hardest part was finding my own trajectory because I had rarely been given so
much trust and creative freedom as an undergraduate student. In taking on new projects and balancing
many different roles, I have learned to trust my own abilities.
In contrast to my experience working independently at Loyola, I learned the importance of
collaboration while working for Northwestern Universitys Campus Inclusion and Community (CIC),
and the University of Illinois at Chicagos Latin American Recruitment and Educational Services
(LARES). In both roles, I have noticed how beneficial it is to share resources within an institution, as
well as the broader field in general. One eye opening experience was a bench-marking project for CIC
focused on undocumented students. By comparing the efforts of other institutions I felt comforted in
knowing that as a professional I can look to peers as a guide or resource, even if the lesson is what not
to do. I have largely felt empowered to reach out to others for projects because my supervisors have
been wonderful at treating me as a peer with valuable contributions.
Social Justice Advocacy
The advantage of having multiple assistantships in different areas of the field has been the
ability to reflect on what social justice advocacy can look in various contexts. In my time working with

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the Rome programs, I was able to think about how to be inclusive in a study abroad experience, from
the admissions process to arranging housing. However, I learned most from assessing Dr. Fine's Rome
courses. When I followed up with her former students, the lessons they carried on into their work as
educators were largely related to cultural competency and social justice. After analyzing how she
incorporated those topics into her course and what was most effective, I feel better equipped to create
significant learning experiences around social justice issues through immersion.
Another takeaway from my time at Rome Programs was to intentionally find ways to be a social
justice advocate if it is missing from a role. Similar to other areas, many study abroad experiences do
not include social justice education as part of their foundation or mission. Yet, Dr. Fine still found
ways to incorporate it. As an administrator, I felt that the direct piece of working with students around
these topics was missing from my role. Therefore, I sought out opportunities like Alternative Break
Immersions (ABI). In my role as an ABI leader, I get to facilitate conversations around social justice
issues while still working in experiential education.
Furthermore, when I left Loyola I decided to focus on identity based work through CIC and
LARES. These roles have highlighted the challenges and rewards of being engaged in social justice
advocacy as a professional on a daily basis. As the ABI staff leader for the Loyola University Chicago
Empowering Sisterhood trip, I also worked closely with the Student Diversity and Multicultural Affairs
office. In my last year at Loyola, I have worked within three different models offering services to
historically underrepresented students. My eyes have truly been opened to the many different ways
social justice advocacy can manifest in the field of higher education. As I move forward in the field, I
feel better prepared to contribute to conversations about social justice education, the role of cultural
programming, and creating a more equitable experience on campus.
Personal Growth/Conclusion
Student affairs professional is one of those positions where people never seem to know what the

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role entails. Personally, I came into the field thinking I had a general idea of what folks did, but not
how or why. After these two years, I have gained a better understanding of what student affairs
professionals navigate- educational programming, multiple levels of politics, and social justice work.
Prior to the program, I had not realized the true amount of leadership involved in being successful in
those areas. As a graduate student, I was able to break down what it meant to be a leader and how I
saw those qualities in myself. I developed a sense of leadership efficacy that I will carry with me into
the field. I have no doubt in my mind that I will need it for any role I pursue.
My time at Northwestern University navigating a structural change during a time of political
and racial tension proved to me that there are few clear answers for student affairs professionals. In
every situation there are many stakeholders. Any path chosen will hold both positives and negatives
for them. By observing the impressive staff at CIC during this time and voicing my own opinions, I
came to the conclusion that leadership is not about having the right answer. It was easier to see myself
as a leader when I accepted that a leader does not have the perfect answer, rather they are the ones
willing to work with others to propose creative solutions.
I entered Loyola with a passion for helping students, and I am leaving with the knowledge of
how to do so with the support of theory, assessment, and context. Essentially, I have the toolkit of
language and knowledge necessary to thrive in the field of higher education. I am grateful to the
program, my peers, and my instructors (my professors and my supervisors) for allowing me the space
to reflect and develop. The opportunities I have been afforded to work through my own identities and
beliefs will continue to influence how I shape my practice as an educator.