Core Learning Domains

Leadership

Throughout my two years in the MSHE program I have grown as a leader in many ways.  Through coursework, graduate assistantships, and fieldwork I have gained knowledge and experience in organizational leadership theory, supervisory skills, risk management, and ethical decision-making. In my work at the WoMen's and Adult Reentry Center I supervised and mentored student leaders while supporting our campus-wide violence prevention education campaigns. Through Bolman and Deal (2008) I am able to understand my strengths as a leader in the human resources frame.  Additionally, I am able to recognize that I can and should grow in the areas of political and structural leadership. Recognizing this growth opportunity, I sought fieldwork positions and supervisors that would provide me with hands-on experience with these areas. Both of my fieldwork experiences helped me to understand the role of a Director within their respective institutions while further developing my understanding of the professionals ethical principles. As I enter the field as a working professional I plan to seek more opportunities to grow in the areas of political and structural leadership (Bolman and Deal, 2008) while also maintaining my strengths within the human resources frame.

Education

Education is what drew me to this program. I have not always known what I wanted to do with my life professional but the one constant was that I wanted to be an educator in some way. I came into the program with some teacher preparation for secondary education and paraprofessional experience in student affairs yet I still felt that I had much to learn about the how and why behind programs and interventions in higher education. Throughout this program I have learned about the history of higher education, student development theory, and instructional leadership which have all contributed to my development as a student affairs educator.  In my fieldwork positions student development theory has helped me to understand how to develop diversity workshops based on students' exposure to the concepts and exploration of their own identities. My coursework in instructional leadership not only helped me to understand the development of academic curriculum but also the role that student affairs educators can play in the process.  For example, as scholars of higher education and student development theory student affairs professionals are well-positioned to support and challenge academic affairs to consider how students learn rather than what they learn (Roy, Borin, and Kustra, 2007). In the future I plan to continue my own education by pursuing a doctorate in education and teaching whenever possible.

Social Justice and Advocacy

I believe that an essential component of effective social justice advocacy is an awareness of self and the privilege and oppression that accompanies those identities. Throughout this program I have been challenged to deepen my understanding of myself and how that shapes my experience and interactions with others. Through historical analysis of higher education, with a special emphasis on equity and access, I have come to understand the cycle of socialization (Harro, 2013) that exists within our society and how it can preserve the status quo of underrepresentation in higher education. As I learned about the history of exclusionary practices and community cultural wealth (Yosso, 2005; 2006) I have deepened my understanding of the deep roots of protest, political activism, and resistance that have allowed me, a first-generation Latina, to attend and excel in higher education. This understanding of myself has been significant but the learning I have experienced with regard to other cultures and populations of students is invaluable in relation to my career as a student affairs professional and social justice advocate. As I venture out, away from the classroom, I recognize that diversity and social justice work is for everyone, not just those with "diversity" or "culture" in their title. Therefore, I plan to use my knowledge and skills as a social justice advocate to affect change within my department and institution regardless of the service area. I also plan to continue my development in this area as I believe that continuous reflection and education are essential to effective social justice advocacy.

Assessment and Evaluation

As a result of this program I have come to understand the value and importance of assessment and evaluation in student affairs and higher education. From using quantitative and qualitative research to assess the needs of students before implementing programs and interventions to assessing the effectiveness and quality of our programs, assessment and evaluation can make our work better (Gonzalez, 2009). Through MSHE coursework I built a foundation for understanding how to conduct research, develop student learning outcomes, and assess programs. Through my fieldwork experiences and graduate assistantship I have built on this foundation of knowledge with hands-on experience. During the instructional leadership course and Maywood Educational fair I was able to understand how assessment measures could be embedded into workshops and activities by assessing students creations and contributions to discussions. While I have grown in this area with regard to knowledge and experience, I recognize that I have more room for growth in this area especially in the area of research methods and survey development.

Personal and Professional Development

Personal and professional development came in the form of conference attendance, studying the foundations of the student affairs profession, and developing my own philosophy of student affairs that integrates my personal identity and values with those of the profession. With the help of my faculty, mentors, and supervisors I have come to understand how the ethical principles of our profession (ACPA/Kitchener, 1985) can and should be embedded into our decision-making and practice of student affairs. Throughout this program I have engaged in self-reflection around the topic of student affairs practice as well as my own identity and this practice has significantly contributed to my personal and professional development. I have deepened my awareness and understanding of my strengths and weaknesses and welcome feedback from my supervisors, mentors, and students in order to continue to improve my practice of student affairs. In the future I plan to attend more conferences and increase my involvement in professional organizations. I also plan to continue to engage in reflection as I feel it is now integral to my personal and professional development and self-care routine.