Michael de Vera

Assessment Reflection

SDAD 579

1.

Understanding the foundations and emerging nature of the Student Affairs

profession and higher education A foundational theme that has been consistent in my learning throughout the Student Development Administration program is providing holistic growth to each student. A pivotal reading in the Foundations of the Student Affairs Profession course (SDA 577) was the Student Personnel Point of View (1937) (Conference on the philosophy and development of student personnel work in college and university & American Council on Education, 1937), which describes a philosophy that imposes upon educational institutions the obligation to consider the student as a whole - his intellectual capacity and achievement, his emotional make up, his physical condition, his social relationships, his vocational aptitudes and skills, his moral and religious values, his economic resources, his aesthetic appreciations (p. 3). As an Assistant Resident Directory at Seattle University, I have demonstrated this through roommate mediations (compromise), conduct hearings (responsibility), and checking in with other graduate assistants in Housing and Residence Life (health and wellness). As a professional, I hope that I can provide safe spaces for my colleagues and students to be comfortable with reflecting for their own well-being.

2.

Understanding students and student issues This learning outcome implies the exploration of oppressive barriers that prevent success

within a community. Furthermore, I understanding students and issues is a gateway to providing spaces for developing the intercultural maturity and self-authorship of students (Waters, 2010, p. 8). Throughout my SDA experience, my learning has broadened my scope of identifying issues of certain populations. Whether in my internship, my graduate project, or my role as an

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Assistant Resident Director, I have utilized focus groups targeting various populations (firstgeneration college students, Filipino-American students, TRIO students, and students of color) to inquire about different aspects of the student experience (What motivates you? What worries you? What are examples inside the classroom? What are examples outside of the classroom?) Regardless of the functional area, my work will revolve around tackling issues that students face inside and outside the classroom, and I am devoted to identifying these issues directly from the source (the student population itself). I have also used the data to inform my practice and send recommendations to a corresponding program.

3.

Exhibiting professional integrity and ethical leadership in professional practice I have gone a long way in establishing my professional integrity and ethical leadership in

professional practice. Internship coursework has helped me develop a framework to ethical decision-making. Dalton (in McClellan & Stringer, 2009) visualizes students as the most central focal point when encountering a professional dilemma. In addition, it was the Internship Integration class (SDAD 564-565) that identified my inner voice as expressed by Baxter Magolda (2008) as a source of guidance. The Student Development Capstone Seminar (SDAD 579) and Leadership in Education I courses (EDAD 570) have helped me articulate my values and how they shape my personal and professional identities. Although I do expect these things to change, establishing my core values and professional/personal identities has provided justification that I can always return to a source of motivation during my vocational discernment.

4.

Understanding and fostering diversity, justice and a sustainable world formed by a

global perspective and Jesuit Catholic tradition

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Fostering diversity is taking action to include people from all backgrounds. During my time at Seattle University, I have been provided Jesuit terminology and pedagogy to frame my exploration of diversity. Student programming within the Living Learning Communities has developed a Residential Education Model that stems from the Ignatian Pedagogical Paradigm (IPP), which incorporates defines context as the first of five elements. Context prevents overgeneralization and therefore takes into account cultural, political, and social factors of a student experience. Going through iGroup facilitation training, I have equipped myself with tools that will encourage students to be honest, open, and struggle with challenge in a healthy way in hopes to result in a truly liberating experience. Utilizing the IPP and intergroup dialogue experiences, I am committed to navigating tough conversations with students with competence and trust. I hope to pursue a social justice discourse that Nash (2010) describes as a working together to learn from each other, rather than increasing a separation among groups.

5.

Adapting student services to specific environments and cultures Knowing that many factors cause two institutions to be strikingly different in

environment and culture, professionals are expected to cater their knowledge, attitude, and skills to what is deemed important in that institution at that time. Many courses within the SDA program have helped me become more adept to acknowledging In the Foundations of the Student Affairs Profession (SDAD 577), we were introduced to the organizational designs of different institutional archetypes and how it impacts each position and range of responsibilities (specialists versus generalists). Furthermore, I have witnessed a changing culture within an institution. As budget cuts become more apparent, assessment is taking a large role within departments as a means of accountability; thus, I took an assessment certification course through

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the Division of Student Development. Although, I am about to enter the professional realm of Student Affairs, the program has taught me to be forever a student of students, and it is crucial to be open to learning new skills and information.

6.

Developing and demonstrating skills in leadership and collaboration The intersection of leadership and collaboration is the question of how to play an

effective role in your own community. In order to be a leader, one must know how to be a follower, listener, and most of all, one who is willing to work with others. In the graduate program, my growth in leadership has been one that utilizes collaboration. I find this incredibly important because to me leadership is teamwork. In Leadership in Education I (EDAD 570), I benefited from the Leadership Frameworks (Bolman & Deal, 2008) and have used it to normalize the tension within a team or partnership as a part of leadership in other settings. As Assistant Resident Director, I encouraged collaboration by creating monthly forums for the different student leaders of Xavier Global House to gather. As Hall Council Advisor, I brought in facilitators from different offices to develop the multicultural competency and leadership development skills. I truly believe in the power of dialogue as an essential element of collaborating and leadership, and I will continue to consider which individuals/groups need to be in the appropriate dialogue spaces.

7.

Utilizing assessment, evaluation, technology, and research to improve practice*

The need to be skilled in assessment, evaluation, technology, and research is growing in the field of student affairs. It is crucial to identify patterns and factors of change on campuses as well as finding innovative ways to meet those changes. Throughout the course of the program, I have

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developed a particular interest in assessment. As mentioned earlier, I have utilized focus groups in multiple capacities (as an Assistant Resident Director, an Intern, and a Research Assistant). Pascarella and Whitt (in Blimling and Whitt, 1999) have emphasized systematic inquiry to improve performance as a best practice in the field. In addition, technology has helped increase efficiency with many tasks in many roles. Specifically, my exposure to programs like Microsoft Excel and StarRez have forced me to be creative with resources. As a professional, I will be intentional about implementing a fluid process of feedback and inquiry to inform my practice.

8.

Communicating effectively in speech and in writing I have been both challenged and appreciative of the ways that the program has developed

my communication skills. Virtually every course has included an oral presentation and writing component. Particularly, the Student Development Capstone Seminar (SDAD 579) has engaged my thought in professionalism and conveying my experiences in the most effective manner. The feedback I have received from resumes and mock interviews have strengthened my selfconfidence in becoming an emerging professional in the field. In particular, I am learning how to add warmth and personality to messages, use less hesitation, and overall, exude more confidence. In my graduate assistantship, I have presented in multiple capacities, ranging from Resident Assistant and Desk Assistant training to facilitating workshops during Leadership Blitz. In a world where messages are abundant and can be interpreted in many different ways, I will strive to convey messages with tact and efficiency.

9.

Understanding issues surrounding law, policy, and finance and governance

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The program has given me some insight into law but has greatly prepared me in articulating policy. Higher Education Law (SDAD 580) has introduced me to the world of torts and emphasized the importance of maintaining ethical standards. As the Advocacy Intern at Highline Community College, I have had to explore policies that impact the access and experiences of low income and first-generation college students. As a conduct hearing officer, I have had to articulate University housing policy to students, how it connects to their role as a member of the community, and how a repeat offense will impact their status as a student. As a professional, I will equip myself with knowledge of higher education law, policy, and finance in every day practice.

10. Establishing and enhancing professional identity. Aspects of professional identity include areas of professional competencies as it relates to the field, and a constant discernment about motives and goals through professional development. Komive and Carpenter (2009) emphasize the importance of participating in lifelong learning and reflection and using competencies as a guide. The program has been instrumental in not only establishing but challenging my professional identity. Choosing to complete my Best Practices in Student Services (SDAD 576) experience in Southern California has established my professional network in a region that I plan to serve one day. Student Development Theory, Research, & Practice (SDAD 578) and Leadership in Education I (EDAD 570) have strengthened my self-efficacy as a competent professional in interacting with students and administrators alike. For example, in SDAD 578, I became more confident in ability to serve students by directly applying theories in my workshops on linguistic assets. In EDAD 570, I was able to legitimize my own values, philosophy, and working style as leadership traits. Lastly, I

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am more assured in my purpose to navigate tough conversations with students. Whether the topic is about feeling alone or having faith as a nonbeliever, I am ready to engage with students in holistic conversations that pertain to quarterlifers.

References

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Baxter Magolda, M. B. (2008). Three elements of self-authorship. Journal of College Student Development, 49(4), 269-284. Blimling, G.S., and Whitt, E.J. (Eds.) (1999). Good practice in student affairs: Principles to foster student learning. San Francisco, CA: Jossey-Bass. Bolman, L. G., & Deal, T. E. (2008). Reframing organizations (4th ed.). San Francisco: Jossey-Bass. Conference on the philosophy and development of student personnel work in college and university, & American Council on Education. (1937). The student personnel point of view. Washington, D.C: The American council on education. McClellan, G.S., & Stringer, J. (Eds.) (2009). The handbook of student affairs administration (3rd ed). San Francisco: Jossey-Bass.