Running head: NARRATIVE REFLECTION ON MY MASTERS PROGRAM

A Narrative Reflection on my Masters Program

Nicole Gottleib
Loyola University Chicago

NARRATIVE REFLECTION ON MY MASTERS PROGRAM

Many times over the last two years, I mentioned in classes and conversation that I
decided to go to graduate school in order to move into a role at a traditional institution in the
Chicago area, having spent the four years prior working for an online, for-profit institution. I
expected to learn enough to carry on in the field, but I saw this opportunity as a way to improve
my resume and my network, knowing that was what I needed in order to be considered for better
positions. Well, I am here to inform you, I have been schooled literally. My education in
Loyolas Higher Education program has provided me with fundamental knowledge about higher
education and student affairs, a deeper understanding of social justice that is rooted in theory,
tangible experiences in the field through a variety of assistantship and internship opportunities,
and a significant understanding who I am as a person and a professional.
Classroom Content and a Social Justice Education
The key concepts I am walking away with upon graduation are leadership for social
justice, critical hope in relation to equity and social justice work, and the importance of theory in
the student affairs field. I chose Loyola, the only institution to which I applied, because of the
emphasis on social justice. That was truly the driving force of my decision. One of the struggles
I had while working at Kaplan University was a mismatch of values, especially surrounding
equity and inclusion. Therefore, I sought out an experience that would allow me to be with likeminded individuals and where I could grow in order to be a better social justice educator and
advocate in my work. The core requirements for the masters program have allowed me to
explore social justice topics and theories, but even more so, the electives I have chosen to take in
the program have helped me learn and grow in this capacity.
The content provided in courses like Multiculturalism for Social Justice, Student
Development Theory, and Student Leadership Development allowed me to dig deep into

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concepts of privilege, oppression, and social justice. Multiculturalism was an eye-opener for me.
Less so in the specific concepts, which I was familiar with from my undergraduate education and
informal self-education though I was provided with a deeper and more grounded understanding
of most topics we covered and more so in dialogue and discussion methods that I can apply to
the work I do within student affairs in the field. Learning how to engage students in difficult
topics, to sit with the silence when folks are not speaking up, and to invite everyone into the
conversation have impacted the work I do on a daily basis in my internships and assistantships,
and will likely be applied immediately to my post-graduation professional work. The ability to
talk about power, privilege, oppression, and justice is essential for the work I aim to do within
higher education, and my first semester at Loyola provided me with incredible tools to do so.
I approached Student Development Theory and Student Leadership Development with
reluctance, to be honest, and the word theory was enough to make me assume practical
knowledge was not highly regarded. However, I quickly learned within both courses that the
application of theory to practice is valued and very important in the work we do, both for the
students we serve but also for validating the importance and effectiveness of our field. While I
cannot say I will often name theorists in conversations in the future, I am leaving this program
with a basis of knowledge that aids me in how I serve students, and that I intend to continue to
maintain and grow through reviewing new research in the field on my own.
Two of the most influential courses I took in the program were the Student Affairs
Profession and Critical Social Theory. Yes, I voluntarily took a theory course that is how
influential the other theory courses were in changing my opinion! Both courses addressed the
practical elements of education that I value, discussing real world issues that affect higher
education and suggesting actions that can be taken. Additionally, Critical Social Theory was

NARRATIVE REFLECTION ON MY MASTERS PROGRAM

especially powerful, as it addressed my concerns and frustrations from much discussion around
issues of social justice, but a lack of discussion around how to improve the field. This course
finally provided me with opportunities to discuss critical hope and to reflect on steps I can take
as a professional to create a more just and equitable workplace, institution, or world. This has
been the most impactful part of my social justice education: the ability to take what I have
learned from previous courses especially around privilege and oppression, dialogue, and
reflection and apply it to the work I do with a critical hope for the future.
Takeaways from All Those Internships, Assistantships, and Professional Roles
After applying to Loyola, I then submitted five applications and cover letters to the
search committee for graduate assistantships within the Division of Student Development the
maximum I could submit for positions that covered program tuition. I never heard back. This
was a challenging experience, as I could not understand why I was accepted into the program but
not even considered for a position what was my value if I was not worth also employing at the
institution? However, I have since learned much more about the dynamics of the assistantship
process, especially through my role as Vice President of the Higher Education Student
Association (HESA), and I now realize the advantage I have had in my assistantship
opportunities. I have now held two year-along assistantships at both the Illinois Institute of
Technology (IIT) and at the University of Chicago, and have chosen to complete two internships
for credit as well, at Northwestern University and at Loyola. As someone who is staying in the
Chicago area post-graduation, this has allowed me to connect with a variety of institutions in the
area, building relationships with many professionals in the field and boosting my resume with
great Chicago institutions. In retrospect, I actually would not want to complete this program any
other way, as my experiences have shaped who I am as a professional and how I do my work.

NARRATIVE REFLECTION ON MY MASTERS PROGRAM

My time at IIT was a great learning experience, as I was hired as the graduate assistant
for Womens Services and Gay, Lesbian, Bisexual, Transgender (GLBT) Services at IIT.
However, as I gained an understanding of the unique needs of the students and recognized the
absence of other identity-based student spaces, I took it upon myself to advocate for stronger
collaborations within the Office of Campus Life. After many conversations, we successfully
rebranded our area and are were able to serve a wider student population without compromising
our services. I faced a number of challenges during my time as the primary coordinator for
Gender and Sexuality Services, including developing required programs of which I thought
clashed with our units mission. Additionally, due to the relative newness of the unit, even
before the rebranding, I often faced adversity when I tried to bring new programs to the
institution or when I tried to build relationships with students who were not often supported by
the institution and who felt too many bridges had been burned. This experience did not deter me
from working with identity-based student populations, however, and helped me better understand
how important advocacy in such areas is when facing large-scale institutional challenges. I hope
to continue with similar roles in a professional capacity in the near future.
I have been able to be more intentional in my assistantship at the University of Chicago,
having more experience under my belt after a year in the program and through my previous
positions. In this position, my most impactful learning experience has involved supervising
student employees in the Center for Leadership and Involvement. Not only have I been able to
learn how to better balance the relationship-building skills needed to build trust between the
students and me, but I have also had to handle difficult conversations and the need to provide
constructive criticism. I recognize that my newfound academic background in student
development theory has helped me better navigate my supervision style with each individual

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student, as I can better support them in ways shaped around their needs and areas for growth.
Finally, my experiences with my internships at Northwestern University and Loyola has
been inspirational in terms of the workplace culture and staff dynamics that I have been seeking
in a workplace and that I have struggled to find in the past. Both offices have provided me with
examples of great supervision that I intend to take with me during my job search, as I interview
the workplaces that are also interviewing me, and as a supervisor of others. I have been able to
feel supported and appreciated in the work I do, and have learned how important support
balanced with providing autonomy are to me as a staff member. Additionally, I leave this
program with a better understanding of my strengths as an employee, what I seek in an office
environment, and how I work best within a team allowing me to speak with more self-efficacy
in interviews than I had before attending Loyola.
Concluding Thoughts on my Self-Awareness and Development
This narrative was interlaced with remarks on how I have changed and important things I
have learned about myself since I entered the program. It has been an entirely transformational
experience for me, especially in how much efficacy I have gained around my skills as a student
affairs professional. Before starting my degree, I felt like the job applications and cover letters I
submitted to Chicago institutions were a false representation of who I was as a professional.
They felt forced and filled with exaggerations. However, thanks to my experiences inside and
outside the classroom at Loyola, I not only feel confident in the way I address my skillsets, but I
also know that I am great I what I do in the field and a valuable addition to higher education.
This is due to the content I have learned in classes that better prepare me as a professional, from
the experiences I had in the field during my time at Loyola and the skills I gained in how I reflect
on previous roles, and especially due to the people I have met along the way.