This entry contains my Mission Statement created in SDAD 5900: Capstone Seminar in Winter Quarter 2022. This statement is a declaration of my commitment to, and passion for, the field of student affairs and higher education.
This entry demonstrates my personal beliefs, values, and how I live my life and act towards others; how and why I serve my profession and students; and also captures the intersection of my personal and professional values and actions throughout the duration of the SDA program.
Learning outcome addressed
This artifact is intended to help me utilize my knowledge of how the profession and field has developed and will help guide my future as an educator (LO 1: Understanding the foundations and emerging nature of the Student Affairs profession and higher education). By centering my focus and work on students and understanding their challenges experienced in college (LO 2: Understanding students and student issues) I can contribute to shaping a more equitable and accessible community on and off campus (LO 4: Understanding and fostering diversity, justice and a sustainable world formed by a global perspective and Jesuit Catholic tradition). Lastly, this entry serves as a map and living document for me to lean on and to help with my professional discernment as I re-enter the field (LO 10: Establishing and enhancing professional identity).
SDA 10 Learning Outcomes
This entry demonstrates my personal beliefs, values, and how I live my life and act towards others; how and why I serve my profession and students; and also captures the intersection of my personal and professional values and actions throughout the duration of the SDA program.
Learning outcome addressed
This artifact is intended to help me utilize my knowledge of how the profession and field has developed and will help guide my future as an educator (LO 1: Understanding the foundations and emerging nature of the Student Affairs profession and higher education). By centering my focus and work on students and understanding their challenges experienced in college (LO 2: Understanding students and student issues) I can contribute to shaping a more equitable and accessible community on and off campus (LO 4: Understanding and fostering diversity, justice and a sustainable world formed by a global perspective and Jesuit Catholic tradition). Lastly, this entry serves as a map and living document for me to lean on and to help with my professional discernment as I re-enter the field (LO 10: Establishing and enhancing professional identity).
SDA 10 Learning Outcomes
As a student affairs professional, I am fully committed to supporting college students–especially those with minoritized identities–in attaining their personal, academic, and professional goals. I am energized to help students leverage their educational opportunities to become equipped with well-rounded skills, to become critical thinkers, to be authentic and inspiring leaders, and to be agents of change in their own lives and in their communities.
I believe in reflection as an important way for me to process my thoughts carefully, remembering my experience as a student of color, my inspirations, and my mentors, and making calculated, informed decisions about the future. Inspired by ACPA’s Guiding Principles of the Racial Justice and Decolonization Framework (2018), this looks like understanding who I am and my positionality as an educator. This is learning and never forgetting the history of higher education and the oppressive structures it continues to uphold and identifying my role in deconstructing and rebuilding it. Reflection is my ongoing discernment of how I can be the most impactful in the lives of others and contribute to re-creating a more equitable society.
I value holistic growth–of my students and myself–personally, professionally, mentally, emotionally, intellectually, physically, and spiritually. Continuous development in all these areas is what I encourage students to strive for. This will also allow me to strengthen my skills and knowledge as an educator and become a more balanced and healthier individual. This commitment to holistic growth will result in better support of students, my colleagues, and the campus community.
I lead from a place of love; to love and care for others and their interests, as well as self-love, providing myself with grace and patience. My work is centered in love, to show students they are heard and seen, and to help them grow and develop. “The moment we choose to love we begin to move against domination, against oppression. The moment we choose to love we begin to move towards freedom, to act in ways that liberate ourselves and others” (hooks, 2006, p. 250). Personally and professionally, love is a core value allowing me to empathize, be encouraging, listen with intent, and demonstrate sincerity in the same way faculty and staff advised and inspired me when I was an undergraduate student who needed help.
To put these values and beliefs into practice and action, I vow to expand and strengthen my professional network to learn from my peers, colleagues, and mentors. I promise to continue to seek opportunities for professional development and avoid complacency by remaining a curious learner and staying humble and grounded in my identity as a student. In a profession which demands versatility, endurance, and perseverance, I will maintain an ongoing practice of reflection to understand the knowledge and skills I can deepen and widen, to partner with students on their journey through higher education and beyond.
I believe in reflection as an important way for me to process my thoughts carefully, remembering my experience as a student of color, my inspirations, and my mentors, and making calculated, informed decisions about the future. Inspired by ACPA’s Guiding Principles of the Racial Justice and Decolonization Framework (2018), this looks like understanding who I am and my positionality as an educator. This is learning and never forgetting the history of higher education and the oppressive structures it continues to uphold and identifying my role in deconstructing and rebuilding it. Reflection is my ongoing discernment of how I can be the most impactful in the lives of others and contribute to re-creating a more equitable society.
I value holistic growth–of my students and myself–personally, professionally, mentally, emotionally, intellectually, physically, and spiritually. Continuous development in all these areas is what I encourage students to strive for. This will also allow me to strengthen my skills and knowledge as an educator and become a more balanced and healthier individual. This commitment to holistic growth will result in better support of students, my colleagues, and the campus community.
I lead from a place of love; to love and care for others and their interests, as well as self-love, providing myself with grace and patience. My work is centered in love, to show students they are heard and seen, and to help them grow and develop. “The moment we choose to love we begin to move against domination, against oppression. The moment we choose to love we begin to move towards freedom, to act in ways that liberate ourselves and others” (hooks, 2006, p. 250). Personally and professionally, love is a core value allowing me to empathize, be encouraging, listen with intent, and demonstrate sincerity in the same way faculty and staff advised and inspired me when I was an undergraduate student who needed help.
To put these values and beliefs into practice and action, I vow to expand and strengthen my professional network to learn from my peers, colleagues, and mentors. I promise to continue to seek opportunities for professional development and avoid complacency by remaining a curious learner and staying humble and grounded in my identity as a student. In a profession which demands versatility, endurance, and perseverance, I will maintain an ongoing practice of reflection to understand the knowledge and skills I can deepen and widen, to partner with students on their journey through higher education and beyond.
References
ACPA, (2018). A bold vision forward: A framework for the strategic imperative for racial justice and decolonization. MyACPA.org.
https://myacpa.org/wp-content/uploads/2021/09/SIRJD_GuidingDoc2.pdf
hooks, bell. (1994). Outlaw culture: Resisting representations (pp. 243-250). New York: Routledge.
https://myacpa.org/wp-content/uploads/2021/09/SIRJD_GuidingDoc2.pdf
hooks, bell. (1994). Outlaw culture: Resisting representations (pp. 243-250). New York: Routledge.