Dear Portfolio Committee,
Thank you for your time and willingness to be part of my committee as I close this chapter of my journey with Seattle University’s Student Development Administration (SDA) program. I am grateful to you all for reviewing my portfolio and listening to my presentation on my SDA experiences and how I have grown and what I have learned in the past three years.
In SDAD 5300: Foundations of the Student Affairs Profession, I was introduced to what it means to be a student affairs professional and the responsibility of addressing issues of equity and access higher education. Similarly, SDAD 5900: Capstone Seminar allowed me to integrate my learning into developing plans for continue my growth. A relevant theory is Schlossberg’s Transition Theory (Evans et al., 2010) which describes how adults—colleges students and me—constantly experiencing transitions, and how we adjust and respond by integrating changes in actions and thinking to adapt.
I have learned that my career trajectory will always be about helping. The SDA program reaffirmed that no matter what functional area, or institution or organization, I have a calling to use my knowledge and skills to support people’s goals. I also learned the importance and power in collaborating with my peers and colleagues and leaning on the guidance of mentors and alumni. For a long time, I had a mindset of taking on tasks independently with minimal help, but I have changed my approach in understanding the benefit of working in community with others.
During my time in the SDA program my professional practice included career development work for Rainier Scholars and advising for the University of Washington. Both underscore the importance of strategic partnership to meet goals. With Rainier Scholars, I helped advocate for and cultivate relationships with companies and organizations to help with students’ career development. At UW, we often collaborate with campus partners and faculty to help meet each other's needs and goals to help undergraduates.
I find comfort in knowing the past three years in the SDA program have provided me experiences and a framework for my future professional practice. I remain committed to leaning on my personal and professional values as a guide. I remain anchored in maintaining a critical thinking approach and centering my work in equity and access. Lastly, I remain humble and will continue to seek opportunities to learn, especially from mentors, colleagues, and leaders in the community.
I have a deep appreciation for the Jesuit education I’ve received. Having an emphasis to educate the whole person has allowed me to see students as more than their academics and support all facets of their life. It has also helped me aim to be more balanced and to allow myself to have grace in regards to the different facets in my own personal life. This commitment to my education and to earning this degree provides me with confidence knowing I am prepared to re-enter the field with newly developed strengths to help create a better and more equitable community both on and off-campus.
Thank you so much for being part of my journey.
Sincerely,
Giovanni (Gio) Milan
Thank you for your time and willingness to be part of my committee as I close this chapter of my journey with Seattle University’s Student Development Administration (SDA) program. I am grateful to you all for reviewing my portfolio and listening to my presentation on my SDA experiences and how I have grown and what I have learned in the past three years.
In SDAD 5300: Foundations of the Student Affairs Profession, I was introduced to what it means to be a student affairs professional and the responsibility of addressing issues of equity and access higher education. Similarly, SDAD 5900: Capstone Seminar allowed me to integrate my learning into developing plans for continue my growth. A relevant theory is Schlossberg’s Transition Theory (Evans et al., 2010) which describes how adults—colleges students and me—constantly experiencing transitions, and how we adjust and respond by integrating changes in actions and thinking to adapt.
I have learned that my career trajectory will always be about helping. The SDA program reaffirmed that no matter what functional area, or institution or organization, I have a calling to use my knowledge and skills to support people’s goals. I also learned the importance and power in collaborating with my peers and colleagues and leaning on the guidance of mentors and alumni. For a long time, I had a mindset of taking on tasks independently with minimal help, but I have changed my approach in understanding the benefit of working in community with others.
During my time in the SDA program my professional practice included career development work for Rainier Scholars and advising for the University of Washington. Both underscore the importance of strategic partnership to meet goals. With Rainier Scholars, I helped advocate for and cultivate relationships with companies and organizations to help with students’ career development. At UW, we often collaborate with campus partners and faculty to help meet each other's needs and goals to help undergraduates.
I find comfort in knowing the past three years in the SDA program have provided me experiences and a framework for my future professional practice. I remain committed to leaning on my personal and professional values as a guide. I remain anchored in maintaining a critical thinking approach and centering my work in equity and access. Lastly, I remain humble and will continue to seek opportunities to learn, especially from mentors, colleagues, and leaders in the community.
I have a deep appreciation for the Jesuit education I’ve received. Having an emphasis to educate the whole person has allowed me to see students as more than their academics and support all facets of their life. It has also helped me aim to be more balanced and to allow myself to have grace in regards to the different facets in my own personal life. This commitment to my education and to earning this degree provides me with confidence knowing I am prepared to re-enter the field with newly developed strengths to help create a better and more equitable community both on and off-campus.
Thank you so much for being part of my journey.
Sincerely,
Giovanni (Gio) Milan
References
Evans, N., Forney, D., Guido, F., Patton, L., & Renn, K. (2010). Schlossberg’s transition theory. Student Development in College: Theory, Research, and Practice, pp. 212-226.
Committee Members
Committee Chair
Alvin Sturdivant, Ed. D. Vice Provost for Student Development, Seattle University |
Professional Member
Sara Jackson, J.D., M.P.P. Director of Career Development, Rainier Scholars |
SDA Alumnus
Dani Espinoza-Gonzalez, M.Ed. Coach Manager, On the Goga |
First-Year SDA Student
Citlali Yáñez Sanchez M.Ed. Candidate, Seattle University |