Artifact B2: Professional Mission Statement
This entry contains...
My professional mission statement was created in conjunction with the personal mission statement during fall 2013 for Capstone Seminar. It is meant to be a brief, 250-word summary of purpose for how I show up to work as a practitioner of Student Affairs.
This entry demonstrates...
Prior to committing to this profession, I knew two things: that I was proud to be a first-generation student and that I loved working for TRIO Programs. Through course work and internships , I have manifested a passion for the realms of access, retention, and persistence. I also have a new found interest in non-profits that serve the K-12 system as a pipeline to higher education. This entry demonstrates why college access programs are functional areas I see myself serving in.
This entry addresses learning outcome(s)...
My professional statement addresses my understanding of diversity, justice, and a sustainable world and has an understated tone of Jesuit tradition.
References
My professional mission statement was created in conjunction with the personal mission statement during fall 2013 for Capstone Seminar. It is meant to be a brief, 250-word summary of purpose for how I show up to work as a practitioner of Student Affairs.
This entry demonstrates...
Prior to committing to this profession, I knew two things: that I was proud to be a first-generation student and that I loved working for TRIO Programs. Through course work and internships , I have manifested a passion for the realms of access, retention, and persistence. I also have a new found interest in non-profits that serve the K-12 system as a pipeline to higher education. This entry demonstrates why college access programs are functional areas I see myself serving in.
This entry addresses learning outcome(s)...
My professional statement addresses my understanding of diversity, justice, and a sustainable world and has an understated tone of Jesuit tradition.
References
Kouzes, J., & Posner, B. (2003). Encouraging the heart: A leader’s guide to rewarding and recognizing others. San Francisco, CA: Jossey-Bass.
Pope, R.L., Mueller, J. A., and Reynolds, A. (2009). Looking back and moving forward: Future direction for diversity research in Student
Affairs. Journal of College Student Development, 50 (6), pp. 640-658. DOI: 10.1353/csd.0.0097.
Yosso, T.J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity, and Education, 8 (1),
69-91.
Pope, R.L., Mueller, J. A., and Reynolds, A. (2009). Looking back and moving forward: Future direction for diversity research in Student
Affairs. Journal of College Student Development, 50 (6), pp. 640-658. DOI: 10.1353/csd.0.0097.
Yosso, T.J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity, and Education, 8 (1),
69-91.
Professional Mission
My identity as a first-generation college student is one of my most salient identities and has impacted my professional development. I do not just understand the importance of feeling included in the college system—it dictates why I advocate for college access. All the areas I have worked in have promoted inclusivity in some way, and that has been a very intentional choice. To me, holistic development is helping all groups of students see the connectedness of the different parts of the college experience. My background and passion for college access is about assisting less privileged populations. Helping them understand and make meaning of their cultural capital is my service to the profession (Yosso, 2005). I am fully committed to supporting these students as they come to realize the value in making the commitment to further their educational pursuits. My style of engagement is recognizing academic accomplishment and then challenging personal capabilities and beliefs through the assessment of knowledge, skills, and awareness (Pope, Reynolds & Mueller, 2004). By default, I am a relational leader who values open and honest dialogue that encourages and fosters multicultural community (Kouzes & Posner, 2003). As a practitioner, I walk with my students in the process of expressing personal narratives; if I ask them to be a in a vulnerable place, I challenge myself to be vulnerable, too (Pope et. al, 2004). I must feel supported in building these same types of relationships with my colleagues and superiors so as to express who I am in the role of advisor, supervisor, or facilitator.