Artifact E: Beyond Campus- Jesuit Context and Commitment
This entry contains...
For Capstone Seminar, there was a final paper and a creative project that were both due in December 2013. I played around with the idea of turning my virtual blog into a poster presentation, and over Thanksgiving break, I transformed Life Scribbler into this depiction of SA Scribbler. Staying true to the linear fashion of the blog, each "post" or section of the poster was actually based on true Life Scribbler updates.
This entry demonstrates...
When I chose this profession, I was afraid I was abandoning my writing. This entry solidifies it for me- my writing will always be a part of who I am, no matter what I am doing. It demonstrates a more full and authentic voice that I have been able to establish over the years. My blog has been through an evolution, and dated posts magnify changes as they happen. Although this was a "creative" project, this poster board is very real and raw to me.
This entry addresses learning outcome(s)...
This is another artifact that addresses my understanding and fostering of diversity, justice, and a sustainable world formed by a global perspective and Jesuit Catholic tradition. It captures how I wish to transform the world with these ideas of justice and magis and cura personalis because I have been transformed by them myself.
For Capstone Seminar, there was a final paper and a creative project that were both due in December 2013. I played around with the idea of turning my virtual blog into a poster presentation, and over Thanksgiving break, I transformed Life Scribbler into this depiction of SA Scribbler. Staying true to the linear fashion of the blog, each "post" or section of the poster was actually based on true Life Scribbler updates.
This entry demonstrates...
When I chose this profession, I was afraid I was abandoning my writing. This entry solidifies it for me- my writing will always be a part of who I am, no matter what I am doing. It demonstrates a more full and authentic voice that I have been able to establish over the years. My blog has been through an evolution, and dated posts magnify changes as they happen. Although this was a "creative" project, this poster board is very real and raw to me.
This entry addresses learning outcome(s)...
This is another artifact that addresses my understanding and fostering of diversity, justice, and a sustainable world formed by a global perspective and Jesuit Catholic tradition. It captures how I wish to transform the world with these ideas of justice and magis and cura personalis because I have been transformed by them myself.
September 2012: Kansas Girl in the Emerald City
It took me months to adjust to the city life of Seattle. There were many emotions to manage (Chickering, 1993). The culture shock left me feeling like my biggest area for growth was multicultural competence. I also remember feeling at odds with the work I was doing in Student Activities because I was learning as I went along while trying to own that role of supervisor and advisor.
November 2012: Educational Exploration
After NASPA Regional last year, I blogged about the opportunities education has afforded me. “Education…keeps me curious, it keeps
me guessing, and it always makes me want more (Tullis, 2012).” Simultaneously, in Social Justice, I was assigned a group project over the system of sexism. In that exploration, I had my first moment of challenge and support from peers. When I accepted how embedded the
systems of oppression are, that helped me navigate through the many privileges I hold (Adams et. al, 2010).
me guessing, and it always makes me want more (Tullis, 2012).” Simultaneously, in Social Justice, I was assigned a group project over the system of sexism. In that exploration, I had my first moment of challenge and support from peers. When I accepted how embedded the
systems of oppression are, that helped me navigate through the many privileges I hold (Adams et. al, 2010).
February 2013: Diverger
Kolb’s Theory of Experimental Learning (1984) is something I always consider now when leading trainings. I even created a self-identification worksheet for students I supervise. Crafting the Theory workshop with all 4 learning styles in mind was extremely beneficial to my growth as a practitioner. Through that group project and Theory readings, I gained the perspective and awareness to better recognize complex identities and their intersections (Evans et. al, 2010, pp. 227-347).
March 2013: Developing Purpose in Student Activities
After the 1st quarter of emotions, I began taking on more responsibilities in and out of the office. Suddenly, I was developing and demonstrating skills in leadership and collaboration (LO6) as speaker liaison for TEDx: Seattle U- a programming opportunity in addition to my advising and supervising roles. I had more purpose at work, and I felt like I was contributing so much more (Chickering, 1993).
April 2013: Transfer Readiness at Highline
I used Yosso’s (2005) Community Cultural Wealth theory as a framework to assess and reform TRIO’s Summer Bridge class. Resumes and personal statements were utilized as tools to help students articulate how they were qualified and unique as first-generation and/or low-income candidates. I struggled with separating my own experience as a TRIO participant at a 4-year institution and had to actively
focus on understanding these community college students who were preparing to transfer to a 4-year institution (LO2). By creating two proposals and an online toolkit for the professionals there in the TRIO office, I demonstrated my effectiveness in communicating through speech and writing (LO8).
focus on understanding these community college students who were preparing to transfer to a 4-year institution (LO2). By creating two proposals and an online toolkit for the professionals there in the TRIO office, I demonstrated my effectiveness in communicating through speech and writing (LO8).
May 2013: White Privilege Table Talks
Trainings and classes gave me the knowledge and awareness to be more culturally aware; it is because of them that I am more conscious of how my identities inform the interactions I have with others (Pope, 2004). The multicultural skills I’ve gained have largely come from work experience, but the white privilege iGroup was where I analyzed the truths about my privileges as a white, cisgender female (Pope, 2004). The article that gave this more weight and meaning called out white silence (DiAngelo, 2012). It was then that it clicked for me: if I didn’t share my thoughts out of fear of impacting anyone, I would hinder my own growth but also contribute to the perpetuations.
July 2013: Making (Cornish) Connections
Cornish was an exciting internship for me because it cultivated my past as a performer. However, I wrongly went into the experience thinking I had the performing arts student figured out. I quickly learned otherwise, but exhibited professional integrity and ethical leadership in professional practice because in moments of frustration and misunderstanding, I (LO3) adapted student services to that specific environment and culture (LO5) by letting the orientation leaders take more creative ownership in the preparation of New
Student Orientation. I also worked with my site supervisor to implement a plan for longer orientation leader trainings to better establish trust, diversity and self-authorship among the team (Hodges, 2013; Magolda, 2001).
Student Orientation. I also worked with my site supervisor to implement a plan for longer orientation leader trainings to better establish trust, diversity and self-authorship among the team (Hodges, 2013; Magolda, 2001).
September 2013: Ad Mejorem Dei Gloriam
Ignation spirituality, faith community, and spiritual development have become core themes to my time here at Seattle U (Daloz-Parks,
2000). That is why I decided to do an independent study over the first-generation college student population in Campus Ministry. The project’s work calls into question how I understand and foster diversity, justice, and a sustainable world formed by a global perspective and Jesuit Catholic tradition (LO4). It has pushed me to better utilize assessment, evaluation, technology, and research to improve practice, too (LO7).
2000). That is why I decided to do an independent study over the first-generation college student population in Campus Ministry. The project’s work calls into question how I understand and foster diversity, justice, and a sustainable world formed by a global perspective and Jesuit Catholic tradition (LO4). It has pushed me to better utilize assessment, evaluation, technology, and research to improve practice, too (LO7).
November 2013: My Board of Directors
This year’s New Professional and Graduate Student Institute at NASPA Regional aligned with Capstone and contributed to a more structured plan for my job search. The chair of the institute tested us to think about our “board of directors” i.e. mentors, family members, friends, or anyone, really, who is helping us understand the foundations and emerging nature of Student Affairs as a profession and lifestyle (LO1). Continually being in conversation with those individuals about choices, plans, and goals establishes and enhances my professional identity (LO10).
December 2013: Access & Advocacy
As Senator Mary Gonzalez said at the opening of NASPA Regional (2013) “Change can take time, but it’s about planting seeds of awareness. We have to have hope.” This resonated with me because both my mission statements are deeply rooted in trust and advocacy. Working for the cause of college access is to recognize academic accomplishments and test personal capabilities. It’s turning my personal faith into compassionate action. That’s why the belief in my personal purpose keeps me passionate about Student Affairs while my belief in
others and their purpose brings me joy.
others and their purpose brings me joy.
References
Adams, M., Blumenfeld, W., Castaneda, C., Hackman, H., Peters, M., Zuniga, X. (2013). Readings for diversity and social justice. (3rd ed.).
New York, NY: Routledge
Evans, N., Forney, D., Guido, F., Patton, L., & Renn, K. (2010). Chapter four: Chickering’s theory of identity development. In Student
development in college: Theory, research, and practice (2nd ed., pp. 82-99). San Francisco, CA: Jossey-Bass.
Evans, N., Forney, D., Guido, F., Patton, L., & Renn, K. (2010). Chapter eight: Kolb’s theory of experimental learning. In Student development
in college: Theory, research, and practice (2nd ed., pp. 136-153). San Francisco, CA: Jossey-Bass.
Evans, N., Forney, D., Guido, F., Patton, L., & Renn, K. (2010). Chapter ten: Development of self-authorship. In Student development in
college: Theory, research, and practice (2nd ed., pp. 136-153). San Francisco, CA: Jossey-Bass.
Evans, N., Forney, D., Guido, F., Patton, L., & Renn, K. (2010). Part four: Social identity development. In Student development in college:
Theory, research, and practice (2nd ed., pp. 227-347). San Francisco, CA: Jossey-Bass.
Gonzalez, M. (2013). Opening Session and Mary Gonzalez, Keynote Speaker. Speech presented at NASPA Western Regional Conference:
Landscapes. Salt Lake City, UT.
Hodges, J., and Tankersley, C. (2013). Becoming an orientation leader: a catalyst for self-authorship development. NODA: The Journal of
College Orientation and Transition, 20 (2): pp. 46-60.
Pope, R.L., Mueller, J. A., and Reynolds, A. (2004). Multicultural competence in Student Affairs. San Francisco, CA: Jossey-Bass.
Tullis, E. (2012, Nov. 15). Educational exploration. [Blog entry]. http://lifescribbler10.blogspot.com/2012/11/educational-exploration.html
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.
New York, NY: Routledge
Evans, N., Forney, D., Guido, F., Patton, L., & Renn, K. (2010). Chapter four: Chickering’s theory of identity development. In Student
development in college: Theory, research, and practice (2nd ed., pp. 82-99). San Francisco, CA: Jossey-Bass.
Evans, N., Forney, D., Guido, F., Patton, L., & Renn, K. (2010). Chapter eight: Kolb’s theory of experimental learning. In Student development
in college: Theory, research, and practice (2nd ed., pp. 136-153). San Francisco, CA: Jossey-Bass.
Evans, N., Forney, D., Guido, F., Patton, L., & Renn, K. (2010). Chapter ten: Development of self-authorship. In Student development in
college: Theory, research, and practice (2nd ed., pp. 136-153). San Francisco, CA: Jossey-Bass.
Evans, N., Forney, D., Guido, F., Patton, L., & Renn, K. (2010). Part four: Social identity development. In Student development in college:
Theory, research, and practice (2nd ed., pp. 227-347). San Francisco, CA: Jossey-Bass.
Gonzalez, M. (2013). Opening Session and Mary Gonzalez, Keynote Speaker. Speech presented at NASPA Western Regional Conference:
Landscapes. Salt Lake City, UT.
Hodges, J., and Tankersley, C. (2013). Becoming an orientation leader: a catalyst for self-authorship development. NODA: The Journal of
College Orientation and Transition, 20 (2): pp. 46-60.
Pope, R.L., Mueller, J. A., and Reynolds, A. (2004). Multicultural competence in Student Affairs. San Francisco, CA: Jossey-Bass.
Tullis, E. (2012, Nov. 15). Educational exploration. [Blog entry]. http://lifescribbler10.blogspot.com/2012/11/educational-exploration.html
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.