Higher education has provided me with a wide range of opportunities to engage as both a student and professional.  One reason I was able to achieve as a student was due to my mentor and other student affair staff at Augustana College who stayed up to date on their action plans and showed their competencies within the field.  As a whole, the community of professionals worked together to ensure students received a holistic experience.  As a graduate student, I have been fortunate to receive the continued guidance from mentors at Augustana College as well as from Loyola University Chicago and The University of Chicago.  Working in housing, undergraduate student involvement, graduate student involvement, and orientation programs as solidified my passion for working with students.  Each experience has provided me with a different perspective and challenge, helping me realize that many appreciate the work we do as professionals.  In order to continue the work I want to achieve with students, it is important that I identify the skills, competencies, and knowledge gained while recognizing that the learning does not stop here. 

            My experience has shown me that collaboration, positive relationships with others, communication skills, cultural competence, and knowledge about your functional area is essential when working with a student and other professionals within and outside of the student involvement office.  As a professional looking to advise student programming boards and student organizations, developing competence in multiple cultures and activities is important as I communicate with students.  One way I have started to achieve this is by working with a variety of student organizations where each has different goals they want to achieve as a group.  The second way is by asking questions and learning from students while they are learning from you.  Through both methods I have been able to develop authentic relationships with students. 

            Being able to establish relationships with students beyond the classroom creates an inviting community where students feel a sense of campus belonging and social life with peers and staff. In return through strong communication relationships, we foster an inclusive environment where students discover and embrace the world around them.  I have seen these skills practiced in the field and believe in order to ensure continued professional growth; we have to seek out and make sure students feel a sense of community.  In any future job title, I want to ensure that I am still interacting with students and understand the organizational and student culture of the university. I believe the best practitioners are aware of organizational and social cultures within the institution and set high expectations for the students and themselves. 

            Alongside the awareness of cultures, higher education professionals must take ownership of their skills. For example, as someone working closely with students, I realize that I have to be aware of how students are reacting in a given situation and provide empathy and support for them. With showing empathy, it is important to rely on my own lived experiences and practice self-care as I work with a diverse amount of students.  As a new student affair professional, I recognize that my office may not have some of the resources and professional development opportunities I am looking to take part in.  This becomes my responsibility to seek out the needed sources. After securing a job, it will be essential that I gain institutional knowledge, learn more about the student campus culture and demonstrate my competencies needed to complete the job. In addition there are three mains areas I hope to continue as a professional. First, I will look to stay aware of the new trends on campus. Second, I will not only continue to read the new literature in student affairs but want to stay up to date on what is happening in the world because it effects our students and myself. Lastly, I will look to get more involved in NACA and continue to involvement in NASPA or ACPA from a regional and national perspective.