My two years in the Loyola University Chicago higher education program have been a blessing and it has been a honor to be part of such an amazing cohort and taught by great faculty. When trying to sum up my experience in one word, I found enriching best displayed my experience. I was exposed to topics in higher education that I never knew was something professionals spoke about, I was challenged about my own experiences and transformation, provided with ways social justice affects those around us, taught the ways theory is used in practice, and affirmed that I am in a profession that best fits my needs. 

Reflections on the Course Content

            Reflecting on the course content I was taught in the higher education program, I believe that I have been exposed to a variety of topics that will help me as a professional in the field.  Taking the required and elective courses that catered to my interest required me to think in a way that I was not use too.  Specifically, the content taught in our history, student development, leadership, and curriculum courses provided me with a different idea of what higher education meant at large.  In examining each of the courses listed above, I realize I previously lacked the knowledge on how higher education systems worked in the past. Through our history course, I learned terms such as in loco parentis and what that meant in our education system. I find that it is important that I understand higher education from the past so that I work to ensure we do repeat unneeded mistakes from the past.  In taking our history course, we were provided with the opportunity to speak with higher education students from the past. I had the pleasure of talking with my uncle who went to school in the 1960s, where it was thought provoking to learn about the battles students went through. 

            Secondly, student development theory continues to stick out to me as one of the most significant courses in our program. In recognizing my own identities and phases of development, I was able to understand why higher education students go through the developmental process in their own time. Some of the identities that continue to stick out to me are race base, faith, psychosocial, and moral decision making development. In understanding these theoretical foundations, I can serve my students and promote equity and diversity in higher education. 

            Our leadership development course felt like a break through for me in a personal sense. Through class discussions and course work, I found my own voice by having the courage to share my lived experiences and how it has impacted me thus far. In understanding more about my leadership development and what that journey has looked like, I can continue to build on my personal philosophy. Doing this has allowed me to help students in their leadership development where situational leadership is a theory that I often bring into practice. Through our course, I understand that leadership theory frameworks are a mix of multiple ideas and concepts.

            Lastly, my curriculum development course has been a wonderful elective to take where I have used the material to better my learning objectives and program content to create a more holistic experience for students. This has benefitted me in understanding the work professors go through to prepare for their courses as well as the best practices and techniques to use to support students in multiple ways. These courses along with our entire program content quickly aided in my development as a graduate assistant.

Learning Through My Graduate Assistantship and Internship

            My time as a graduate assistant and intern at The University of Chicago has provided me with a significant amount of experiences to place course content into practice.  As the Graduate Assistant for Student Involvement I was allowed the opportunity to provide programs for students during the summer and academic school year.  From these practices, I needed to use my leadership development skills to work with colleagues and students to provide the experiences students were wishing to receive.  In advising student organizations I found the best type of advising style that benefits the students and myself.  In doing so, adaptability has been a skill that has highlighted my experience at The University of Chicago. Student’s plans change and I have learned to adapt to their needs as students while not forgetting my own.  I have also learned how to navigate my role as a professional and stay flexible to needs of the office. 

            At my internship in housing at The University of Chicago, I learned a different set of skills that are needed to build community within a residential hall.  Through the experience I also solidified the fact that student involvement offices is my niche.  This experience provided me with a better understanding of the student development that resident directors often see their students go through on a day-to-day bias.  In all, through my outside experiences, I have faced personal growth and understand that it is important to navigate my own needs. 

Personal Growth

            Within the past two years, my involvement within our higher education program has allowed me to build self-efficacy and learn the best practices for advocating for myself.  Specifically, serving as a co-chair for the social events committee on HESA has been a refreshing way to get involved with the many pieces of our higher education family.  Undoubtedly, entering graduate school is an intimidating first step because you do not know what to expect in your courses.  For the first year, I was hesitant to ask questions and give my opinion that differed from others in the classroom.  Through this transition, I learned how to approach and articulate my thoughts in a manner that I hoped would never offend another person yet brought a different perspective into the classroom.  As a second year student, one of my goals was to continue to deliver my insight and engage in both large and small classroom discussions. Throughout this year, I have built a great deal of confidence in my ability as a student and professional.  I recognize with using my voice, I open up more opportunities for myself. 

            My time in the program as prepared me to work in a way that uses my strengths.  I realize that staying true to myself will allow me to grow as a student and professional in the most significant way.  I have a stronger understanding of what higher education means and the ways to advocate for social justice.  Overall, through this program I have the confidence needed to work with students.

Social Justice Advocacy 

            In thinking about what it means for me to advocate for social justice, I looked back at my personal statement for Loyola University Chicago’s higher education program. In the statement, I wrote the following, “When searching for the program that would fit my needs, I explored institutions, which teach their students how to think from another person’s perspective, communicate and interact with all types of people, learn to research and become a better person in the higher education system, and practice all of the professional theories that students are taught.”  This program has achieved this in more than one way.  Our program has challenged me to critically reflect on my own privileges and how I have access to different opportunities and resources.  In return, I also understand how my oppressed identities may cause barriers in my life and the importance of working through those tribulations.  Social justice advocacy includes taking the effort to find a deeper meaning of one’s identities and how they impact your life as well as what it means to be aware of those identities. Through our program I have a stronger grasp on the different ways to provide students with equity over equality.  In my first job, I want students to have the opportunity to establish relationships with all students and live in an environment where openness, diversity, and support are provided for them. 

Conclusion

            Through my many experiences that have included triumphs and tribulations, I am thankful for the involvement inside of the classroom that have provided the tools needed to be successful outside of the classroom.  In reflecting on my course content, personal growth, professional work, and commitment to social justice I am very excited to learn what my future holds for me.  It is my hope that my future work represents the positive impact my cohort and professors has had on me.  I am forever grateful for this experience and realize it is my turn to give back to students in the same way others have given to me.