When I first entered the university I had an aspiration to enter law school after my undergraduate studies were completed. I felt that this would be the ideal way to enlist my leadership talents into something concrete for my community.  While law school seemed the ideal application for my skill set, there was a lack of passion associated with what as I perceived as endless hours on subject material that I found mundane. It was not until my second year at Loyola University when a peer mentor instructed me that you should study what you are passionate about, not what you are told to study. Those inspiring words directed me in the direction of my Bachelor of Arts degree in English Literature and Language. It was also at this time that I decided to study abroad in order to broaden my global perspectives.  In hindsight it is easy to recognize this as my moment of realization of my desire to pursue a career in Higher Education; however it would take the experiences that followed to clarify and comprehend my desire.

While I was studying in Rome, Italy I applied to become an Orientation Team Leader at Loyola University Chicago’s Office of First Year Experience because I felt a strong pull in the direction of student development. I could not recognize it at first but living abroad for a semester gave me a critical perspective on my life that I had not originally seen in the states. I became a leader of many organizations abroad, teaching Italians English as well as working with my own peers in leadership and spiritual development. The application to become an orientation leader was an extremely selective process designed to weed out all of the applicants that were not deemed to hold the requisite skill set. Out of more than a hundred applicants I was offered a position among 40 orientation leaders. I took the job as an opportunity to improve both my leadership skills and interpersonal skills. Throughout the summer I was responsible for fostering a sense of community among the incoming students while taking a course on leadership. I realized the many abilities that I needed for my future career in higher education and student development were cultivated throughout summer as an Orientation Team Leader. The traits I have built upon include positivity, patience, adaptability, flexibility and being observant. During orientation sessions I learned that each and every student is different and deserves a personalized approach, something that struck a chord within my desire to pursue the career path of higher education.

When addressing my group of students in the beginning of each orientation session, it was difficult to begin conversations as I did not know that particular student’s background and interests. Dialogue gradually became easier once everyone shared his or her information, including mine. It was more comfortable to talk about college and the things about it that would actually interest the group. Acknowledging someone’s interests brings an opportunity to maximize their potential at a university setting by introducing them to activities, organizations, classes and overall experiences.  This would spark ideas and a welcomed attitude to aid students in pursuing their interests further.

Experiential learning has been one of the most influential elements to my education as a whole person in more than just my degree, but my morals and values. It has clearly defined my future goals and my intended career in the field in higher education. I was similar to most children in that my intended career changed frequently. I would share each change with my parents and they would just smile and say, “You will make a great one Kaitlyn.” I would then carry out an interest through experience, whether it would be talking to a family friend, job shadowing or interning at an office. It was not until my fourth year in pursuing my undergraduate degree that I applied to become a peer mentor and project manager in the Loyola University Chicago Center for Experiential Learning. The center directly carries through on my career vision, serving students, faculty and staff in the university setting housing resources and support for the development of academic internships, service-learning, undergraduate research. Throughout my time as a peer mentor I have been able to expand on my personal skills and assist in developing others to avail themselves of, and critically reflect on, experiential learning through cultivating pre-professional skills, and fostering self-efficacy.

As I synthesize all that I have learned in the last two years with my past experiences and what I hope to accomplish and learn in the future I can truly understand what is important to me. I realize that I would never have gotten to where I am today if it was not for the individual experiences that led to my development as a whole person. Realizing experience and passion are root values that can be seen fluidly in human activity. Entering into the graduate program at a University I hope to further expand my management, teaching and leadership skills which will ultimately lead to a powerful individualistic style of direction. The experiences, which I have had throughout my formative years, have cultivated my abilities in such a way that I believe that I would make a good candidate for admission to University Graduate School of Education for master’s degree in higher education.