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Narrative Summary
I came into the SDA program anticipating that I would not just learn theoretical
frameworks for professional practice, but how to apply them. The area of learning that has
become most embedded in my practice is Pope, Reynolds, and Mullers (2004) framework of
Multicultural Competence. I learned about the framework in SDAD 578, Student Development
Theory, during my first quarter, and since then it has significantly shaped my work. In my
practice, I have used this framework to guide my learning about and interactions with different
student populations as well as individual students. I have also found it to be an invaluable tool in
structuring the delivery of educational content by asking how a program helps participants know
themselves, learn about others, and develop skills for working across differences (Pope et al.,
2004). The prominence of this framework across my work makes it the most valuable content I
will take away from the SDA program.
During the program, I have learned about myself as a leader. Before, a leader seemed like
someone more charismatic and radical than me. However, in the program, I have learned to
redefine leadership as a paradigm that fits me and my strengths as a collaborator and an advisor. I
have also had the opportunity to experiment with my leadership in practice, inspiring students to
pursue their dreams in my role as an advisor and working as a positional leader supervising
students. In these roles, I have learned how much I value transparency, authenticity, and
teamwork. Now I feel confident in this role as a leader and I look forward to owning this identity
as I continue my professional journey.
My three internships have been invaluable sources of growth. My internship in New
Student Orientation taught me how much I love to work in an environment that demands
creativity and flexibility. I want to work at an institution that challenges me to tackle new skills,

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like when I was asked to create an academic success intervention video for an Orientation
session. In my internship in student conduct, I was able to focus on an issue I deeply care about:
sexual violence on campuses. I learned how complex leadership for change can be when we have
to navigate laws, policies, and constituents demands, especially when they conflict. Finally, my
internship in career services has shown me how much I love working with students as a group. It
is now a goal of mine to teach a career or first-year experience course.
As a graduate assistant in academic advising, one of the most important things I have
learned is how to be an effective supervisor. My students appreciate the autonomy I am naturally
inclined to give them, but this approach has also required that I learn how to hold students
accountable and confront them when they do not meet their obligations. As an advisor, I have
also learned valuable techniques for having frank, developmental conversations with students
about their goals and plans for the future.
As I move forward professionally, I do so as a leader confident in her ability to work for
change on issues that matter. My focus on developing multicultural competence has helped grow
my understanding of my own and others salient identities and strengthened my abilities to
collaborate with diverse groups. However, I still have room to for growth in this area, and am
committed to keeping that as a focus in my professional development. In my practice, I intend to
focus on developing advising strategies that support students who are members of groups often
marginalized in higher education.
Overall, I have valued my experiences in the SDA program. However, the program would
be stronger if classes focusing on assessment and finance, two important aspects of higher
education, were a required part of the curriculum. Given the content overlap of some of the

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existing courses, like Student Development Theory, Multicultural Perspectives, and Social
Justice, as well as three leadership classes, I believe there is room in the curriculum to do this.
Finally, I would like to share my appreciation for the Jesuit education I have received. I
am not Catholic, but I feel a deep connection with the Jesuit values of service and social justice,
and they have become a fundamental part of my professional identity. As a result, my students
will always have me as an advocate to support them in the face of institutional biases, and my
institutions will evolve into more just environments as I challenge their prejudiced policies and
practices.

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References
Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2004). Multicultural competence in student
affairs. San Francisco, CA: Jossey-Bass.