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Narrative Reflection
Welcome to the e-portfolio for Francis Tyler Mcloughlin, Master of Education Candidate
2017 from Loyola University Chicago (LUC) in Higher Education. This narrative reflection will
explore my experience within the program, how I have personally developed, memoirs from my
graduate assistantships and internships and will end with a reflection on my personal philosophy
When researching graduate programs for higher education and student affairs, I came
across LUC. Of course, I instantly became intrigued with the multitude of assistantships at LUC
and neighboring institutions, the free application and the non-Graduate Record Exam (GRE)
requirement. However, one phrase which stood out was Social Justice, and how I was to
incorporate this into my letter of intent. This was a new concept in my vocabulary and served as
my first area of development within the program. While sitting in Dr. Bridget Kellys
Multiculturalism class, this served first moment where I could mentally construct who I was as a
person and the identities I held The weeks focused on the different isms existing and
perpetuated within higher education systems. For this narrative, I will focus on two identities of
Community within Chicago, LUC and the Higher Education Program allowed me to
reflect on my identity as a gay man. While developing this community for the first time, I
became knowledgeable on oppression, and how to further support those who hold the same
identity. However, as a white gay man, I was able to hear narratives from my classmates,
neighborhood, school district and a higher education system. This was truly the first instance of
learned how we must use our privilege to educate, support and tackle systematic forces of
oppression.
Leadership, with Dr. John Dugan allowed me to develop my personal philosophy within
this concept. Before attending LUC, I was the student who was heavily involved at Coastal
Carolina University (CCU). As the student-face of University Housing and Student Affairs, I
obtained these tangibles without understanding their importance. Please look at the video
attached What Is a Leader? defined with narratives from Survivor, Rupauls Drag Race,
Reflecting on my story, I am quite proud of myself for having the opportunity to develop
this reflection. See, at CCU I started off on the wrong note, one can say. After almost failing out
of undergrad and finishing with a grade point average (gpa) of below a 1.0 after my first year, I
find myself sitting here reflecting on the person I became after CCU and LUC. Aside from
this program helped me conceptualize my own efficacy. In just a few short weeks I will obtain
my Masters Degree. I cannot say (yet) that I did it, but I am almost there! This program has
allowed me to stumble, succeed and navigate the not so smooth road that is higher education.
What I learned about myself is that I possess the efficacy to change this world. Before entering
this program, I would often say I just want to be a resident director. Today, maybe I still want
can provide experiences for students, promote self-efficacy and guide the future leaders of this
I have had the pleasure of serving in a variety of roles in my graduate school experience.
I started as a Student Living Assistant in the International House. This was my first experience,
NARRATIVE REFLECTION 4
and provided me with opportunities within residence education and housing operations. Being
on a three person gradate staff team within International Programs at Loyola, I learned the
importance of delegation and communication to insure the success of the department. As the
Graduate Intern for Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual and plus
(LGBTQIA+) initiatives, I was able to serve within the Q-Team to develop our one day, student
led summit at LUC. In this internship, I started to construct my advising philosophy as I advised
our student leadership committee. In this role, I developed applications and learned recruitment
As a Graduate Assistant with New Student and Transition Programs at the Hispanic
Serving Institution (HSI) Northeastern Illinois University (NEIU), I was able to assist in the
development of orientation sessions at the central and satellite campuses. This was my first
relational-building philosophy within supervision, and how to yield each one to the experience
the students were looking to gain. For example, Hema and Nimrah were two of my student
leaders who identified as first generation and first year students. Both of them shared their
discomfort with public speaking and the nervousness they encountered. Our developmental
interactions pertained to helping them develop the efficacy to overcome their fears. By the end
of my assistantship, Hema and Nimrah were both presenting in front of crowds with 200+
people. Oscar, a graduating fourth year student, is looking to go into higher education. Our
interactions focused on graduate school searches and resume and cover letter editing.
Student Support, Orientation and Diversity Initiatives. This internship allowed me to reflect on
what institutional diversity looks like in higher education. I was able to attend multiple diversity
sessions within Medill and had the opportunity to process with LUC Alum Kristen Reid-
Salomon. We would discuss the idea of attending a diversity in media session yet all the
presenters were white, straight identifying men. I also assisted with the development the peer
mentor program for incoming students with Medill mentors for the Master of Journalism
program for Fall 2016. This included paring individuals based on application preferences as well
as providing opportunities for meet ups. This opportunity gave me tangible experiences within
the development of pilot programs, and furthered my experiences within social justice education.
in Housing and Community Standards. Aside from my tangible opportunities within supervision
of student staff, chairing search committees for future graduate assistants/interns and
organization. One of the hardest moments as a professional in this field I will ever experience
was the death of my colleague, fellow LUC student and friend Catalina Hooser. This was a
sudden shock to our team which continues to influence our emotions and the work we
accomplish. As the semester went continued and ended, three out of the five reaming staff
members were terminated due to budget constraints. RU has allowed me to support students as a
person, during a time of crises. I also recognized the importance of taking on additional
responsibilities to insure the success of our staff and residents. During this year, I was reminded
of why I wanted to serve in higher education. It for the students I serve, learn from and the
why they became involved with the department, as it was for each other and the residents we
serve.
Diversity practitioners do not simply work at institutions, they also work on them
(Ahmed, 2012, p. 22). As a practitioner within higher education and student affairs, I will
continue to engage myself within the diverse viewpoints within my environment. To continue to
keep up with the changing demographic of students and staff, I will continue engage in dialogue
and learn from peoples various stories, and who they are as a person. I define social justice as
equity, being able to meet people where they are at in terms of their meaning and lived
experiences. Dr. Kelly shared if you give everyone a size nine shoe, thats nice but not everyone
has a size nine foot. As I continue within higher education and student affairs, I will use this idea
References:
Ahmed, S. (2012). On being included: Racism and diversity institutional life. Durham, NC: Duke