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Narrative Reflection

Vicki Gerentes

Loyola University Chicago

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The M.Ed. in Higher Education program at Loyola University Chicago has prepared me

for a career as an educator. I am grateful that through this program I found opportunity in full-

time employment before graduation, and that I have been able to surround myself with a cohort

of brilliant individuals committed to social justice. In this narrative, I will review program

content, reflect on what I have learned about myself, reflect on my professional experiences, and

consider how social justice learnings will inform my practice in the field.

Program Content

The courses related to student development theory and leadership theory certainly shape

the way in which I approach my work with students; however, I learned the most from the

budget and finance course, as well as the organization and governance in higher education

course. As a member of a larger division of student affairs or university staff, I must understand

how to navigate channels of communication within leadership. I may agree or disagree with

decisions made by leadership, faculty, or boards of trustees. In the world of fraternity and

sorority life, I advise students in a one-on-one fashion and build relationships with alumni. How

can I better understand the inner workings of an institution to best connect my students and

advocate for their needs? These courses have also given me the necessary tools for both written

and verbal communication skills. Through my reflections in the ePortoflio, I also highlight the

value of the social justice teachings, as well as the preparation to be a scholarly practitioner. The

content in this program combined with my professional experiences is a fusion of knowledge that

I will rely on as foundations for my career in student affairs.

Reflection

I have learned to be fierce in my practice. My decision to pursue a master’s degree began

as a way to get from Point A to Point B in my career. After applying to jobs in higher education,
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I was turned down and told that I would never be able to have this career without a master’s

degree. Those folks were right! I cannot imagine what it would be like to continue the work that

I do without an understanding of theory or social justice. In order to be fierce, I must be

intentional. This type of intentionality comes from supporting my work with research, theory,

evaluation, and assessment. The courses in this program place all of these at the center of the

assignments and outcomes. I have always been a good writer, but I feel as though I have learned

how to communicate in both professional and reflective manners. These styles assist me in my

job each day as I document the process and protocol of my projects and tasks. I know that I have

personally grown and developed in the way that I understand people, as well as the way I value

my education. I firmly believe that we must claim our education, and I look forward to

completing this program as a way to claim my education and do good for myself and others.

Field Experience

Graduate Assistantship

I began my practicum experience in this program as a Graduate Assistant for Community

Standards and Greek Life at Illinois Institute of Technology. At the time, I was hired to support

the Greek Life Coordinator, who had taken the reigns over student conduct. I happened to be a

sorority woman, which meant that I could also assist with fraternity and sorority life work.

Community Standards provided me with a tool for holding students accountable: Code of

Conduct. I met with students to discuss violations of the Code of Conduct, which has prepared

me for any role in student affairs. In that role, I also learned how to be a team player and be

responsible for an office of two functional areas with my supervisor. My graduate assistantship

was a critical point of experience for my career, but it also paved the way for my current role as

the Greek Life Coordinator at Illinois Institute of Technology.

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Graduate Internship

I also had the opportunity to intern with the Office of Fraternity and Sorority Affairs

(OFSA) at Lehigh University in Bethlehem, PA. I have always wanted to live on the east the

coast. This opportunity not only provided me with valuable professional experience in fraternity

and sorority life, but also allowed me to sample life on the east coast, as Illinois has always been

home. My colleagues at Lehigh built a community within the division of student affairs unlike

anything I have ever seen before. They engage in their work together, but they also attend

conferences together and socialize to build community outside of work. The division is

comprised of young professionals, who work fiercely and use assessment to guide their

curriculum. The opportunity to develop learning outcomes and facilitation guides for OFSA

programs made me feel trusted and valued as a professional. I am confident that I have the skills

to move forward with fraternity and sorority life as a result of my internship in OFSA.

Student Affairs Professional

When my supervisor at Illinois Tech ventured into a new opportunity, Community

Standards and Greek Life drifted back into two separate roles. During my time at Lehigh

University, the students at Illinois Tech were kind to share their support for me as the next Greek

Life Coordinator. On August 14, 2017, I started my career as a student affairs professional.

Juggling graduate work with full-time employment is not easy; yet, I believe I benefit from my

experience with students and colleagues, offering insight during class discussions and applying

what I learn to my conversations with students and supervisees. I work in an office that also

serves residential life and housing on campus. Although I have no previous experience as

resident advisor or hall director, I am learning to balance the various roles I play in different

functional areas at Illinois Tech. I have learned that I am more motivated that I give myself
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credit. I often talk about the fact that I ride solo in fraternity/sorority life. Since I do not have

direct supervisors or peers who engage in my work, I must find ways to engage my co-workers.

Likewise, I must find support from my fraternity/sorority life network outside of work. Learning

these skills alongside my graduate studies has challenged me to achieve my goals and produce

important work.

Social Justice

My understanding of social justice prior to this program can be summed up in my belief

that we are champions for others. My sorority certainly instilled and reinforced this idea through

its motto of “Do Good.” Through my undergraduate studies and interests, I never learned about

identities and intersectionalities; yet, I now rely on the social justice mission as a way to

approach my work with college students. I have sprinkled the word “possibility” in various

pieces of my ePortfolio. As creatures of the human experience, we live in endless possibility;

however, I believe that college students especially exist in a space of great possibility. Students

reach a point in their development where they are able to write and rewrite themselves,

recognizing their potential for success and celebrating their person-ness. Who notices this

potential? Who supports it? As a professional, I believe my role is engage in life-long learning

so that I am able to serve all students of all identities in their spaces of possibility.