Running

head: NARRATIVE REFLECTION 1

Narrative Reflection

Shelby Elkins

Loyola University Chicago

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Narrative Reflection

My two years at Loyola University Chicago (LUC) in the Higher Education Masters

Program have been an immersive experience that has taught me life lessons, given me unique

opportunities, and has fostered my growth as an individual and professional. During my time at

LUC I have served as a Graduate Assistant for the LUC Department of Residence Life. I have

overseen 8 buildings and co-supervised 19 resident assistants. I have also had two internships –

one at Mount Ida College working with their orientation program, and another at the University

of New Haven as their Residential Operations Graduate Assistant. I hope that this narrative

reflection serves as a comprehensive summary of how these experiences have fostered my

growth and development

While taking classes at LUC, I have enjoyed their assortment of topics ranging from

multiculturalism to the politics of higher education. From fishbowls conversations to field trips,

there have always been opportunities for us to challenge narratives and learn from other’s

experiences. Some of the most important content I have learned from this program has come

from Leadership, Multiculturalism and Student Development Theory. In leadership, I learned

the lingo and importance of the types of leadership that we exhibit. It is important for us to be

able to distinguish the difference between leadership training, development, etc. It is important

for us to be cognizant of how our leadership can change by the groups we are working with and

how it can affect those that we supervise. Being cognizant of emotionally intelligent leadership

and how it is crucial to the hands-on work that we day on a day to day basis has been an idea I

have held close to me since taken leadership class. Although I feel that I have always exhibited

and practiced emotionally intelligent leadership, this class showed me its value and how there are

names and theories behind that ways we do our work.

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In multiculturalism, I was a first semester student that was fresh out of the belt buckle of

the South. Although I am a liberal democrat, I was often alone in my views back home and was

not granted the often opportunity to sit and talk about our world as a whole with groups of people

that had similar views. I think learning from people’s experiences from across the country in

multiculturalism class gave me the opportunity to self-reflect and to think about how my

identities enter a room. I learned about living with privilege while also feeling your own internal

oppression related to your marginalized identities. It is humorous to look back at now, but I

remember when Dr. Bridget Kelly said that black people could not be racist, and I was so

confused. I was not confused because I disagreed, I was confused because I had not been around

such critically engaging conversations regarding race because of the social environment in the

South. I was able to learn so many other things in multiculturalism that were beneficial to the

conversations later had in my other classes and assistantship work. I was able to take the lessons

and techniques learned and apply them to my work on a daily basis.

One of my biggest takeaways from Student Development Theory class was learning

about Baxter Magolda’s Self-Authorship theory and how it is a process that is always on repeat.

I found myself in this theory, my students in this theory, and an opportunity for me to be more

intentional in my work to meet students where they are. With theory, we are equipped to base

our work in literature. With this basis, we are better prepared to defend our work and to continue

creating unique opportunities for our students to learn and grow.

As I have grown myself, I am cognizant of who I was coming into this program

compared to who I am leaving. I have had the pleasure of being taught by mature individuals

that have taught me to focus on the impactful work that we do, and to zone out on the games that

occur around us. When we are based in our literature and have set goals to achieve what we are
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called to do, few things can come in between those two. I have weeded out negative influences

in my life, broadened my interests, and have taken on the challenge of reaching for the skies in

what is possible for ourselves. An example of this can be seen precisely in my job search. Three

years ago, I was taking my first plane ride and excited to see what adventures I could discover

domestically. Today, I am preparing to become an ex-patriot that is moving to a far away

country where I can still do the work that I love. I will be moving to Rome, Italy this summer to

begin my new position as the Resident Director of LUC’s John Felice Rome Center. This would

not have been thinkable just a couple of years ago, but my personal growth has opened a surplus

of doors that I am comfortable walking through, even if I do not know what is on the other side.

My assistantships and internships have given me the opportunity to apply my coursework

to being a student affairs practitioner. These experiences have happened in the Midwest and on

the East Coast, giving me the opportunity to work with drastically different study bodies. I have

learned that not every institution is the same, not every institution is always willing to make

change, and that not all supervisors supervise the same way. Through these experiences, I have

been able to learn more about myself and what I want moving forward in my career. I have

learned what type of supervisor I want to be, should be, and can be. Be it orientation or

residence life, our work is still based around students and at the service of the students. No

matter where I end up 30 years from now at an institution, I know that my work is important

because of the students that we have the potential to impact.

Similar to my takeaways above from my multiculturalism class, I have valued being

immersed into a program and university that focuses on the importance of social justice

knowledge and initiatives. This was an area I did not feel was discussed during my

undergraduate studies, and I am thankful I was able to explore them before entering the
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workforce as a full-time employee. Be it identities, institutional racism, or the other various

facets of social justice, I have learned that their intersectionality is in our day-to-day work and

must be considered. Turning our cheek to social justice does not make it go away, but it does

make it worse for those harmed by the system. As student affairs practitioners, we have the

opportunity to be at many tables, to educate students, and to influence social justice initiatives on

our own campuses. I feel equipped to continue doing this moving forward and know that it must

be a part of my daily work. I will take a second to think about who is sitting at the table with me

and how I can incorporate new voices. I will be cognizant of how I can use professional

development time with my students to educate them. And I will be adamant that we as an

institution are facing social justice concerns on our campus and community and coming up with

solutions to progress those around us.

In summary, I have thoroughly enjoyed my experience learning at LUC. Although it

feels like it has been a long time, I have cherished every moment and know that they will live on

with me in the future. Although I might be moving far away, I am still connected to the Chicago

community and cannot wait to see what this campus has coming in the future. I have learned so

much and am glad that my toolbelt is heavy. LUC should feel confident sending me out into the

world to set it on fire, while also knowing I am prepared to deal with what rises from those

ashes.