In my final year in the Postsecondary Administration and Student Affairs program, I reflect upon the coursework and experiences that have helped shape me as a student affairs professional.  Less than 2 years ago, I was an undergraduate student at Cal State Fullerton and student affairs was not something that I would have ever fathomed as a career field. Through my experiences as a student leader, I now recognize the student-centered approaches and the intentionality of my mentors that helped me see where my passions lie: educating, motivating, and supporting students in their educational experiences. Despite my wide range of experiences, I was only able to experience student affairs from the lens of an undergraduate student. The PASA program has ultimately helped me understand the greater educational climate, deeply define what student affairs means to me, and articulate the impact I can make in the broader community.

 

Access and retention are the pillars of my educational mission.

 

I first learned about issues of access through my work as an ambassador for Cal State Fullerton’s University Outreach Department. There, I learned about the importance of breaking down societal barriers to support first-generation or low-income students in their educational journey. At that time, I recognized that I was making a positive impact on the community by supporting students in their educational journey. After taking courses such as Creating Communities of Interest and Politics of Difference, I recognized my positionality in my experiences with working with students from underrepresented backgrounds. As it is inevitable that I will encounter students of various intersections of identities, the Politics of Difference course has prepared me to challenge the status quo in how we are socialized and how I can further educate students by challenging them to question social norms and advocate for themselves. The implications of this reflection have helped me gain a voice and a vision of what I believe higher education should be, and will continue to guide my practice as a student affairs practitioner.

 

Broadly speaking, retention is an important part of my educational mission.

 

It stems from my personal experience with having a difficult transition to my undergraduate institution. With the help of a college transition program and several mentors, I was able to persist and receive my bachelor’s degree. Through my Student Development Theory course, I now have a greater understanding of Schlossberg’s Theory of Transition and Sanford’s Theory of Challenge and Support. My personal experience and understanding of student development theory has helped me be more cognizant of how I can develop programs or policies to engage students of all different backgrounds, learning styles, and experiences. This realization has helped me hone my supervisory style in my work with Residential Education and has influenced how I motivate my resident assistants to build strong communities. My vision for how I want to engage, empower, and support students is ultimately shaped by my passion for creating a community that is shaped by engagement, integrity, accountability, and support for one another.

 

My future goals are to work in outreach, orientation, or college advising. My true passions lie with working with underrepresented students or first-year transition programs. However, my broad range of skills and experiences has helped me see that I am comfortable with the flexibility of student affairs. Regardless of which functional area that I work in, I am ultimately committed to building strong communities through student-centered approaches.

 

I am confident that after the program, I will continue to build upon the skills and competencies necessary to adapt to an increasingly diverse, global, and dynamic field.