Reflections on the SDA Program The most important content I have learned from the SDA program would

be the student development theories, and in particular, putting those theories into practice in my professional practice. While all the theories have had a lasting impact on me, Yossos (2005) take on Critical Race Theory and the concept of Community Cultural Wealth have been particularly important in my work. My overarching goal in student development is to empower marginalized and underrepresented students to challenge normed oppressions and find their voice within their education and beyond. This theory has given me a strong foundation to tailor my programming and interactions with this student population. The realization of my salient identities and how this impacts my relationships with students is an overarching theme of multiple takeaways I have from this program. In particular, the understanding of my identities as a first generation and as a white female have shaped how I approach my interactions with students, as well as how I design and implement student programming. In addition, my own understanding of my identities and being aware of how I can be perceived by students and staff of other identities is equally important. Being open, honest, and willing to learn and share my experiences with others allows me to remain aware of the bias and privilege I can bring to interactions with students and colleagues. While I learned many things from my internships, the most important takeaway I have is the concept of using my voice. Each internship presented me with many opportunities and allowed me to tailor my experience to meet my own needs. Though I had an internship plans that outlined my goals, if an opportunity presented itself that was outside the scope of these goals, I would ask my supervisor how I could learn more or

become involved. Additionally, if I felt that my internship goals were not being met, I had to have the important conversations with my site supervisor on how we could remedy the situation. Throughout this program, I have had the opportunity to reinforce my desire to work in an advising role within college access and persistence and/or with traditionally marginalized populations. The experiences Ive had in my work, internship, and academic settings have provided me with practice and a stronger desire to pursue these areas. I entered this program knowing that I wanted to do advising, but through the exploration of my salient identities, my experiences working at a community college, and all three of my internships involving marginalized populations, my goals have solidified. In my future professional practice, I will be re-entering the field with a strong theoretical framework that will guide my programming and best practices. I will also be viewing the field of student development with a much more curious and critical eye. My peers and educators in this program have taught me to ask the tough questions and continuously critique the status quo. Under the encouragement of mentors, a commitment to professional associations, and a desire to continually grow as a student and an educator, I will strive to never settle for good enough in my service to students. My main critique of this masters program would be the emphasis on graduate assistantships and the ripple effect that this causes. Due to the fact that there arent enough assistantships for each student admitted to the program, a hierarchy is noticeable between who has an assistantship and who doesnt, and the privileges this implies. Students who work part-time or full-time off campus cannot attend many outside of class functions that occur during lunch or prior to 5 oclock because they commute. When I

worked full-time I felt that I was not able to participate in SUSDA or any student development activities because meetings were at inconvenient times for my off-campus schedule. I feel that this assistantship model is outside of the social justice framework that we are taught to employ in our own work. The Jesuit education model within this program has served as a guide to employ programming and best-practice models within my work with students. In particular, issues of equity, access, and care for the whole person are values that I could not articulate prior to entering this program. The concept of social justice has also had a profound impact on my personal, professional, and academic life. My degree and the experiences Ive had within this program have provided the tools needed to serve all students from a place of compassion, love, and understanding.