Competencies and Personal
Development

My Me.D. program has been instrumental in shaping my ability to navigate and contribute effectively to the diverse and complex environment of higher education. With nine years of experience in higher education, I thought I had a comprehensive understanding of our diverse student body. However, this program deepened my understanding of multicultural issues and the systemic barriers that our students face. 

Courses such as Multicultural Issues in Higher Education and Partnerships for College Readiness and Success have been essential in broadening my perspectives. The former allowed me to explore the diverse backgrounds of our student body, enriching my understanding and appreciation of the varied experiences that students bring to their educational journeys. The latter taught me how to create equitable educational pathways, breaking down the single stories we often hear and introducing the interconnected identities and multiple realities influencing students' lives and decisions. Recognizing these issues has strengthened my ability to critically examine and challenge the systemic barriers in higher education. This outside-the-box thinking is a response to the complex needs of our students and a commitment to fostering an inclusive and supportive learning environment.

Artifact 1:  "Insights into College-conocimiento: Analyzing Nancy Acevedo-Gil's Framework for Latinx Students' College Choices" 

This presentation explored previous college choice frameworks, including Hossler and Gallagher’s College Choice Model, Perna’s College Choice Model, the Theory of Conocimiento by Anzaldúa, and Acevedo-Gil’s proposed college choice framework called College-conocimiento (Acevedo-Gil, 2017) The presentation involved a critical analysis of multiple college choice models, emphasizing how they account for the unique experiences and challenges faced by Latinx students. This analysis reflects my ability to engage in critical thinking and cultural competency. By comparing traditional frameworks with Acevedo-Gil’s College-conocimiento, I highlighted the importance of recognizing interconnected identities and multiple realities in students' college decision-making processes.

Artifact 2:  "Challenges African International Graduate Students Face in Adapting to the United States Academic Culture" 

This paper, co-authored with my classmate Jochenbed Nyong'a, explored the challenges faced by African international graduate students in adapting to academic culture in the United States. Co-authoring this paper deepened my understanding of the international student population and their academic experiences in U.S. institutions. This aligns with the cultural competency and critical thinking competencies by exploring the unique barriers and adaptations required by this student group. This work exemplifies my ability to critically evaluate and address the complexities faced by international students, further demonstrating my development in critically conscious perspectives. 

Through these artifacts, I have met the program objective of developing critically conscious perspectives to work in complex, diverse environments. My ability to understand and address the needs of our diverse student body is a testament to the growth and development I have experienced through my Me.D. program. 

From my first class until my last, everything I have learned has made me a better higher education practitioner. I have incorporated what I have learned in every class into my daily work. Courses such as College Student Development have helped me understand the college student experience in depth, while History of American Higher Education was life-changing. This course helped me better understand my place in the world by highlighting the transformative powers of education and the harm it can cause to communities when it is inaccessible.

Artifact 3: Podcast with Brittany Garcia and Laura Everett "Affirmative Action? We've got your Bakke"

This presentation had me step out of my comfort zone and into an empowering leadership role. Collaborating with Brittany Garcia and Laura Everett, we created a podcast that explored affirmative action and the historical Bakke case. This project required us to connect theoretical frameworks and historical research with contemporary debates in higher education policy. The project required extensive research into the historical context and legal precedents, enhancing our understanding of how past decisions continue to shape current policies.  Creating the podcast honed my ability to communicate complex theoretical concepts in an accessible and engaging manner, a crucial skill in my role as an education practitioner.

Artifact 4: Research Methods Course Response on The Community in Schools, Inc. (CIS) Program

This response discussed the significant programs and practices provided by The Community in Schools, Inc. (CIS) Program. Through this assignment, I applied research methodologies to evaluate the effectiveness of the CIS Program, which aims to support at-risk students by providing comprehensive support services. The insights gained from this research have informed my approach to supporting at-risk students in my professional role. Understanding the CIS Program’s practices has allowed me to implement similar support structures in my work. 

Through these artifacts, I have met the program objective of connecting theory and research with professional practice. My ability to apply theoretical concepts and research findings to practical scenarios has enhanced my effectiveness as a higher education practitioner. These projects demonstrate my commitment to continuous learning and professional growth, as I integrate academic knowledge into my daily work to support diverse student populations. 

My goal in higher education is to continue learning and educating others. Stagnancy is not who I am. I am driven by the desire to grow both personally and professionally. The Program Planning and Evaluation in Higher Education and Student Affairs course, in particular, intrigued me because it was an area outside of my primary expertise. This course offered a new perspective and tools for planning and evaluating educational programs, areas that I wanted to develop further. 

Artifact 5: Presentation on the WELP Program 

In collaboration with my classmates Bobbie Faith Garcia and Cameron Schmoker, I worked on a presentation titled "WELP Program: Enhancing Well-Being, Engagement, Leadership, and Performance Plan for Assessment." This presentation provided a comprehensive view of program planning and evaluation, challenging me to think outside my usual framework. It was an opportunity to apply theoretical knowledge to a practical scenario, which enhanced my understanding of how to design and assess effective educational programs. This project has already influenced my professional practice. I have applied these newly acquired skills to help with the evaluation process for a SLOAN grant consortium, an experience that will be published soon. This practical application of what I’ve learned underscores my commitment to integrating academic knowledge into real-world settings.

Through these experiences, I have made significant progress toward my personal and professional learning goals. The WELP Program presentation and my involvement in evaluating the SLOAN grant consortium highlight my commitment to continuous learning and application of new knowledge. This artifact illustrates my growth as a higher education practitioner and demonstrates how I am integrating academic insights into my professional practice.

The goal of understanding P-20 perspectives is to ensure that educational support extends from early childhood through post-secondary education, addressing the needs of all students throughout their educational journey. My experiences in the Me.D. program have significantly enhanced my understanding of how to support students at various educational stages, especially those with diverse needs.

Courses such as "Partnerships for College Readiness and Success" provided valuable insights into creating effective support systems that bridge gaps between different educational levels. This knowledge has been instrumental in my work, particularly in understanding how to support students with disabilities as they transition from high school to college.

Artifact 6: Website - "University Disability Services: Creating Future Leaders"

In collaboration with Rosio Garcia-Guniga and Alicia Moore, I contributed to the creation of an ADA-compliant website, "University Disability Services: Creating Future Leaders." The website, available in both English and Spanish, provides essential information for students with disabilities and their families. It covers topics such as disabilities and accommodations, selecting the right school, understanding students' rights, and navigating the differences between high school and college. The development of this website reflects a commitment to supporting students with disabilities through their transition to college. It addresses the need for accessible and relevant information, illustrating my understanding of the P-20 continuum and the importance of providing continuous support. Working on this project has enhanced my ability to create inclusive resources and understand the challenges faced by students with disabilities. It has reinforced the importance of accessibility and clear communication in supporting student success.

Artifact 7: Education Autobiography - "College Student Development: A Journey Through Higher Education"

This autobiographical reflection explores my personal K-20+ educational experiences, offering insights into the barriers and privileges encountered throughout my educational journey. The autobiography provides a comprehensive reflection on the challenges and advantages experienced during my education, from early childhood through higher education. It highlights the systemic barriers and privileges within the educational system and underscores my journey through higher education. The autobiography has deepened my understanding of the systemic challenges faced by students, enhancing my ability to advocate for and support equitable educational practices. It has provided a personal context for my commitment to addressing barriers and fostering inclusive environments.

Through the development of the "University Disability Services: Creating Future Leaders" website and the "College Student Development" autobiography, I have demonstrated a strong commitment to understanding and supporting students across the P-20 continuum. These artifacts reflect my dedication to creating inclusive and equitable educational environments and my ability to address the diverse needs of students at various stages of their educational journey.

Throughout my Me.D. program, I have focused on developing practical administrative and leadership skills essential for advancing my career in higher education. My approach to leadership has evolved to encompass a deep understanding of the importance of resilience, courage, and empathy—qualities that have been forged through my personal experiences and educational journey. This growth has enabled me to lead effectively by example and apply my leadership skills in meaningful ways. The program has provided me with valuable insights into the intricacies of higher education administration, allowing me to connect theoretical knowledge with practical application. This connection is evident in my approach to leadership and administration, where I strive to create inclusive and empowering environments for both students and colleagues.

Artifact 8: Autoethnography - "A Journey Through Education: From Weakness to Strength"

This autoethnography explores my personal experiences growing up disadvantaged. It reflects on how these challenges shaped my understanding of strength, courage, and resilience. Through this narrative, I examine how education has empowered me and transformed my perception of myself from feeling weak to recognizing my inherent strength and leadership qualities. This artifact highlights my personal growth and the development of leadership qualities such as strength, courage, and determination. It demonstrates how my lived experiences have influenced my approach to leadership, reinforcing the importance of empathy and understanding in administrative roles. The autoethnography has deepened my self-awareness and confidence in my leadership abilities. It has also enhanced my ability to relate to and support others facing similar challenges, aligning with the principles of effective leadership and administration.

Artifact 9: Legal Interview with Venu Nair

This artifact features an interview with Venu Nair, Senior Associate Counsel, Public Information Officer, and Record Retention Officer at UTSA. The interview provided insights into higher education law, policy, and student rights. Understanding these aspects is crucial for navigating legal and administrative challenges in higher education. The interview enhanced my knowledge of higher education law and policy, which is essential for effective leadership and administration. It has equipped me with the skills needed to address legal issues and ensure compliance while supporting students’ rights.

Through the autoethnography and the legal interview, I have demonstrated the development of practical administrative and leadership skills necessary for advancing my career in higher education. These artifacts reflect my ability to lead with resilience, understand legal and policy implications, and create inclusive environments. They showcase my growth in leadership and administrative competencies, aligning with the objectives of the Me.D. program.

My 250 hours of experiential learning were divided between two impactful internships: one at Each One Teach One and another at the Multicultural Student Center for Equity and Justice (MSCEJ) at UTSA. These experiences significantly shaped my approach to higher education leadership and equity.

At Each One Teach One, an adult literacy program, I contributed to a reentry program designed to support individuals transitioning from incarceration. My role involved developing curriculum materials, creating graphics, and assisting with social media outreach. This hands-on experience deepened my understanding of the challenges faced by returning citizens and allowed me to apply educational theories in a practical setting.

At the Multicultural Student Center for Equity and Justice (MSCEJ), I engaged in initiatives to promote equity and justice within the university community. My role included co-facilitating training on microaggressions and working on projects that fostered an inclusive environment. This experience enhanced my ability to recognize and address microaggressions and strengthened my skills in leadership and cultural competency. You can find more information about my internships under the "Program of Study" tab. 

Artifact 10: Reflection on My Time at the Multicultural Student Center for Equity and Justice (MSCEJ)

This reflection details my experiences at MSCEJ, including co-facilitating training on microaggressions and working on projects to promote equity. It highlights the skills and insights gained from working in a collaborative, diverse environment. This artifact reflects my growth in recognizing and addressing microaggressions, a key aspect of fostering an inclusive environment. It shows my ability to apply theoretical knowledge in a real-world setting and contribute to a supportive university community.

Artifact 11: Reflection on my summer internship experience 

This reflection details my experience balancing multiple responsibilities, including my internship, full-time job, and personal life. It explores the challenges of managing these tasks and the rewards of successfully handling a demanding schedule. This artifact showcases my time management and organizational skills, which are crucial for success in higher education administration. It reflects my ability to maintain productivity and performance across various responsibilities. 

I have demonstrated significant growth in applying leadership principles, understanding diverse populations, and managing responsibilities. These artifacts highlight my development in practical administrative skills and commitment to supporting diverse and underserved communities. 

Building and expanding professional networks has been a central component of my learning experience in the Me.D. program. My engagement with various professionals and peers has significantly broadened my perspective and opened new opportunities for collaboration and growth in the field of higher education. My interviews with various professionals, including Venu Nair, Senior Associate Counsel at UTSA, and Dr. Olga Bolden-Tiller, Dean at Tuskegee University, have expanded my understanding of different roles and perspectives within higher education. These interactions have provided me with diverse insights and advice, contributing to my professional development and network expansion. Building relationships with peers in my classes has been an essential aspect of my network expansion. Collaborating with fellow students has created opportunities for shared learning and professional growth. 

Artifact 12: Interview with Daniel Ramirez-Escobedo

This interview with Daniel Ramirez-Escobedo, Director of the College of Sciences Student Success Center at UTSA, provided valuable insights into the role of student success centers and the importance of professional networks within universities. The discussion highlighted the broad community of professionals working to enhance student outcomes and emphasized the daily opportunities to connect with impactful individuals in the field. The interview with Ramirez-Escobedo underscored the importance of engaging with a diverse range of professionals and learning from their experiences. 

The artifact and reflection documented demonstrate my commitment to building and expanding my professional network. Through interviews with established professionals and interactions with peers, I have actively engaged in creating meaningful connections that support my career development and contribute to the field of higher education.

References:

• Acevedo-Gil, N. (2017). College-Conocimiento: Toward an Interdisciplinary College Choice Framework for Latinx Students. Journal of Hispanic Higher Education, 18(3), 205-223.

• Wilder, C. S. (2013). Ebony & ivy: Race, slavery, and the troubled history of America’s universities. Bloomsbury.