Artifact B2: Professional Mission Statement
This entry contains my professional mission statement first conceptualized in SDAD 579: Student Development Capstone Seminar. This entry demonstrates my growth as a professional and my philosophy for student affairs. In my process of writing my mission statement, I was able to distinguish the values from my personal life and my professional life while still acknowledging the overlap and interplay of both. I have found in my experiences in my graduate assistantship openness about my professional values helped me create stronger bounds with the students I serve. I reflect on a daily basis and remind myself where I derive my passion, dedication, and strength.
This entry addresses learning outcome number 1 (Understanding the foundations and emerging nature of the Student Affairs profession and higher education), number 4 (Understanding and fostering diversity, justice and a sustainable world formed by a global perspective and Jesuit Catholic tradition) and number 10 (Establishing and enhancing professional identity). My three pillars in my mission center around fostering and support diverse communities and using my leadership ability to serving students holistically.
This entry addresses learning outcome number 1 (Understanding the foundations and emerging nature of the Student Affairs profession and higher education), number 4 (Understanding and fostering diversity, justice and a sustainable world formed by a global perspective and Jesuit Catholic tradition) and number 10 (Establishing and enhancing professional identity). My three pillars in my mission center around fostering and support diverse communities and using my leadership ability to serving students holistically.
Empowerment. My professional mission is rooted in the empowerment of students. Using Yosso’s (2005) framework of Community Cultural Wealth, I consciously choose to create deeper connections with students in order to support and challenge them through their involvement, choices, and struggles. As students take ownership of their own work and apply their strengths to their community, their college experience is enriched through their development.
Service. Student development is all about serving students. When I step foot in an institution, I remind myself every day with one question: What can I do today to serve my students? bell hooks (2003) illustrates serving students as a way to engage all students in development. My service looks different from day to day and it pushes my comfort zone to be fully present, both mentally and physically.
Humility. Humility is often overlooked as a positive quality. Whether I achieve a great accomplishment in my role, my students still come first and I strive to build them up rather than filling a personal agenda. I am grounded and down to earth in my work and my goal is to build up my students to set them up for success.
Service. Student development is all about serving students. When I step foot in an institution, I remind myself every day with one question: What can I do today to serve my students? bell hooks (2003) illustrates serving students as a way to engage all students in development. My service looks different from day to day and it pushes my comfort zone to be fully present, both mentally and physically.
Humility. Humility is often overlooked as a positive quality. Whether I achieve a great accomplishment in my role, my students still come first and I strive to build them up rather than filling a personal agenda. I am grounded and down to earth in my work and my goal is to build up my students to set them up for success.
“When Nike says, just do it, that's a message of empowerment. Why aren't the rest of us speaking to young people in a voice of inspiration?” –Naomi Klein
“Serving students well is an act of critical resistance.” –bell hooks
"For all those who exalt themselves will be humbled and those who humble themselves will be exalted” Lk 14:11 NIV