Brianna Wallace UNIV 392-002 7/25/12

Reflection Three When interviewing for the Orientation Leader position this past spring, I talked about my goals of ensuring that the incoming freshman have an amazing orientation experience. I hoped the students would realize what a great privilege it is to attend an institution that embodies values of service and acceptance in addition to elevated academic rigor. When asked my preference for SEaL or Transfer Team, I felt that I would relate more effectively with the students of the SEaL program, seeing as the college application process and worries of a high school senior were still fresh in my memory. I was so excited to teach the students everything they needed to know to be successful. Little did I know that I would be the one learning. My experience as a college coach for the SEaL program provided a medium for me to express my various leadership styles, apply what I have read in the class texts, and explore the ways that I can exhibit the values of an "Ignatian leader" in everyday life. Before reading the class texts, I was mildly aware that leaders had to be flexible in order to create a comfortable environment for the group, whether working with time constraints, limited resources, or conflicting personalities. It was not until reading and discussing the Northouse text with my group that I discovered how an individuals leadership style is in constant flux based upon how his or her situation changes over time. I thought of how the impactful, yet fleeting two days of each orientation session compared with the two weeks of the SEaL program. I found that I was struggling to remember the names and faces of the students in my first orientation groups. I was able to ease some of their anxieties by answering their questions and doing my best to ensure a reasonable class schedule. Even though it was gratifying to see the changes in confidence as the students gained friends and a basic knowledge

Brianna Wallace UNIV 392-002 7/25/12

of life on campus, I still could not follow their progress, nor could I enhance my long-term leadership ability, past those fleeting few days. The SEaL program offered an entirely new arena of situational leadership because I could personally work with my group over time to develop closer bonds and help them gain a positive attitude about preparing for college. At the time, I only knew that my leadership style was changing as the days went by. I now see the flow of the balances between the directive and supportive components to the SLII model. As the students started the program off with excited energy, I took a high-directive approach to inform the students that they must apply themselves in the classroom and that high standards of behavior were expected. The week went on and the students felt discouraged inverse to the rising heat; I took on a high-supportive role to motivate them and then a coaching approach to answer questions and prepare the students for the college application process. After the SEaL graduation, the students left with the promise of a reunion in the coming weeks. That fateful Sunday I woke to a sinus headache coupled with a dreary Chicago skyline. I wrote in my learning agreement that I wanted to embody the values of the Jesuit leaders by utilizing the tool of self-reflection to be able to seize leadership opportunities and positively influence others. I decided to take a leadership opportunity that morning, and when I walked into the room to see all of my former students smiling and laughing in their reunion, I knew that it was a choice worth making. A student of mine walked up to me and asked if I remembered the first day, when he was wondering if college was worth the years of loans and debt. We had used our one-on-one time to research different local scholarships as I introduced him to websites like Fastweb and contacted his high school counselor for a list of programs from his top college

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choices. He proudly announced that he had applied for exactly ten scholarships since SEaL graduation, surpassing his original goal. I realized that not only had I seized a leadership opportunity every time I helped him search, but I had influenced him to seize lifes opportunities as well. I sat back, taking a low-directive and low-supportive leadership approach, and watched as my former students joyfully reminisced like old friends. The students told me of how they had kept in touch since graduation, seeing movies together and going on shopping trips. Having WOO (Winning Others Over) as a strength for StrengthsQuest means that I make connections with people easily, but that leaves a negative effect because I do not keep in touch with or hold onto old friends very well. I always lose contact with those that I do not closely interact with, and it has become more difficult because my high school friends and I attend universities far away from home. Seeing these students excel in a weak area of my leadership skills made me realize how rewarding it is to keep in touch with those who have helped me learn so much about myself. Because of the support and dedication the SEaL students have shown, I have made it a personal and professional goal of mine to keep the connections I make with the amazing people I meet every day. I hope to become a supportive leader for my students once again as they tackle the college application process, prepared with the required knowledge and confidence to succeed. I will do all I can to help them reach their goals because they have helped me reach and further develop my own. Being a college coach in the SEaL program has opened my eyes to the varying levels of fluidity in leadership, my ability to manifest the ideals of an "Ignatian leader," and the hope of overcoming challenges that prevent me from reaching my goals.