Victoria N.

Benavides 4/10/2014 Implications for Practice Integrative theme: My Calling (LO 1 & 7; Artifacts F1, F2, D, E, C, J, & G)

What is my calling? Who am I called to serve? These questions have lingered in my mind throughout the SDA program. Beginning my experience at SU by taking SDAD 578 and EDAD 570, I was exposed to student development theories and leadership models, like a political leadership framework and human resource approach to organizational development (Bolman, & Gallos, 2011; Parks, 2005, Linder & Rodriguez, 2012). These classes influenced the way I made meaning of higher education structures, systems, and policies. They also affirmed that my calling is to thoroughly understand the foundations and emerging nature of complex educational systems so that I can help underserved students navigating these institutions. The areas within this integrative theme of implications for practice are foundations & emerging nature of student affairs and in translation, theory as liberation. Past Prior to the SDA program, I held a limited understanding of how the student affairs profession differed from student leadership. I assumed the student affairs profession would allow me the opportunity to continue my undergraduate activism and advocacy work. This lack of awareness about the foundations & emerging nature of student affairs inspired my decision to enter a masters program that would challenge me to grow as a professional. During my undergraduate studies at a Research I institution, I was encouraged to be creative about the ways I translated critical theories into practice. This translation was exemplified in my undergraduate diversity work and professional experience with an anti-racist youth non-profit. Upon reflecting on which role I wanted to play as an educator, I realized that my skills in theory analysis and critical thinking would be an asset to my graduate studies and the field of student affairs. I also

Victoria N. Benavides 4/10/2014 made a commitment to be a part of translating the liberatory nature of critical theories into practice. Present

Foundations & emerging nature of student affairs directly links to LO 1. Key dimensions of LO 1 are the field, student affairs history, and institutional structures. Artifact D was developed in SDAD 577 in a collaborative project exploring University of Washington Seattles (UW) institutional structure. Throughout this class and project, I learned about the history of student affairs, the field of student affairs, and institutional structures of universities. Via interviews with UW professionals and text reviewed in The Handbook of Student Affairs Administration, I learned about the influence of a universitys mission, history, governance, and student population on the type of education offered to its constituents (Hirt, Kuh, Levin, McClellan & Larimore, Osfield & Smith Terrell, as cited in McClellan and Stringer, 2009). Determined to capture the legacy of UW in an inventive way, our group created Artifact D to tell the story of this institution. In translation, theory as liberation aligns with LO 7. Dimensions of LO 7 are navigating institutions, advocacy, and passion. By collaborating with a number of innovative practitioners and scholars at SU, I have developed both as a student and professional. These colleagues helped me navigate this institution, understand the complexity of higher education, and reinforced the role of advocacy on college campuses. As demonstrated in Artifact F1 and F2, I have proactively built strong and compassionate relationships with students and colleagues. Additionally, I have intentionally utilized assessment, theory, and research in my practice. Artifacts C, J, E, and G are also testaments to my use of technology, assessment, theory, and research in my work. Translating difficult concepts about systems of power and oppression into

Victoria N. Benavides 4/10/2014 accessible terms for students has been a highlight of my work in OMA and the SDA program. Artifact F1 and F2 highlights my passion to do social justice work in this field and beyond. Future To continue developing my understanding of the foundations of and emerging nature of student affairs, I plan to stay invested in professional associations (NASPA and ACPA) and enroll in a doctoral course exploring the history of higher education in the U.S. I also aspire to conduct doctoral-level research that uses critical theories, research, and assessment to influence

practice. As a scholar practitioner and first-generation college student, I recognize and affirm my role as translator. I translate complex higher education policies and structures to communities who have historically been denied access to such institutions. I am a democratic educator dedicated to helping others see the liberatory nature of critical theories inclusive of underrepresented communities.

Victoria N. Benavides 4/10/2014 References Bolman, L. G., & Gallos, J.V. (2011). Reframing academic leadership. San Francisco, CA: Jossey-Bass. Linder, C. &, Rodriguez. K. L. (2012). Learning from the experiences of self-identified women of color activists. Journal of College Student Development, 53(3), 383-398. doi:10.1353/csd/2012.004 McClellan, G.S., & Stringer, J. (Eds.) (2009). The handbook of student affairs administration (3rd edition). San Francisco, CA: Jossey-Bass. Parks, S. D. (2005). Leadership can be Taught, pp. 1 44.