Dear Portfolio Committee,

With deep gratitude, I thank you for being a part of my journey in the Student Development
Administration (SDA) program at Seattle University. This journey has been both rewarding and
challenging as we have navigated the changes within higher education. I have been supported
and encouraged by each of you. I am grateful for each of you being a part of this journey and
pushing me to continue to grow.

As I reflect on my experience in SDA, I recognize how the theories I learned in SDAD 5400:
Student Development Theory, Research, and Practice has intersected with my growth as a
student and a professional as we journey through a global pandemic and racial injustices.
Specifically, I reflect on Strayhorn's (2016) Sense of Belonging Theory and Yosso's (2005)
Community Cultural Wealth. Strayhorn (2016) challenged me to critically reflect on creating
spaces and facilitating conversations where students can feel a sense of belonging and
community. Yosso (2005) pushed me to recognize the power and privilege I hold as a white, cis-
gendered womxn and challenged me to tailor student services to students individually, especially
for students of color.

In addition to academic growth, the SDA program has pushed me to continue to grow in my
understanding of myself. Specifically, I have witnessed a global pandemic and national protests
of police brutality against Black people. I have recognized how my community and advocacy
values have driven my commitment to work to uproot both intentional and unexamined legacies
of white supremacy within myself and the communities I live and work in.

Through my work in my Graduate Assistantship in Integrity Formation Seattle University, I

learned the importance of a using a student-centered approach to better understand the needs of
the students I encounter. Furthermore, I used Motivational Interviewing to create spaces that
encouraged students to reflect on their actions, take responsibility, and enact changed behaviors.
Within my NODA Internship at The University of Chicago, I grew in my ability to analyze
assessments to create orientation events and informational material to meet the students' needs.

All these experiences and more will inform and impact my future practice within Higher
Education. I commit to continue development and growth as the field continues to evolve to meet
students' needs.

As I conclude my time at Seattle University, I am grateful for the opportunity to attend a Jesuit
University that challenged me to center Cura Personalis within my work. Seattle University has
encouraged me to recognize each student holistically, seeing the student as a dynamic individual
holding many intersecting identities (Thon, 2013). Seattle University's people-first mindset will
shape my future practice as I work to serve students. Furthermore, the Jesuit perspective has
allowed me to work in an environment that sees each students' dignity, reminding us to celebrate
each student's success as we serve and work alongside each other.

With deep appreciation,