SAHE DEVELOPMENT
EDL 676: Foundations of Student Affairs
As a first-year student, I was not really sure where I wanted to be at the end of this program. I created this development plan to recognize my areas of improvement and hold myself accountable as I work towards improving. This plan includes action steps that I will (and have been) taking to improve as a practitioner.
EDL 676: Foundations of Student Affairs
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EDL 656: Professional Development and Field Experience in Student Affairs
Everything in life has a meaning. Oftentimes, we are allowed to determine those meanings ourselves. Attached above is my Student Philosophy Statement, or as I like to call it, The Reason Student Affairs Chose Me. Also included is my Educational Philosophy Artifact, a story about an object that validates my philosophy.
EDL 656I: Professional Development and Field Experience in Student Affairs
Wow, Spring 2022.
I will never be able to express how excited I am to take on my next journey. Attached above is my reflective narrative. In this narrative, I discuss my SAHE journey and what it means to me. I decided to do a video (unedited, no script) just to gauge my true and raw feelings. This has been a wild ride and I am grateful for every bump and hill.
REFLECTION
EDL 675: Student Development Theory
Who is the source of your knowledge? Is it you? Do you have the privilege of validating your own thoughts? In the assignment above, I address those two questions as I navigate and begin my personal knowledge and validation process.
EDL 676: Foundations of Student Affairs
My first semester at Miami had to be the most challenging experience. I was far from home, away from my family, but, I knew I was exactly where I needed to be. Attached above are my Scholar Practitioner Journals from Fall 2020. This collection of journal entries was required by the course but, they mean so much to me. I was able to openly discuss my current thoughts and feelings and I think it is appropriate to share them here.
GSC 601: College Teaching Enhancement Program
I have never viewed myself as a teacher nor have I ever had goals of being an instructor. However, the opportunity to test out the Graduate Teaching Certificate classes came about and I am so glad that I took that course. Attached above are my reflections from GSC 601. Each reflection reflects my true feelings and emotions regarding the course and outside programming I attended.
RESEARCH & ANALYSIS
EDL 654: Research in Higher Education
What drives a Student of Color into attending a Predominantly White Institution? What makes them stay? As a Black woman who attended PWIs for undergrad and graduate school, I created this proposal based on personal experience. Attached you will find my Research Proposal, The Retention of Students of Color at Predominantly White Institutions.
EDL 683: Qualitative Research in Education
What does it mean to disclose? In the attachment above, I had the pleasure of working with three of my peers on a phenomenological study. Within the study, we discuss what it means to disclose your sexual identity and experiences as an entry-level student affairs professional.
EDL: 706: Organizational Theory and Educational Leadership
Mentorship has been a major part of my life since I was a kid. As I began my journey at Miami, I found myself still craving mentorship. In the documents above, I discuss resource dependency and how external factors impact the advancement of MADE@Miami, a mentorship based transition program at Miami University.