Professional Competencies
Below is evidence of my work in a few of the ACPA/NASPA professional competency areas. I look forward to developing more skills in each of these critical areas.
Social Justice and Inclusion
I am able to clearly articulate my identities and intersectionality both personally and professionally, drawing on my background as a social justice major to understand and explain social justice and inclusion in the context of higher education. I have also identified systemic barriers to social justice and inclusion and the role my department plays in addressing these barriers, often through intentional programming like our leadership series. I am passionate about critical reflection and use it with my students to evaluate our participation in systems of oppression, privilege, and power. For instance, after planning programs and events, I encourage students to reflect on questions like, "Who’s not at the table? Who might not feel welcome? What are we uplifting by hosting this event?" I love designing inclusive programs that promote social consciousness, and I'm currently collaborating with our CFANS wellness coordinator to create post-election events that provide space for students to gather, reflect, and organically address campus bias incidents.
Relevant coursework: Social Justice in Higher Education, College Student Development Theory
Advising & Supporting
One of my professional goals is to build strong relationships and trust with students, particularly within my student team, caseload, and the undergraduate student board, which directly supports the interpersonal skills competency in advising and supporting. By establishing rapport and respect before giving direction, especially during changes in the student board and Land-Grant Legacy Scholars program, I foster a more collaborative and effective advising environment. Additionally, meeting with students individually to gather their feedback and prioritizing student-driven initiatives within the CFANS Student Engagement Team demonstrates my commitment to using interpersonal skills to empower students and support their professional development.
Relevant coursework: Foundations of Academic Advising, College Student Development Theory
Leadership
I am very skilled in the interpersonal skills competency, particularly in understanding and questioning systemic constructs of "leader" and "leadership." I played a key role in creating a subdivision within our student services office to address a leadership gap, and through this process, we’ve discovered a new form of leadership, focused on support and collaboration within our small, five-person team. This reflects my ongoing efforts to build reciprocal community engagement, a core pillar of my work in Student Engagement at CFANS. I regularly reflect on my work through daily journals, therapy, class, and conversations with my cohort, supervisor, team, and students. Additionally, I helped restructure our student services meetings, shifting from disengaging, monthly Zoom meetings to in-person, interactive sessions that foster greater connection and community. I often look to community leaders in the Twin Cities, particularly organizers, and thinkers like adrienne maree brown to guide my approach to leadership and community-building.
Relevant coursework: Administrative Leadership in Student Affairs, Future Trends in Student Affairs, Leadership & Organizational Theory