As much effort as I have placed into promoting SJI topics at JWU-CLT, I have unfortunately been met with a reluctance for collaboration by the campus DEIB taskforce. This unfortunate silo-ing has not dissuaded my dedication to student learning on inter/intrapersonal development topics (SJI), though. Community engagement, however, through student engagement programming, continues to be a weak-point for myself and the department I manage and lead. 

Goals

1. Further integrate SJI topics into the expanded leadership development program (see LEAD).
2. If possible, become a member of the JWU-CLT DEIB committee.

As expected, my experience at JWU-CLT has emphasized the SJI competency. Fruitfully, I have been able to integrate SJI topics into both programming at-large as well as the specific leadership development program. Further, on the second day of work at JWU-CLT, I proposed – in an executive retreat – putting more energy into cultural student organizations; by the end of the fall semester the existing Black Student Union was joined by the re-started Pride Student Union, Latin Student Union, and Caribbean Student Society; And, in planning Weeks of Welcome for fall 2023, the third week of classes will be dedicated to SJI topics, events, and programming.

Unfortunately, my desire to become explicitly professionally committed to this competency went oft-unrequited as I failed to progress in many D&I job search processes. This failure however reminded me that SJI is a competency that should be incorporated into any student affairs functional area. So, despite not working explicitly in a D&I office/department, I am excited to continue to bring SJI into practice at JWU-CLT; As a Minority Serving Institution (MSI) with a plurally Black student population, and as a branch campus to a predominantly white institution (PWI), I am confident that I will be charged with doing exactly that. For the time being, my SJI competency is ‘Intermediate.’

2020 demanded development of the SJI competency, and I believe I was effective in meeting that challenge. The more that I have invested in this competency, the more I have come to center authenticity in relationships, personal or professional. In 2020, I was able to host the Social Change Symposium – a collaboration between the Multicultural Leadership Summit and the Service Leadership Seminar. The event was a large success with almost 200 virtual attendees (all with zero budget)!

As I have suggested that other competency areas are “intermediate,” let me complicate that this “intermediate” is a daily effort. I continue to learn and apply the concepts of social justice and inclusion. While I have yet to finish the Global Partners Certificate (I’ve finished it, but have yet to complete the necessary paperwork), and I have a similar standing with the Diversity & Inclusion certificate (having finished the Theory to Action project), I must find the energy to publicly signal my dedication to social justice and inclusion. Perhaps there are still 2020 MLS and SJAT goals to be obtained as well, but not for without want. Being able instead to be a large-group presenter at SLS 2019, on the histories of inclusion & exclusion at Florida State challenged me. Moving forward, I must become responsive to campus climates of exclusion.

I continue to view my competency in this area as intermediate. I have completed coursework in Diversity (EDH5046), and in that course created a workshop to promote social consciousness of ageism. I have completed the coursework and electives required to finish the Global Partners Certificate, and I have completed all but one requirement (Theory to Action Plan) for the Diversity & Inclusion Certificate. While I was not a presenter at the 2019 Multicultural Leadership Summit I was a small group facilitator. I will be a presenter at the 2019 Service Leadership Seminar, presenting on histories of inclusion and exclusion. I have yet to complete Social Justice Ally Training (SJAT), but I hope to do so during the 2019-2020 academic year.

Intermediate– Like the example for this area, I come from a PWI, in a predominantly white region of the country (upper midwestern US). And while social justice does extend beyond race, the impact of race in the United States makes it an important topic of future professional growth. Other topics of social justice and inclusion, as outlined by the competency document, yet unmet by myself include: designing programs that promote social consciousness, addressing bias incidents, and measuring campus climate. Many of these experiences have been limited by my professional setting thus far and I suspect will be met in the course of my regular tenure as a student affairs professional.