For the second year in a row (fall 2023, fall 2024) I have been able to instruct a First Year Seminar course at JWU-CLT. The program (first year seminar/experience) continues to be a highlight of my professional career, regardless of the campus. I have also continued to host educational programs, for the sake of Leadership Learning, on a weekly basis at JWU-CLT. Additional effort will be taken during the spring 2025 semester to develop a departmental learning assessment for student programs. I rate SLD as (middle) ‘intermediate.’

Goals

1. Administer the student-program learning assessment during the spring 2025 semester.
2. Present learning outcome data at the spring 2026 USBP Expo or similar conference opportunity.

My experience with teaching ‘Exploring Service Leadership’ as a first-year seminar course was so rewarding, as was my time as the cohort advisor for the third-year Service Scholars. Years ago, when I started at the Center for Leadership & Social Change, there was a worry that I presented information in a too-philosophical or academic way for student audiences — I believe I have overcome that worry by focusing on student developmental readiness. While there may be a moment every so often where I go over some heads, I try to keep these at a reachable distance to generate/sustain student interest. I have also begun looking into future potential off-campus jobs in professional learning and development — this looking has involved several hours of LinkedIn Learning coursework related to L&D.

As I suggested in my last reflection (Spring 2020) I sought and gained admission to the History & Philosophy of Education master’s program. While it is possible I will later transition this to a Ph.D program, for now I am remaining focused on the applicable philosophies relative to personal and social enlightenment (still a reduced focus on technical skill acquisition). Education has emerged as a political act designed to interrupt the police order (see Chantal Mouffe’s ‘Democracy’s Paradox’). My ability to support culturally relevant student learning and development has become a personal imperative, while also remaining connected to my professional role in service leadership. My goal is to now increase the accessibility of these ideas, to help more students engage in their own educational self-determination. Beyond (within?) accessibility I am planning to teach a first-year focused “Exploring Service Leadership” course in the fall and spring, as well as leading the third-year cohort of the Service Scholar program.

I firmly believe I have achieved an intermediate level of competence. My dedication to education (student learning and development) defines me, although is beginning to prove itself a continued point of conflict as I explore the History and Philosophy of Education (a potential future second graduate degree). I know that education has similar abilities to provide technical training as it does personal and social enlightenment. Although, the spirit of the SLD competency feels much more the latter, which also happens to be my view of the primary purpose of education. Perhaps a future combination of SLD with SJI and A/S will allow me to construct culturally relevant, and adequately supported opportunities for student learning. With a focus on Dewey/Experiential Education, I believe this is possible.

EDH5045 opened my eyes to the work of James Marcia (1966) related to identity development. I see much of this theory in later student development theories – the notions of foreclosure (commitment without exploration), moratorium (exploration without commitment), diffusion (no exploration and no commitment), and achievement (exploration and commitment). In my daily practice I combine this work with Bronfenbrenner’s (1979) ecological theory. Together they stress the importance of creating environments supportive of identity exploration and commitment. This “theory in use” is complimented by Sanford’s (1962) challenge and support theory. Additionally, as an LDR TA, I have worked to craft a philosophy of education – much of which was rooted in the belief that education is a slow and relational process which should be directed toward social progress.   

Foundational – While I have met most of the foundational outcomes through informal interest in student affairs and introductory coursework, I have yet to establish my own guiding “theories in use.” I am also only able to articulate some of the many student development theories. I have otherwise been able to identify strengths and weaknesses, as well as dominant perspectives in those theories that I am already aware of. I have in previous roles developed and measured student learning outcomes both directly and indirectly related to an anticipated educational intervention. I have not met any of the intermediate outcomes at this time. I also feel as though I could much better meet all of the foundational outcomes, noting that I have introductory experiences related to many of them, but have not “mastered” them, even as foundational outcomes.