Competency Level: Intermediate 

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Competency Description: For the purpose of the Social Justice and Inclusion competency area, social justice is defined as both a process and a goal that includes the knowledge, skills, and dispositions needed to create learning environments that foster equitable participation of all groups and seeks to address issues of oppression, privilege, and power. This competency involves student affairs educators who have a sense of their own agency and social responsibility that includes others, their community, and the larger global context. Student affairs educators may incorporate social justice and inclusion competencies into their practice through seeking to meet the needs of all groups, equitably distributing resources, raising social consciousness, and repairing past and current harms on campus communities.

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Outcomes: 

• Identify systemic barriers to social justice and inclusion.

• Assess one’s own department’s role in addressing such barriers.

• Provide opportunities for inclusive and social justice educational professional development.

• Facilitate dialogue about issues of social justice, inclusion, power, privilege, and oppression in one’s practice.

• Advocate for the development of a more inclusive and socially conscious department,
  institution, and profession.

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Education: ​

• EAF 461 - Student Development Theory in Higher Education

• EAF 463 - College Students and Their Cultures

• EAF 484 - Administration of Continuing Education and Public Service

• WGS 490 - Feminist Theory and Methodologies

• EGS 3630  - Ethnic/Gender Equity in Education (UW-Platteville)

• TEACHING 3320 - Intro to Inclusion (UW-Platteville)

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Recent Developmental Opportunities:

• ISU Culturally Responsive Campus Community: 2019 conference attendee

• ISU Martin Luther King Jr. Cultural Dinner with Angela Rye

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Experience Documentation:

While working in Admissions at the University of Wisconsin-Platteville, I created multiple presentations to assist perspective and admitted students in their journey to college. I had to create these presentations with the mindset that every student is coming with a different backgrounds and identities. Before my presentations, I made sure to review the list of attendees to get a holistic view of the students in the room so I could tailor my information to the group. This is one of the presentations I created and delivered dozens of times.

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A paper I wrote during EAF 461: Student Development Theory looked specifically at the character, Joe Kane, in the film The Program (1993). Relationships are formed differently and are expressed differently for all students. The paper showcases that I understand theories such as Mattering and Marginality (Schlossberg, 1989) and Ego Identity (Marcia, 1966) and how those theories are put into play in the lives of the students we interact with. Joe faced systemic and personal barriers to success, as many students do.

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WGS 490: Feminist Theory and Methodologies allowed me to reflect on my own understanding of the world around me and gave me an opportunity to work at deconstructing the patriarchal and oppressive, white-washed world I have been living in. It was only when I was challenged with new ideas and ideas that came from marginalized perspectives that I understood how unjust and exclusive our communities of higher education are. Below are some response papers I submitted in which I reflected upon White Talk and Allies, Active Bystanders, and Gaslighting. 

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Trainings:

• ​Safe Zone Training: University of Wisconsin-Platteville and Illinois State University

• QPR Training: Illinois State University

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