This cluster of competencies focuses on the interpersonal aspects of Higher Education Administration that promote growth and development of others and challenge students to learn and develop in holistic ways.
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Communicating Effectively
Conveys
meaning in a way that others understand by writing and speaking coherently
and effectively; writes and speaks after reflection; influences others
through writing, speaking or artistic expression; effectively articulates
abstract ideas; uses appropriate syntax and grammar; makes and evaluates
presentations or performances; listens attentively to others and responds
appropriately
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Though I have many examples of demonstrating
effective communication, I selected a video that I prepared in the first
semester of my program. The topic of this video, Conflict Styles,
also deals with effective communication and I found showcasing how I conducted
a class, comical, but important. My skill in the area of drama/performance
also helped me to make adjustments to my communication when and if necessary.
These skills offer me the fluidity to determine what type of discourse can be
most useful in a communication exchange. As a high self-monitor, I
automatically sense an environment, and can instinctively fine-tune my
ability to communicate at a preferred level. I am usually undaunted by
emotional peaks that charge others to over or underreact. I simply have the
refined ability to communicate at the level I prefer which makes me highly
competent in this area.
Similarly,
I have the ability to write with the essence of raw vulnerability that many
people lack. It is, in fact, a part of artistic expression for me to charge
my writing with emotion and to evoke emotion from the reader. This is my
comfort zone and innate writing style, however, I selected a more
academically formal example of my writing ability as found in being able to
create an online internship, Facebook and U for a graduate
student. I think this academic gear toward creative thinking demonstrates the
versatility of my writing, which I continue to develop with a gear toward
serving the needs of generation Z. Generation Z has been completely bred on
social media and has developed a way of communicating through cell phones
that demands immediacy and off-the-cuff, authentic exchanges that can be
verified by video or live streams. To
have a stronger impact on this generation, I must learn how to adapt my
communication to the current trending style.
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15
Collaboration
Works
cooperatively with others, including people different from self and/or with
different points of view; seeks and values the involvement of others; listens
to and considers others’ points of view
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The Doctoral Peer Support Group or DPSG
was birthed through conversations with one of my peers who was having
particular challenges as an international student, away from family and home.
However, it was later determined that other potential members of the group
(who had their social needs met in various ways) did not have the same
challenges and the group was dissolved. Yet, while a potential group was in
consideration of being formed for an extensive duration, I performed the
following activities:
Typed and Developed Meeting Agendas
Facilitated and Presented During Meetings
Interacted with Members by Email
Created an Online (Course) Structure for Group Interaction
Was Elected President of a 7-member group
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Appreciating Diversity
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13
Meaningful Relationships
Establishes
healthy, mutually beneficial relationships with others; treats others with
respect; manages interpersonal conflicts effectively; demonstrates
appropriately assertive behavior
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Anyone who knows me, knows to some degree, the
passion I have for communicating effectively in interpersonal communications.
In fact, my interest for interpersonal relationships was developed as a specialty
during my graduate program in Communications and Training. I realized that it
is often difficult to form and maintain interpersonal relationships,
especially when encountering life happenings that often produce conflict. Throughout my program at Andrews, I
inspected conflicts that often arose as a result of diversity and inclusion
needs. I looked at ways of enhancing conflict from faculty and administrator
perspectives toward the students they serve. However, I selected an artifact
that I produced early in my program that was generally concerned with conflict management styles. I think this basic awareness of personal conflict
management styles is a fundamental necessity that will help to optimize the
effective management of nearly all interpersonal relationships. Using this as
a basis for better understanding of how I relate to others I recognize that I
am competent in being assertive about conflict when I see a necessity for
resolving it. There are some relationships or associations where a
significant output of energy is unnecessary and can prove deleterious. So
knowing what conflict management strategy to use is as essential as knowing
when to use it. I feel that I am highly competent in this regard and can
develop interpersonal relationships with compatible others with ease. I am also
able to work well with others regardless of the level of relational
closeness.
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17
Understanding and appreciation of cultural and human differences
Understands
one’s own identity and culture; seeks involvement with people different from oneself;
articulates the advantages and impact of a diverse society; identifies
systematic barriers to equality and inclusiveness, then advocates and
justifies means for dismantling them; in interactions with others, exhibits
respect and preserves the dignity of others
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Issues related to identity and diversity have been
central themes in my study throughout my program. However, while invited to
collaborate with other leading educators, I was able to become published in
the area of religious diversity, which is a field that I believe deserves attention:
The cross-cultural examination of college students’ beliefs,
values, and spirituality is relevant now more than ever before because of the
increasing multicultural and diverse nature of college campuses around the
world. Research on diversity on college campuses suggests that types of
diversity experiences (ethnic, socio-economical, religious, and political)
are positively related to several developmental outcomes.20 The
socio-cultural makeup of campuses has to be taken into consideration in the
design of programs targeting a broad spectrum of value, attitudinal,
psychosocial, and moral dimensions of student growth known to occur from
freshman to senior year.21 Hilliard proposes that if the larger community
and, by extension, the educational community, is composed of a mosaic of
cultures, then a multicultural approach to education should be adopted.22
This means that educators (leaders and faculty) must show sensitivity to the
needs of the educational community. When issues involving elements of culture
occur within a Christian religious and/or academic community, educators must be
at the forefront of these activities to provide leadership and compassion for
their students.
This artifact demonstrates the specific need of
educators not to overlook religious and spiritual pluralism even on Christian
campuses. The fact that spirituality has such impressive import on college
student development should reinforce that the opportunity now exists, to make
an impact on student needs which will consequently impact the future decision-makers
of the world. Being able to recognize the significance of looking at
diversity through this lens was significant in helping me to become more
competent in a field of diversity where I had more depth than breadth of
understanding. However, there is still much more that I need and intend to
learn. Gaining advanced knowledge in diversity and inclusion will be my
starting point.
Similarly, the second artifact focused on HR Recruiting for diversity, explains why this forward movement toward developing a more
diverse and inclusive workforce is critical and must be at the helm of focus
of conscientious change agents within the administration of Andrews
University.
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Social Responsibility
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Social Responsibility
Recognizes
social systems and their influence on people; appropriately challenges the
unfair, unjust, or uncivil behavior of other individuals or groups;
participates in service/volunteer activities that are characterized by
reciprocity; articulates the values and principles involved in personal
decision-making; affirms and values the worth of individuals and communities
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In the research needed to prepare the Special Character of an SDA school PowerPoint presentation, I discovered that
the Seventh-day Adventist school system has a special obligation to thoroughly
work to assist every person on the campus in spiritual development. There are faculty, administrators, staff
and students who are simply assumed to adhere to certain values and principles,
when in fact these people could still be searching or perhaps are even closed
off from wanting to understand a Christian worldview, simply because of what
they have been exposed to. This project was more of a case study analysis of the
experiences at Pacific Union College and the reaction to the administrative handling
of a rescinded invitation to former SDA pastor, Ryan Bell, and the ensuing
fallout. I critically examined this experience as one that Christian educators
must be aware of and learn how to handle appropriately. There is much to
learn about the student populace as well as faculty rights within this topic.
But the most significant point for me was that I have a social responsibility
(even as a private citizen) to help people like Ryan, as well as campus
communities like Pacific Union College, to discover and uphold Christian values
and principles.
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18
Global Perspective
Understands
and analyzes the interconnectedness of societies worldwide; demonstrates
effective stewardship of human, economic, and environmental resources
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On the first
International Study Tour, developed by Robson Marinho, I expanded my global
awareness through interactions with people and places. But in writing a brief
proposal for my Comps exam, I was able to synthesize that
learning and absorb what it means to develop a global perspective and be an
agent of change in Higher Education.
In
this global age, higher education institutions have a new imperative – to go
global. They are being compelled “to reconsider their mission, tasks,
and responsibilities, as well as to develop innovative strategies to improve
their relevance and function” (Gacel-Avila, 2005). Since U.S. institutions differ in type and
purpose, there is great variation in how these strategies may be
expressed. Yet no matter how
distinctive the specific functions to be carried out may differ between
institutions, the role of leadership will be the same—to drive the
change. Meyerson (2001, as cited in Anderson, 2008) refers to these
change agents as “tempered radical[s]” who “bring their ideas, ideals,
agendas, vision, emotions, knowledge, and identities to the cultural systems
on campus” (p. 41).
However,
change agents, don’t all assume the role of senior leadership, some are
students, staff, or faculty. In
fact, when all of these groups cooperate and are committed to driving change,
an institutions’ commitment to diversity becomes comprehensive. This is the
key to making diversity initiatives effective (Smith,1997).
I
hope to continue to travel and expand my development of global proficiency in
the near future but I do think I am equipped with a fundamental skill to help
me navigate the world as it continues to change at a rapid pace. I am a life
long learner and am very open to making new discoveries of even things I
think I already know.
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20
Sense of Civic Responsibility
Demonstrates
consideration of the welfare of others in decision-making; engages in
critical reflection and principled dissent; understands and participates in
relevant governance systems; educates and facilitates the civic engagement of
others
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It really was quite a miraculous happening in how
I ended up serving as a student member of the diversity council for 5 years. Having made some contact with Dr. Stella Greig, a
previous Committee Chair, I ended up networking with other student services administrators
and making a presentation to the committee. 5 years later, I had also served
in a subcommittee with another Committee Chair, Pedro Navia, and had helped
craft the job description for a very much needed chief diversity officer
position. Though that position was not filled until several years later, when
the need became imminent, I was grateful for an opportunity to serve the
university by bringing my ideas and passion for diversity to the forefront
and helping to instigate change.
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