Running head: PERSONAL NARRATIVE 1

Personal Narrative
Dana Marie Gramuglia

Loyola University Chicago

There are a million cliches which could describe the transformative experience of being

in this program. Describing the experience in this fashion would not encapsulate the true depth

of impact this program has had on my own personal growth. There have been endless lessons

learned through the classroom and assistantships. These lessons are a contributing piece to the

transformative experience these past two years have been. Looking back over the experience as

a whole there were times when the worth of the stress was in question, but the culminating

experiences is one I would not trade for the world.

This program has increased my awareness, ability to empathize, strengthened efficacy in

several areas, exposure to diverse thoughts, and actively practice my passion of working with

students. The requirement of assistantships, internships or full time professional experience is a

valuable piece to this program. Being able to learn theories, frameworks, and concepts one day

and then put them to practice in the field has been pivotal in my growth as an individual and

professional. The best part about being able to take theory to practice every day is the students

are ultimately benefiting from the education received in the classroom. At the same time, the

experiences in the professional world have provided context for certain theoretical frameworks-

especially in the courses: Leadership in Higher Education and Organization and Governance.

The symbiotic relationship between theory and practice has been the largest contributing factor

to transformative experience created by this program.

Through the coursework, I was able to have exposure to endless publications and other

materials, as well as co-constructing knowledge with the leading minds and practitioners in the

field. The spaces created by the instructors along with the shared experiences and knowledge

brought to the classroom from my peers have allowed for education around social justice to
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expand great depths. There is still a long way for myself to grow, however, I will leave this

program with a wealth of knowledge around the subject. Reflecting back on the moment when

the statement of purpose for admittance to this program-around the subject of social justice- there

was very little knowledge on how important social justice is and how large of an impact it has on

our everyday lives. This program has challenged my mind and thought to expand around what

social justice is, how it shows up in different spaces, and how to combat the injustices of the

world. The foundation of this institution and program is in social justice, and I would not of had

the same experience if this was not the case. Without this knowledge, I would not be as effective

as a higher education professional.

There is hardly a day when social justice does not show up in some shape or form while

at my assistantships or internship. Hands on practice in navigating situations, challenging

students to help their growth, and to sit in space with students who are struggling with the current

climate of the world have all been possible with the knowledge constructed through this

program. Another area of growth- and an area I am actively working on- is how to be

vulnerable. There was a time when I believed strength was in showing no emotions- crying

showed weakness. The reflection and leaning into discomfort has allowed for vulnerability to

occur. There are times when I catch myself holding back, however, through this program my

willingness to share and internally process has grown. The ability to practice vulnerability has

allowed myself to show up more authentically in spaces and as a result connections with students

and their current struggles were made. By opening up my mind to spaces where I can be

vulnerable, I was able to relate with students and colleagues more regularly; this also allowed

myself to empathize with others problems. Another component learned outside of the

classroom, but named within Student Development in Higher Education- efficacy spiral.
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The environments where I worked through my tenure in this program actively practiced

allowed the graduate students function as if they were a full time professional. This space

allowed for continual learning moments throughout the day-to-day responsibilities within the

respective positions. These learning moments often times were created by failing and figuring

out how to best problem solve, document, and assess for the next time the same situation arises.

This style of learning is one I appreciate and learn the best from; having my hand held

throughout the process only hinders potential learning from occurring. This is now an

expectation I communicate when starting a new position, in order to be on the same page as the

supervisor. If this is not their teaching style, a compromise can be created in order to work

effectively together. Another important learning outcome from the positions I have held

throughout the duration of the program, is what I look for in a supervisor and workplace best

practices.

Through the positions Ive held there have been several direct supervisors and a few

individuals who hold higher positional authority over myself and my supervisor. There have

been several times where due to people leaving, or let go due to funding I have not had a

supervisor and the buffer between myself and the other individual was removed. Without the

individual in between us there was a different dynamic I had to learn in order to best function in

the workplace. Often times I have observed there can be a disconnect between the head of the

department and those at the bottom of the organization chart- graduate assistants. Situations such

as this have taught me what I appreciate in a supervisor and how to connect with individuals

when I am the one who holds this position. These positions have taught me best (and worst)

practices when leadership and authority is concerned; with each interaction has come a learned

experience. Every interaction I have been grateful for because they have shaped my values,
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beliefs, and style as a higher education professional. Altogether these past two years have been

impactful in several ways and is just the beginning to a lifelong journey of growth and learning

in the field of higher education.