Reflections on 2013

As this year comes to a close, I want to share some reflections on 2013. I’ve worked hard to make them positive. Some of them were harder than others to make positive. I’ve also added in a few “hopes” (not resolutions!) for 2014. This isn’t an exhaustive list (nor is it in any particular order), just some of the items that made 2013 the year it was.
  • I miss using my brain, but when I started reading for fun again I remembered what it was like to relax. I hope I can continue to make progress on and time for things that make me happy.
  • The universe talks to us, we just have to listen and be brave enough to take the jump.  I’m hoping to listen to it more.
  • I still love watching student succeed. I might not be a professional in Student Affairs, but I love the field and the work we do. I love the change we can make in this world.
  • My husband is a kind, hard-working person who cares a lot about me. We’ve had a seriously questionable year, but we’ve made it through it. We joke that we get too far ahead of ourselves, too many things go well, and sometimes we catch a break. Othertimes we put too many mashed potatoes down the disposal and clog a major drain in the basement.
  • Twitter is amazing. I’ve met so many awesome professionals this year via Twitter. They pick me up when I’m down and although I can’t go to conferences, I can still see what’s happening thanks to back channels. This amazing piece of technology has helped to keep me sane this year. If you want to learn more, feel free to lurk for a bit and look up #sachat.
  • The job search is hard and maybe a tad on the unethical side. There are no hacks. The stuff out there to help job seekers doesn’t really apply to our field. But, people are thinking about this and thinking can lead to doing (people are thinking a lot about this on Twitter, fyi). I hope I find a professional position in 2014 so I can continue growing into this career.
  • I’m thankful for my (small) family. I can call my sister when I need a laugh, my dad when I get lost, and my mom when I need to complain. My in-laws are always there if I need help with something. They are a network all on their own.
  • “Family dinners” on Sunday. They may not be actual family, but we can put together some pretty cool food together to celebrate Sunday nights.
  • Students are amazing. They can reach amazing goals with the right support. Sometimes they just need a microwave to heat up their lunch.
  • I can continue to learn and grow. I’m using my resources to continue my research. I’ve taken feedback to adjust to the culture of my work place. I’ve met many professionals across campus and have utilized campus resources.
  • The animals in my life keep me grounded. Daisy was a huge influence on how I act and how patient I am. Each of the cats (even Franklin, who belongs to my roommate) has their own personalities and they aren’t afraid to be who they are. They remind me to take it one day at a time and that sometimes a nap really is the best solution.
  • The weight I have lost, the strength I’ve gained to fight my back pain, and the carpal tunnel have all played a part this year. I have some more weight to lose, more strength to gain, and pain to manage, but I can do it. I have an amazing husband who is willing to carry the laundry baskets and chop potatoes when I’m in too much pain, and that makes all the difference. I also have a fantastic physical therapist and very helpful roommate, they shouldn't be left out of this one.

Comments

Post a Comment

Popular posts from this blog

#CSAM18 Day 29: The Four S’s of Transition

There are Four S's of transition: Situation, the 5 W's of the transition. Self, personal/demographic characteristics and psychological resources of the person going through the transition. Social support, which is pretty self explanatory. Strategies, how a person responds to the transition. There are also three parts of a transition: moving in, moving through, and moving out. Title of theory: Transition Theory Year theory was published: 1981 Students originally studied: Dr. Schlossberg has done a lot of research on adults, adults through transitioning, and counseling Background of the author: Dr. Nancy Schlossberg is a Professor Emerita, Department of Counseling and Personnel Services, College of Education at the University of Maryland. She's a recognized expert on adult transitions among other topics. She has many articles that focus on adult transitions, including focusing on retirement. How theory can be used now: We can use this as one way to understand how we, along wi
Read more

#CSAM16 Day 16: Development of Mexican American Identity

Ethnic Identity in children has five components. 1 - Ethnic self-identitification, this is when children identify themselves with their ethnic group. 2 - Ethnic constancy - children understand that their identity is constant and unchanging. 3 - Ethnic role behaviors - children engage in behaviors that align with their ethnic group. 4 - Ethnic knowledge - children realize that certain knowledge or behaviors are specific and relevant to their ethnic group. 5 - Ethnic feelings and preferences - children develop feelings about their belonging within their ethnic group. Children develop within the framework gradually and is dependent on learning about themselves in social settings. Title of theory: Development of Mexican American Identity Year theory was published: 1993 Students originally studied: 45 Mexican American children between the ages of 6 and 10. Both of their parents were of Mexican descent. Background of the authors: Martha E. Bernal was the first Latina to receive a PhD in psy
Read more

Retention

Today was a day (but not the first) that I realized I will not stay at my institution for the long-term. I might not even stay in higher ed. Today showed me the two very different sides of retention, of risk factors, of student process. Today I was reminded of how powerless I am in the machine of higher ed. This afternoon I attended a training session focused on student retention and one of our efforts to reduce student loss. It was framed in a very interesting way: get students back on campus for Spring term. Take specific steps for a specific group of students: reach out, get in contact, work on a plan to get them back on campus for the Spring. There was no discussion about student success. No mention of student goals. We talked about process, numbers, data, and enrollment. Later in the day I attended a student veteran group meeting. One student veteran, after a discussion about being on campus, said "I would rather be back in Iraq". Yes. A student would rather be I
Read more