ScholarWorks @ SeattleU (Seattle University)

This reflection shares the author’s winding journey into higher education student affairs, marked by uncertainty, career pivots, and self-discovery

Pierce, Lindsey

MAGIS 
Volume 17 Issue 1 Article 10 
2023 
A Very Precarious Journey Through Higher Education Student 
Affairs 
Lindsey Pierce 
Seattle University 
Follow this and additional works at: https://scholarworks.seattleu.edu/magis 
Recommended Citation 
Pierce, Lindsey (2023) "A Very Precarious Journey Through Higher Education Student Affairs," MAGIS: Vol. 
17: Iss. 1, Article 10. 
Available at: https://scholarworks.seattleu.edu/magis/vol17/iss1/10 
This Article is brought to you for free and open access by the Seattle University Journals at ScholarWorks @ 
SeattleU. It has been accepted for inclusion in MAGIS by an authorized editor of ScholarWorks @ SeattleU. 
MAGIS: A STUDENT DEVELOPMENT ADMINISTRATION, VOLUME 17  30 
 
A Very Precarious Journey Through Higher Education Student Affairs 
 
Lindsey Pierce  
 
I applied for the Student 
Development Administration (SDA) 
program at Seattle University (SU) in 2011, 
after spending a gap year working a few 
different uninspiring and low-paying part-
time jobs. By that point, I had committed 
myself to a career in higher education 
student affairs, but I was anything but 
certain about it as my vocation. I had been 
the type of undergraduate student that 
couldn’t decide on a major because I was 
interested in everything and nothing at the 
same time. Ultimately, I settled on a double 
major in Sociology and Women’s Studies, 
partly because they were among the subjects 
I enjoyed the most, and partly just because I 
was able to apply for a scholarship for the 
latter. (Insert shrug.) 
As I neared completion of my 
Bachelor’s degree, I realized I still had no 
idea what I actually wanted to “do with my 
life” (i.e. my career). I had always been 
drawn to education and service-oriented 
professions, and my multiple career 
assessments told me these were a fitting 
career path to pursue. But, as an introvert, I 
had never been interested in teaching. The 
idea of facilitating group learning day-in and 
day-out got a hard pass from me. People had 
told me throughout my life that I was a good 
listener and gave good advice. They 
suggested I would make a great therapist. I 
considered this career path more seriously 
than others, and I started exploring Master’s 
programs in counseling. However, the more 
research I did, the more the sinking feeling 
in my gut told me it wasn’t for me. Sure, I 
was good at helping people work through 
their problems, but did I really want to do 
that all day, every day?  
Through my exploration into 
counseling programs, I discovered the 
existence of career and college counseling as 
a profession. I was intrigued. The idea of 
being able to help people pursue their goals 
and interests in an education setting, without 
having to teach in a classroom or deal with 
clients’ serious mental health issues on a 
regular basis was appealing to me. So I 
followed the rabbit hole a little further and 
started applying to higher education student 
affairs programs. It was a bit of a stab in the 
dark. I just knew that I wanted to go back to 
school, I could see myself doing this work, 
and I needed a full-time job with benefits in 
the not-too-distant future. You might say 
that student affairs was the road I ended up 
on when all the other ones I had followed 
resulted in dead ends.  
Starting the SDA program in 2011 
was absolutely what I needed at that time in 
my life. I made good friends, developed 
meaningful professional connections, and 
moved to a vibrant city that was just far 
enough away from my hometown of 
Vancouver, Washington to gain some 
needed independence. The Jesuit values and 
pedagogies also resonated with me in ways 
that my previous experiences in public 
institutions and non-Jesuit Catholic schools 
were unable to do. Being in the SDA 
program just felt right. 
I neared completion of my Master’s 
degree and again arrived at a decision point. 
What area of student affairs would suit me 
the best? Did I have enough experience from 
part-time work and internships to be 
competitive for a job in the field? Would my 
transition from full-time student to full-time 
professional be successful? There were 
many unknowns. I struggled to land a full-
time position for several months. The 
struggle became more real when I was laid 
off from my part-time job at a local 
1
Pierce: A Very Precarious Journey Through Higher Education Student Affair
Published by ScholarWorks @ SeattleU, 2023
MAGIS: A STUDENT DEVELOPMENT ADMINISTRATION, VOLUME 17  31 
 
community college, creating a greater 
urgency to find another opportunity. I was 
getting interviews, I had my foot in the door. 
I just wasn’t getting offers. I again 
questioned whether I had chosen the right 
path. Maybe I wasn’t cut out for this after 
all. 
But then, after having applied and 
interviewed for a position in financial aid at 
SU (and not getting it), I was invited to 
apply and interview for a position in 
admissions instead. I hadn’t really 
considered pursuing admissions up to that 
point, as I had never worked in admissions 
before, and it seemed like an extrovert-
oriented avenue of student affairs. But I was 
honestly willing to pursue just about 
anything that I was qualified for at that 
point. I also appreciated that being an 
admissions counselor would enable me to 
help prospective students discern and pursue 
their educational goals and interests—the 
thing that had driven me into student affairs 
in the first place. 
I spent just over a year in admissions 
before concluding that it was, in fact, too 
extroverted for me. The frequent travel and 
group presentations didn’t give me life. I 
transitioned into academic advising at a 
local community college, and that was a 
better fit for me. I was honing in on my 
calling, but I still hadn’t found it yet. 
Burnout and a desire to return to my 
hometown area brought me to Portland, 
Oregon, in 2016, where I started a non-
management leadership position in 
enrollment services at another community 
college. In many ways, this was a better fit 
than anything I had done previously. It 
enabled me to work in education, directly 
helping students and the public, while also 
applying my analytical and administrative 
skills behind the scenes. I stayed there for 
five years—my longest tenure in anything in 
life. But something still pushed me to 
venture out. 
I felt a calling to leadership that I had 
never genuinely experienced before, not 
even in the SDA program that focused so 
intentionally on it. I guess I just hadn’t 
believed in my own leadership capacity until 
spending time in the workforce allowed me 
to see it in action. I felt it was time to pursue 
a management position. But even in my 
pursuit of supervisory roles, I found myself 
exploring and applying for positions that 
were more administrative in nature, 
sometimes even outside of higher education. 
I had spent about a decade in higher 
education at that point and still felt an 
emptiness that I wasn’t confident it could 
fill. Would I always be less than satisfied in 
my work? Was there any career that would 
truly be a match for me? Or would I always 
wander, guided by one wrong turn after 
another, rather than an internal sense of 
purpose? 
After multiple rejections, I was 
offered two positions at the same time—
another decision point. One was a non-
management but well-paying administrative 
support role for the city government. The 
other was a less well-paying management 
position overseeing advising and career 
services at another local community college. 
By this point, the COVID-19 pandemic had 
been in full swing for almost two years, and 
many of my former classmates and 
colleagues had jumped ship from higher 
education into more lucrative careers in 
other industries. I strongly considered doing 
the same. My discernment was full of soul 
searching, pro and con lists, and even a 
return to the career assessments I had done 
in my youth. I ultimately took the leap into 
management and renewed my commitment 
to higher education student affairs.  
Unfortunately, that leap led to yet 
another dead end, or perhaps cul-de-sac, in 
my career. I was directly supervising about 
25 employees among two functional areas 
and four different campuses at the largest 
2
MAGIS, Vol. 17 [2023], Iss. 1, Art. 10
https://scholarworks.seattleu.edu/magis/vol17/iss1/10
MAGIS: A STUDENT DEVELOPMENT ADMINISTRATION, VOLUME 17  32 
 
institution of higher education in Oregon, 
which was also one of the largest in the 
country. It gave a whole new meaning to my 
concept of burnout, and I dreaded each day. 
I felt like I had failed. I felt demoralized. I 
was ready to quit higher education student 
affairs altogether. But what would I do next? 
The idea of hopping to another job with no 
promise of longevity or success or joy was 
terrifying. But I knew I had to do something. 
This time, I thought very introspectively 
about not only what I want to do, but who I 
really am. I crawled back through the depths 
of my psyche to remember what I was like 
as a child, before formal education, the 
workforce, and society at large had a chance 
to distort me. I was a shy but kind and 
curious child. I enjoyed playing quietly 
alone but also making new friends. 
Academic settings always felt like home 
and, let’s be honest, I was a teacher’s pet. I 
loved to write and draw. I adored nature and 
animals. I was fascinated by language and 
its intricacies. I was simultaneously 
confounded and compelled to understand 
people.  
All of these traits carried on in 
various forms throughout the later stages of 
my life, but I hadn’t nurtured them. I 
became ashamed of my introversion and 
tried to play the part of an extrovert. I felt 
guilty about my desire to spend time alone. I 
forgot why I enjoyed school so much. I 
stopped making time to write and express 
myself creatively. I still wanted to help, 
connect with and understand people, but 
became weary of my disappointment in 
them.  
One day I was sorting through my 
bookshelf at home, and I found the book Let 
Your Life Speak: Listening for the Voice of 
Vocation by Parker Palmer (2000). It had 
been one of my favorite books from my time 
in the SDA program, and I had even gotten 
to see the acclaimed Quaker author, scholar, 
and spiritual leader at a talk he delivered at 
SU. I decided to re-read the book one 
weekend, hoping for some kind of new 
inspiration. In the first chapter, the following 
quote struck me: “True self, when violated, 
will always resist us, sometimes at great 
cost, holding our lives in check until we 
honor its truth” (Palmer, 2000, p. 4). And 
later, in the chapter titled “Now I Become 
Myself,” the following quote elaborates:  
What a long time it can take to 
become the person one has always 
been! How often in the process we 
mask ourselves in faces that are not 
our own. How much dissolving and 
shaking of ego we must endure 
before we discover our deep 
identity—the true self within every 
human being that is the seed of 
authentic vocation. (Palmer, 2000, p. 
9) 
Palmer’s words spoke to me in a 
deep, spiritual way that I hadn’t felt in a 
long time. They helped me recognize that I 
needed to stop denying who I was and find 
the courage to align my career pursuits with 
my true self. His words also spoke to the 
fact that oftentimes what guides us most 
profoundly in our vocational journeys are 
our failures and rejections, which help us to 
discern what is truly valuable, desirable, and 
achievable.  
The older I get, the more I realize 
how similar I am to my mom—another thing 
I had denied for a long time. My mom is 
also introverted, thoughtful, diligent, caring, 
and a great listener. My mom, who recently 
retired, spent the majority of her career in 
administrative support roles in the 
healthcare industry. I had never considered 
modeling my career after hers. I had always 
been taught to aspire for “more,” “better,” 
and “different.” But when an administrative 
manager position in student affairs came 
onto my radar, I felt a strong urge to explore 
it. The position paid less than what I was 
already making, and there was nothing 
3
Pierce: A Very Precarious Journey Through Higher Education Student Affair
Published by ScholarWorks @ SeattleU, 2023
MAGIS: A STUDENT DEVELOPMENT ADMINISTRATION, VOLUME 17  33 
 
particularly glamorous about it. It wasn’t the 
kind of role I imagined myself bragging 
about on social media or writing an editorial 
reflection on for MAGIS. But it had all the 
qualities that fit me. Education setting? 
Check. Helping others? Check. Analytical 
and administrative skills? Check. Leadership 
qualities? Check. And, likewise, it didn’t 
have the attributes that didn’t fit me in past 
pursuits. Talking to people all day, every 
day? Not really. Managing dozens of 
employees? Nope, just a couple. Constant 
group presentations and programming? Very 
little. Precarious potential for work-life 
balance? Not an issue.  
I ended up applying for and getting 
the job, and at the time of this writing I have 
been in the position for nine months. I don’t 
know if it’s my calling or if I will be here 
for the rest of my career. I won’t claim that 
it’s the perfect fit or that I am thrilled to 
come to work each day. But it is the best job 
I’ve had in my life so far, which gives me 
great hope. I no longer feel dissonance 
between who I am and what I do each day. I 
feel genuinely energized, rather than 
drained, by my work. I no longer feel that 
my profession intrusively bleeds into the 
other parts of my life that matter so much to 
me. I feel truly at peace with where I’m at 
right now. And I feel truly content with the 
idea that I might end up somewhere else 
entirely a few years down the road.  
My journey into, out of, and back 
into higher education student affairs has 
been full of doubts, fears, accidents, failures, 
rejections, and just plain happenstance. I am 
probably not the spokesperson that folks 
considering or new to the profession would 
want to hear from. But my journey has been 
profound in shaping my vocation and 
purpose. I hope that others experiencing the 
same feelings of apprehension, dissonance, 
restlessness, or disappointment will have 
courage to let their lives’ wrong turns, dead 
ends, and cul-de-sacs guide them. I hope 
they will have faith that if they listen to and 
honor their inner voice, they will find their 
way. To conclude with another pearl of 
wisdom from Parker Palmer (2000), 
“remember who you were when you first 
arrived and reclaim the gift of true self” (p. 
12). 
 
References 
Palmer, P. (2000). Let your life speak: 
Listening for the voice of vocation. 
Jossey-Bass. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
4
MAGIS, Vol. 17 [2023], Iss. 1, Art. 10
https://scholarworks.seattleu.edu/magis/vol17/iss1/10


English

A Very Precarious Journey Through Higher Education Student Affairs

Johnson, Naja

Seattle University 
ScholarWorks @ SeattleU 
The Spectator Online Newspapers 
1-15-2025 
2025-01-15 President-Elect Trump Releases His Cabinet Picks On 
the Senate 
Naja Johnson 
Seattle University 
Follow this and additional works at: https://scholarworks.seattleu.edu/spectator-online 
Recommended Citation 
Johnson, Naja, "2025-01-15 President-Elect Trump Releases His Cabinet Picks On the Senate" (2025). The 
Spectator Online. 1420. 
https://scholarworks.seattleu.edu/spectator-online/1420 
This News Article is brought to you for free and open access by the Newspapers at ScholarWorks @ SeattleU. It 
has been accepted for inclusion in The Spectator Online by an authorized administrator of ScholarWorks @ 
SeattleU. 
The Spectator • January 15, 2025 • https://seattlespectator.com/2025/01/15/president-elect-trump-
releases-his-cabinet-picks-on-the-senate/
President-Elect Trump Releases
His Cabinet Picks On the Senate
Naja Johnson, News Editor
Following the presidential election this past November,
former President Donald Trump has once again made it into
the White House and will be the 47th president of the
United States. Ahead of Inauguration Day Jan. 20, the
president-elect has announced a plethora of cabinet
nominees for his administration. Some of the candidates
include but are not limited to Hedge Fund CEO Scott
Bessent as treasury secretary, Florida State Senator Mark
Rubio as secretary of state, former Democratic
Congresswoman Tulsi Gabbard as director of national
intelligence, Army Veteran and former Fox News Host Pete
Hegseth as secretary of defense, South Dakota Governor
Kristi Noem as homeland security secretary and former
Presidential Candidate Robert F. Kennedy Jr. as health and
human services secretary.  
The cabinet serves as an advisory body to the President,
consisting of departments instilled within the executive
branch to uphold the executive branch of the government. Those members are appointed by the president and have to be officially
approved by the Senate after the confirmation process which is currently underway. 
The last candidate to be rejected by the Senate was Texas Senator John G. Tower in 1989, as secretary of defense, nominated by
President George Bush. The senate vote was 47-53, the main conflicts revealed concerns about Tower’s personal life with
alcoholism and philandering with women.
The Senate has the authority under the Constitution to “advise and consent” the appointees. Following the nomination process the
confirmation follows, the oversight committees within the Senate can begin the process of confirmation hearings and inspection of
the candidates. There is an apparent loophole, the Recess Appointments Clause where the president can make temporary
appointments when the Senate is not in session. Former Presidents Bill Clinton and George W. Bush utilized the clause to appoint
candidates in the past. In the past, recess appointments have been challenged as unconstitutional by political scientists and even
called for the Supreme Court to intervene. 
Over the course of the last few months, students at Seattle University have formed their own opinions about the candidates
selected by Trump and their qualifications. Several students agreed that the candidates are unorthodox to American politics. 
Tabor Crary, a fourth-year international studies major at Seattle U, predicted future turmoil with the nominees. 
Chloe Platt
Donald Trump's cabinet picks are undergoing confirmation
hearings this week.
“I think it’s a very interesting choice from the president-elect, in 2016 he elected a lot of people to the cabinet who he then fired six
months later, so with his new appointments he’s trying to strengthen his base of Republican[s] who will back him no matter what,”
Crary said.
Crary anticipated controversy as well as a strong rebound in power from the Trump administration the second time around.  
“He wants to appear controversial and spit in the faces of those who defied his orders in the past. I think he wants to surround
himself with yes-men and reward former loyalty. For instance, Tulsi Gabbard and [Robert Kennedy Jr],” Crary said.
Crary is unsettled by the future prospect of foreign policy and diplomacy of the United States with neighboring nations.
“I’m very concerned for many reasons, one for relations with Russia and China. Trump seems to want to strong arm them into
bending their will with tariffs and attacking policy. Also, diplomatic relations with countries that we view as friends. They may see us
as laughing stock looking at the candidate that we’ve democratically elected,” Crary concluded.
One person who was not entirely shocked by the nominees was Second-year Political Science Major Kamil Zaidi. He was interested
in how the candidates may deliver in their roles if and when they are confirmed.
“I think obviously some of them are controversial both on the liberal side but with conservatives as well. However I think it’s not
necessarily surprising. Trump ran on a promise to shake up the system in Washington, more in his second term than in his first. I am
interested to see how that affects his approval rating, regardless of what the candidates do. It will be interesting,” Zaidi stated.
Zaidi, opposite of Crary, does not expect foreign relations to significantly change due to Trump’s cabinet picks.
“I don’t necessarily expect it to play a huge role in changing foreign relations. The United States is different, we’ve had cabinet heads
in the past who’ve had very little government experience. They’ve mainly been political appointees and they’ve allowed the U.S. to
maintain a strong diplomatic working relationship with a lot of countries. It will be interesting to see what people say behind the
scenes,” Zaidi said.
He expects the confirmation process to go smoothly due to members of the Senate wanting to stay on good terms with Trump and
the Republican party.
“I think a mass majority of them are going to be approved because the Republicans have a solid majority in the Senate. Trump’s
power in the Republican party is hard to beat,” Zaidi ended. 
Ruby Batch, a fourth-year political science major and vice president of the Political Science Club weighed in on the candidates.
Batch expressed her own opinions on former Fox News Commentator Pete Hegseth being named nominee for defense secretary. 
“It’s a common theme with almost every candidate not being qualified, specifically [Pete Hegseth] being a Fox News host, with those
preconceived biases. Him in that position doesn’t look good for the war in Ukraine, what that means for our involvement or
negotiating a peace deal. It does not look great,” Batch said.
Batch revealed how a lack of substance in the candidates appeals against the greater good of politics. 
“Every single person in these positions is trying to work against the position that they are in by dismantling the organizations they’d
work with. They’re trying to cause chaos.” 
Batch encouraged students and young political scientists alike to not allow the upheavals in Washington politics to deter them from
being politically active.
“Call your local representatives, being involved in local politics can help you be more connected to policy in your daily life. The state
level is where most things that happen affect us the most, like our policies and constitution. Not saying national politics doesn’t
affect us. I think staying connected to your neighbors and not being isolated,” Batch alluded.
Batch along with a wide demographic of younger voters is concerned about how this new administration will navigate social issues
and who will look out for everyday Americans.
“The big areas of concern for the candidates are climate change, wealth and equality, immigration, foreign policy, immigration,
public health, privatization and education. In every department that has to do with regulation, there is someone who has been
appointed who doesn’t believe in climate change or vaccines.  The main thing is all of these people are agents against the things their
department serves to do. They are oppressing the agencies in the departments that work to serve the American People,” Batch
ended.
With the possible upcoming installment of this new cabinet, Americans observe and begin to speculate what reality under this
administration will entail. 


2025-01-15 President-Elect Trump Releases His Cabinet Picks On the Senate

El-Sherbeeny, Abdullah

Seattle University 
ScholarWorks @ SeattleU 
The Spectator Online Newspapers 
1-15-2025 
2025-01-15 Who Said Math Was Boring? 
Abdullah El-Sherbeeny 
Follow this and additional works at: https://scholarworks.seattleu.edu/spectator-online 
The Spectator • January 15, 2025 • https://seattlespectator.com/2025/01/15/who-said-math-was-
boring/
Who Said Math Was Boring?
Abdullah El-Sherbeeny, Staff Reporter
From 5 to 7 p.m., numerically-inclined individuals with
great taste in games gather in BANN 419 to play board
games with the Math Club, which meets every Thursday.
The event is led by Patrick Baldwin-McCurdy, the club
president and a fourth-year math major, with the help of
Avery Feingold, a third-year computer science major and
club financial officer. 
Math Club welcomes people from all majors, interests, and
hobbies to come have fun at board game night. The event
aims to unite students who love to play board games and
socialize. The hope is to build a community where everyone
is welcome to share their interests and make time to
socialize with others. 
Baldwin-McCurdy said the club’s mission statement aims to
“cultivate a community that brings math majors and non-math
majors together in a love of board games, that is, to create a
community.” 
Math Club started nine years ago when a group of math majors
wanted to bring students together once a week to play board
games. They would invite students from all majors to come and join
them. However, that would not be for long, as the club died out a
few years later.
Four years ago, a new group of math majors decided to reignite this
community and unite students using the love of board games. In
addition to board game nights, Math Club hosts many unofficial
events every Sunday, such as hiking, playing Magic: The Gathering,
and hanging out on the club’s Discord server.
The Discord server serves as the club’s primary point of contact. The server even has a channel where math students struggling with
math problems can share their questions and receive help from experienced students. 
Baldwin-McCurdy brought up how members of the Math Club stay connected even after graduating. 
“Even during times where we’re not on campus, during the summer and during the winter, we’ll have weekly meetings and just catch
up with people. Catch up with friends. There are people who graduated three years ago who still show up to those events,” Baldwin-
McCurdy said. 
Alan Behar
Math Club members focus on a card game during their weekly
game night.
Students engage in a lively discussion as they
strategize during an intense board game match. (Alan
Behar)
Cameron Kazimour, a first-year computer science major, is a Math
Club member who regularly visits board game night. Kazimour has
built many memories and lasting friends at the Math Club and looks
forward to every chance he gets to go to one of their events. 
Math Club has helped Kazimour open up and be less nervous when
interacting with new people. 
“I feel like it’s one of my favorite clubs because I feel I’ve sort of
gotten to know the other people in the club, and it’s about something
that I’m interested in. I feel like it’s a good club for me,” Kazimour
said. 
Club members aren’t the only ones who find it difficult to interact and
meet new people. The board member, Feingold, expressed how he
enjoys the challenge of building a community for math club as it helps
him better himself. 
“I felt that I gained a lot from this coming to SU and eventually joining math club, and just in general board games as a means to
really connect with people. I have found it a fulfilling role. But it also has been challenging, especially because this year, personally,
I’ve been going through a lot of growth, and also just in terms of school,” Feingold said. 
Math Club is definitely not the biggest club on campus, but it is not the smallest, either. It has its own little community of board
game enthusiasts and math-driven students. Math Club has been and will always be a place for students from all different
backgrounds and majors to come together to play board games. 
Math Club members focus intently as they dive into the
game, fully engaged in the competition. (Alan Behar)


2025-01-15 Who Said Math Was Boring?

Truog, Daniel

Seattle University 
ScholarWorks @ SeattleU 
The Spectator Online Newspapers 
1-15-2025 
2025-01-15 Fellas Dethrone Intramural Rivals, Cite “Passion” 
Daniel Truog 
Follow this and additional works at: https://scholarworks.seattleu.edu/spectator-online 
The Spectator • January 15, 2025 • https://seattlespectator.com/2025/01/15/fellas-dethrone-
intramural-rivals-cite-passion/
Fellas Dethrone Intramural
Rivals, Cite “Passion”
Daniel Truog, Sports & Opinion Editor
Last quarter,
The Spectator
covered a
Seattle
University
intramural
soccer duo’s
five-season
winning streak
in an article
that ended
with a call to
action,
imploring
someone to
intervene and
end the team’s
streak. As it
turns out, that
someone was
Third-year
Marketing Major Preman Rami.
Rami and his team, Fellas, reclaimed their crown in a climactic fall quarter win that ended Gabe Albert and Owen Abbott’s five-
season win streak. Fellas, established in the fall quarter of 2022, suffered a betrayal a year after its formation when Albert and
Abbott broke away, taking players and besting Rami and his team three seasons in a row.
The fall quarter season was a dominant one for the Fellas. They were the only undefeated team heading into the final, and Rami
stated that he could count the goals his team conceded throughout the season on one hand. The final matchup was a blur for Rami.
“I just remember it being really intense… but I don’t even remember who we played,” Rami said.
Owen Abbott, a third-year computer science major, repudiated Rami’s claim. His team was the one that lost to Fellas in the final—a
much different outcome from the last time they faced each other in an intramural final.
“Preman told you he forgot who he played in the finals. That’s a ploy. He knows exactly who he played in the finals,” Abbott said.
Rowan Stark
Intramural soccer players warm up at SU Park.
Ben Adams and teammates
scrimmage at SU Park.
The final was decisively won. Gabe Albert, a third-year political science major, was proud of Rami and his team and knew they were
the better team before the game was over.
“Preman I actually shaked [sic] your hand before the game even ended, to say good job,” Albert said. “I think he really enjoyed that
win. He posted about it, like, at least three times.”
Albert previously shared that the core value that enabled their unlikely victories was passion. This informed everything; from
signing decisions to the team’s behavior in games. When it comes to the Fellas, Rami has a familiar philosophy that underpins his
approach to intramural soccer. As to be expected from a marketing major, his Albers-honed tact shone through when asked about
the split.
“We united together as a unit of passion, and when they separated from that unit, it created disparities,” Rami said.
The thrill of victory is significant for Rami. A source close to Rami, who requested to remain anonymous, said that a loss can ruin
Rami’s whole week. After his loss to Albert’s team the previous year, Rami allegedly sprinted back to his apartment, channeling his
emotions over the loss into running home.
This season, Rami is emboldened by his team’s triumph. He guarantees the Fellas will win again.
“There’s nothing you can change about that. It’s like destiny,” Rami said.
One player’s passion is so strong that he struggles to align himself
with a single team. Zach Hochstein, a third-year interdisciplinary arts
major, has played for both Fellas and Albert’s team. Hochstein does
not have the same view of the upcoming season that Rami does.
“Preman doesn’t know destiny. What does Preman know? He’s a
smart guy, but I don’t think he knows destiny,” Hochstein said.
This season, Hochstein will be playing for the latter after work
commitments sidelined him the previous season.
“My absence affected the team. I wasn’t there, and we didn’t win, so
that says something,” Hochstein said.
The name of Hochstein’s team has yet to be decided. While the
captains are still ruminating, Albert teased that the team may adopt a
beaver-based name, inspired by a class project idea of Abbott’s.
“Beavers are actually really good at grabbing things,” Albert said, with
Hochstein corroborating, “They’re the only animals that change their
surroundings except for humans.”
The two teams met Jan. 10 for a scrimmage at SU Park. The exchanges between members of the two teams made it clear that for all
the talk of rivalry and debate over the inevitability of the upcoming season’s outcome, they keep coming back together because they
love to play together, even if Rami doesn’t outwardly admit it.
“If it’s right before a match, I’m not talking to [Albert]. He’s not my friend at that time. He can be my friend after we win,” Rami said.
Toward the end of the scrimmage, a wry grin crossed Abbott’s face as we watched Rami and company play.
“Can I drop a little rumor?” Abbott asks. “I heard one of the Fellas’ biggest players is gonna take another huge player from the Fellas
and form their own team. I don’t think Preman knows about this at all.”
Abbott was unable to share the identities of these players publicly. Rami’s game-winning team composition just might be in
jeopardy, and there just might be a new team vying for the title soon.
Preman Rami and Zach Hochstein chase after a ball at
SU Park. (Rowan Stark)


2025-01-15 Fellas Dethrone Intramural Rivals, Cite “Passion”

MAGIS, Editors Of

MAGIS 
Volume 12 Issue 1 Article 4 
2018 
Table of Contents 
Editors Of MAGIS 
Seattle University 
Follow this and additional works at: https://scholarworks.seattleu.edu/magis 
Recommended Citation 
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Available at: https://scholarworks.seattleu.edu/magis/vol12/iss1/4 
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SeattleU. It has been accepted for inclusion in MAGIS by an authorized editor of ScholarWorks @ SeattleU. 
 4 
Table of Contents 
 
 
Editors’ Note .............................................................................................................................. 2 
Jalen M. Smith 
MAGIS 12th Edition: A Foreword ................................................................................................. 5 
Erica K. Yamamura 
 
REFLECTIONS 
A Conversation with Dr. Tim Wilson ........................................................................................... 7 
Written by Jalen M. Smith with permission from Dr. Tim Wilson 
Those Darn Millennials .............................................................................................................. 9 
M. J. Avery Whittington 
White Spaces, White Tears........................................................................................................ 11 
Alyssa Muñoz 
Reflections ................................................................................................................................ 12 
Tasmia Moosani 
Reflection ................................................................................................................................. 14 
Karandeep Sandhu 
 
SCHOLARLY WORKS 
Student Success and Inclusive Excellence ................................................................................. 17 
Jalen M. Smith 
Creation of an Undocumented Student Compensation Policy .................................................. 34 
Michelle Barreto and Willa Kurland 
The Cycles of Coping with Privilege .......................................................................................... 43 
Justin Zagorski 
 The Lived Experience of International Students in a Non-Academic Student Conduct Process: 
Implications for Best Practices…………………………………………………………………………………………47 
Lauren Albano and James Willette 
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MAGIS, Editors of

MAGIS 
Volume 13 Issue 1 Article 2 
2019 
Mission of MAGIS 
Editors of MAGIS 
Seattle University 
Follow this and additional works at: https://scholarworks.seattleu.edu/magis 
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  1 
MAGIS: A STUDENT DEVELOPMENT JOURNAL, VOLUME 13 
 
SEATTLE UNIVERSITY 
MAGIS: A Student Development Journal 
Volume 13 
2018 – 2019  
 
EDITOR’S NOTE 
 
We are proud to share the very lucky 13th edition of MAGIS: A Student Development Journal. This year, we 
have compiled a collection of scholarly reflections, critical essays and features that highlight the diverse challenges 
and theoretical quandaries student affairs professionals are currently contending with. Through the process of 
editing and curating this year’s journal, we were excited by the thoughtful way our peers have grappled with 
important questions and lent their voices to the growing body of scholarship in our field. We hope you find the 
arguments made and concerns raised in this journal as compelling and interesting as we have! 
 
We are deeply grateful to our MAGIS editorial team, our adviser, and the SDA community who have helped us 
create an edition of MAGIS we are proud of and that represents the intellectual curiosity present within our 
program. We appreciate the time, energy, feedback, and encouragement from all who were involved in this 
process!  
 
Sincerely, 
 
Michelle H. Barreto 
Kaitlyn L. Vallance 
MISSION 
MAGIS is the peer-reviewed academic journal for the Student Development Administration (SDA) program at 
Seattle University. Published annually and entirely student-run, the journal showcases scholarly and reflective 
writing by SDA students, alumni, faculty, and student affairs professionals.  Following the Jesuit tradition of 
academic inquiry, MAGIS is committed to creating the premier forum within Jesuit higher education for 
dialogue on the theory and practice of student affairs. 
 
VISION 
The vision of MAGIS is to represent the Seattle University College of Education and Student Development 
Administration program as a scholarly and reflective resource for student affairs graduate students and 
professionals in Jesuit higher education. 
  
 
 
 
 
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MAGIS: Mission of MAGIS
Published by ScholarWorks @ SeattleU, 2019


Mission of MAGIS

Yamamura, Erica K

MAGIS 
Volume 13 Issue 1 Article 6 
2019 
MAGIS 13th Edition: A Foreward 
Erica K. Yamamura 
Seattle University 
Follow this and additional works at: https://scholarworks.seattleu.edu/magis 
Recommended Citation 
Yamamura, Erica K. (2019) "MAGIS 13th Edition: A Foreward," MAGIS: Vol. 13: Iss. 1, Article 6. 
Available at: https://scholarworks.seattleu.edu/magis/vol13/iss1/6 
This Article is brought to you for free and open access by the Seattle University Journals at ScholarWorks @ 
SeattleU. It has been accepted for inclusion in MAGIS by an authorized editor of ScholarWorks @ SeattleU. 
   
MAGIS: A STUDENT DEVELOPMENT JOURNAL, VOLUME 13 
 
4
MAGIS 13th EDITION: A FOREWARD 
DR. ERICA K. YAMAMURA 
SDA PROGRAM DIRECTOR & ASSOCIATE PROFESSOR 
 
These days, especially in the political realm, it is common for leaders to draw upon rhetoric, refer to 
lean/minimal analytic data, or just plainly make a claim without any facts to draw upon. That’s a dangerous 
world, in particular when this type of leadership rears its head in higher education. I would argue that a 
responsible leader utilizes data, research, and a good dose of reflection to make decisions that impact hundreds, 
thousands, or tens of thousands of students (depending on the size of the campus). 
 
As the SDA program director, my colleagues and I wrestle with how to make the best decisions for our 
program in a resource-constrained environment—some days are easier than others. However, drawing upon 
data, research, and a creating a collegial space to reflect on what’s best for students, has allowed our program to 
thrive and maintain its quality reputation in the field (and, of course, I am biased about this ). 
 
To address changing student needs and build sustainable higher education institutions, complex thinking, 
multiple sources of data, relevant research, and reflection are more important than ever. The field of student 
affairs must remain vigilant in contributing to this work by having opportunities to showcase writing and 
research—to bring students’ voices to the center of leadership and decision-making processes. 
 
MAGIS is a great outlet to illuminate students’ voices, their values, concerns, and triumphs. This is 
especially true for graduate students and alumni who, through this volume, illustrate how they are contributing 
to building the muscles for complex thinking, utilizing data, research, and reflection. Furthermore, the 
contributions in this volume provide me with hope in how emerging leaders in our community are making great 
strides in furthering inclusion and social justice. 
 
  
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Yamamura: MAGIS 13th Edition: A Foreward
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MAGIS 13th Edition: A Foreward

MAGIS 
Volume 14 Issue 1 Article 4 
2020 
Table of Contents 
Editors of MAGIS 
Seattle University 
Follow this and additional works at: https://scholarworks.seattleu.edu/magis 
Recommended Citation 
MAGIS, Editors of (2020) "Table of Contents," MAGIS: Vol. 14: Iss. 1, Article 4. 
Available at: https://scholarworks.seattleu.edu/magis/vol14/iss1/4 
This Article is brought to you for free and open access by the Seattle University Journals at ScholarWorks @ 
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taBlE of coNtENts
MAGIS: A STUDENT DEVELOPMENT JOURNAL, VOLUME 143
forEword ....................................................................................................................................................................... 4
critical Essays
FIRST-GENERATION STUDENT TRANSITIONS TO SEATTLE UNIVERSITY .................................... 6
 Hector A. Guzman
THE IMPACT OF PROPOSED CHANGES TO THE PROCESS OF TITLE IX EXEMPTION 
ON LGBTQ+ STUDENTS .................................................................................................................................. 13
 Kenton Westerfield 
thEorEtical rEflEctioNs
 STUDENT DEVELOPMENT THEORY IN HOUSING AND RESIDENCE LIFE.................................... 17
  Alyssa Severson
studENt rEsEarch
 IMPROVING STUDENT HUNGER: AN EXPLORATION OF AGGRAVATED HUNGER 
 WITHIN FOOD JUSTICE AT SEATTLE UNIVERSITY .......................................................................... 21
  Annie M. Dyer Gordon
 ADDRESSING FOOD INSECURITY BEYOND FOOD PANTRIES ......................................................... 33
  Steffi N Huynh 
Book rEViEws
GENDER AND DOMINANCE WITHIN THE AMERICAN DREAM: A REVIEW OF DEGREES OF 
DIFFERENCE: MEN, WOMEN, AND THE VALUE OF HIGHER EDUCATION .............................. 47
 Joseph C. Bruner
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This paper examines real-life scenarios from my role as an Assistant Area Co- ordinator at a mid-size liberal arts university. It outlines one purpose of student affairs utilizing a case study. It then highlights key values that motivate my work, addressing both authenticity and growth. Finally, the paper concludes with explor- ing student development theories that resonate with the author, providing exam- ples of how these theories play out within housing and residence life, and connect them back to the values identified earlier

Severson, Alyssa

MAGIS 
Volume 14 Issue 1 Article 8 
2020 
Student Development Theory inHousing and Residence Life 
Alyssa Severson 
Seattle University 
Follow this and additional works at: https://scholarworks.seattleu.edu/magis 
Recommended Citation 
Severson, Alyssa (2020) "Student Development Theory inHousing and Residence Life," MAGIS: Vol. 14: 
Iss. 1, Article 8. 
Available at: https://scholarworks.seattleu.edu/magis/vol14/iss1/8 
This Reflection is brought to you for free and open access by the Seattle University Journals at ScholarWorks @ 
SeattleU. It has been accepted for inclusion in MAGIS by an authorized editor of ScholarWorks @ SeattleU. 
MAGIS: A STUDENT DEVELOPMENT JOURNAL, VOLUME 1417
Student Development Theory in 
Housing and Residence Life
 
Working in the functional area of housing and residence 
life has provided me a unique opportunity to witness students’ 
stories and be a part of their growth process. Housing 
professionals supervise student leaders, serve as conduct 
administrators and work in an on-call capacity responding 
to crises. I have had the privilege of working with a diverse 
group of students, often in moments of vulnerability, 
challenge, and development. This paper considers the 
intersection between personal experiences, values, and 
student development theory to inform intentional practices 
for staff working in Housing and Residence Life. 
Purpose of Student Affairs
 
Some functional areas within student affairs offer 
students resources and guidance. Others provide an 
opportunity for them to get involved and take on leadership 
roles. Student affairs professionals help students build 
valuable skills, integrate classroom learning and provide 
students individualized support in their unique path of 
growth. Since the role of housing and residence life can be 
eclectic, I have the opportunity of witness all of the above. 
When I was on duty last quarter, I got a call about a 
student who was being harassed by their roommate due to 
an LGBTQIA+ identity they held. In incidents of bias, our 
protocol dictates that we move the student immediately to 
an open emergency space. The student and I began forming 
a relationship as we went through this process and figured 
out their room change. We talked over the situation and 
identified some resources on campus that could be helpful, 
like Counseling and Psychological Services (CAPS). Later in 
Alyssa Severson
Student Development Theory in 
Housing and Residence Life
This paper examines real-life scenarios from my role as an Assistant Area Co-
ordinator at a mid-size liberal arts university. It outlines one purpose of student 
affairs utilizing a case study. It then highlights key values that motivate my work, 
addressing both authenticity and growth. Finally, the paper concludes with explor-
ing student development theories that resonate with the author, providing exam-
ples of how these theories play out within housing and residence life, and connect 
them back to the values identified earlier. 
Key words: Residence Life, Values, Self-authorship, Student Involvement, Adult 
Learning, Humanism
the quarter, I had the same student referred to me through 
the Integrity Formation process for a policy violation. In the 
conduct meeting, we had a conversation about their views 
of the policy and how their actions aligned (or did not) 
with their personal values. They shared that they had been 
using campus resources like CAPS to support themselves 
and further develop resiliency. They were recently assigned 
a classroom project where they had to do a self-portrait and 
were nervous about disclosing these sensitive parts of their 
identity to their peers. I mostly served as a sounding board 
and listened to them discuss what they might want to share, 
and to what degree. In the end, I held them accountable for 
the policy violation and assigned them a reflection paper as a 
sanction. They had already engaged in thoughtful reflection 
during our meeting and were able to write it easily. 
This example illustrates the multitude of purposes 
student affairs can serve. The student was able to take 
advantage of resources on campus like CAPS to support 
themselves. This student built many different skills—
resilience and healthy coping strategies, communication, 
reflection, and self-advocacy—through their contact with 
different functional areas. They asked a lot of important 
questions about their identity and values and how these 
beliefs informed the actions they took. They were even 
able to connect this to things they were feeling inside the 
classroom and integrate a sense of identity into the academic 
projects they were working on. I served to listen and support 
this student as they processed through these challenges they 
had been presented with.
Values
 
Values can be kind of slippery concept, mostly because 
there are so many values I would like to endorse. In her book 
1
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MAGIS: A STUDENT DEVELOPMENT JOURNAL, VOLUME 14 18
on being vulnerable and having courageous leadership, 
Brene Brown (2018) discusses why she believes we should 
only identify two values:
The research participants who demonstrated 
the most willingness to rumble with vulnerability 
and practice courage tethered their behavior to 
one or two values, not ten. This makes sense for a 
couple of reasons. First, I see it the same way that 
I see Jim Collins’ mandate “If you have more than 
three priorities, you have no priorities.” At some 
point, if everything on the list is important, then 
nothing is truly a driver for you. It’s just a gauzy list 
of feel-good words. Second, I’ve taken more than 
ten thousand people through this work, and when 
people are willing to stay with the process long 
enough to whittle their big list down to two, they 
always come to the same conclusion that I did with 
my own values and process: My two core values 
are where all of the ‘second tier’ circled values are 
tested. (p. 188). 
With this in mind, here are the two I identified in that 
process.
1. Authenticity—To me this means the freedom to 
express oneself fully and uniquely. I want students 
to be able to bring all of themselves to their college 
experience, not conform to standard of what a 
college student should be. As an educator, I try 
to create an environment that validates students’ 
experiences, is warm and open-minded. This 
value shows up in my individualized supervisory 
approach. I consider students’ goals, preferences 
and personality to tweak my approach in guiding 
them. I have a strong desire to hear about their lives, 
what they are passionate about and what they long 
for.
2. Growth—This is a word that has shown up multiple 
times in this paper already. It is simultaneously a 
process and a value. I appreciate that we, as humans, 
can constantly learn new things and better ourselves. 
It is one of the reasons I am drawn to education as 
a field. I am always working to better myself and 
to facilitate growth in others. This shows up in my 
work when I prioritize student development over 
efficiency. For example, I might do a roommate 
mediation with students rather than grant a room 
change, because I believe they should learn conflict 
management skills.
Relevant Theories
 
Baxter-Magolda’s Self-Authorship
 
Self-authorship refers to the internal capacity to define 
one’s beliefs, identity and social relations (Baxter-Magolda, 
2008). In a longitudinal study, Baxter-Magolda identified 
several elements of self-authorship such as: trusting 
the internal voice, building an internal foundation, and 
securing internal commitments (2008). In the earlier 
developmental stages, students rely more on frameworks 
presented to them by parents, institutions, and society at 
large. As they progress through the developmental stages, 
they begin to question external frameworks and listen to 
their inner voice, until they are primarily self-directed. 
This theory is dynamic, because it takes context and 
environment into account and can work for a variety of 
students. For students facing oppression, making meaning 
of their minoritized identities can greatly contribute to 
their sense of self-authorship. 
This theory relates well to my values because it honors 
where a student is at and who they can grow to become. 
Part of my job in housing and residence life is acting as a 
conduct administrator, which is where I see self-authorship 
showing up the most. In Integrity Formation hearings, 
we ask students a series of reflective questions, with 
the goal that they can identify some of their values and 
reflect meaningfully on their actions. Some students are 
early in their journey of self-authorship and do not take 
responsibility for their actions. They might lay blame on 
the people around them or the circumstances. They may 
not be able to identify their values or how their actions do 
or do not line up with said values. Conversely, a student 
who is more self-authored would be able to engage 
with reflective questions and think critically about their 
direction and motivations. It is important to assess where 
a student is at, so that I can gently push them towards 
the next level of self-authorship. Many of our sanctions 
are reflection-based and having an idea of a student’s 
developmental level would help me gauge where I would 
expect their response to be at and what type of sanction 
would be most meaningful to their development.
Astin’s Theory of Student Involvement
      
Astin’s theory of student involvement (1984) postulates 
that the amount of time and energy students put into 
campus involvement directly correlates to the connection 
and community they are able to build. I like Astin’s theory 
because of the importance it places on holistic development. 
When too much emphasis is placed on academics, and 
academics alone, students can become isolated (Astin, 
1984). Students’ residential experience, club participation 
and work experience all contribute to a better retention rate 
(Astin, 1984). I think this theory speaks to institutional fit 
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MAGIS, Vol. 14 [2020], Iss. 1, Art. 8
https://scholarworks.seattleu.edu/magis/vol14/iss1/8
and how crucial it is for students to find places on campus 
they are excited to invest in.
Astin’s theory (1984) relates to my value of authenticity. 
Each student has the chance to get involved in their 
community in ways that feel real and important to them; 
Their involvement is a reflection of their interests, 
personality and identities. For example, one of my student 
leaders participates in the Filipino club and helps put on 
a huge spring event. They are proud of their identity and 
heritage and it is meaningful for them to share it by creating 
a celebration. Another one of my student leaders is eligible 
for financial work study. They have found that working for 
the hub desk helps them meet more people and become 
knowledgeable about events happening on campus. It has 
helped them grow in self-confidence and customer service 
skills. 
This theory also relates to my value of growth, because 
as students become more involved, they become more 
invested and motivated to take on new challenges and 
grow. In my role as an Assistant Area Coordinator, I oversee 
seven RAs. On average, RAs spend about 20 hours a week 
performing duties related to the role. They have one-on-
one meetings with their residents, plan hall events and 
perform community outreach. Beyond the RA role, many 
of these student leaders devote time to club involvement, 
study groups, federal work study positions and more. They 
report a strong sense of connectedness in their respective 
communities, as well as in the residence life community 
overall. Based on our assessments and surveys, RAs tend to 
feel more connected than the average resident, indicating 
that the time they have invested has positively changed their 
experience.  
Rogers’ Humanistic Theory
      
Rogers’ humanistic theory is described as developing, 
“the whole person including body, mind, and spirit, and 
the potential of humans for growth and development,” 
(Merriam & Bierema, 2014, p. 30). Rogers’ humanistic 
theory (1946) is based on the optimistic belief that every 
person can self-actualize and achieve their own form of 
highest good. The ability to self-actualize is based on a 
person’s congruence, meaning their ability to align their 
actual behavior with the behavior they would like to embody. 
Rogers stated that for people to grow, they must be met with 
genuineness, acceptance and empathy (1946). While this 
theory is utilized more in a therapeutic context, I think it 
is still applicable to student affairs. It is vital for educators 
to believe in the capability and potential of their students, 
otherwise the work of fostering student development would 
be meaningless. I also like that this theory is well-rounded 
and touches upon body, mind and spirit. Much like Astin’s 
student involvement theory (1984), multiple aspects of a 
student’s life are considered, not just academics.
      Rogers’ humanistic theory (1946) connects to both my 
values very closely. Rogers clearly believed that each person’s 
highest good is unique to them, closely tying to my value 
of authenticity. Rogers also held the view that people could 
grow and change. I think about Rogers’ humanistic theory 
(1946) when I am acting more in a therapeutic context—
namely, with students experiencing distress. These students 
need active listening and the genuineness, acceptance and 
empathy outlined by the theory, in order to make sense of 
their crisis and move to the next steps of solving it. If I was 
not hopeful in my outlook, I doubt that I could as easily hold 
space with a student in crisis. In these vulnerable contexts, 
it is helpful to see a student for the dynamic and multi-
dimensional people they are and are becoming.
Conclusion
       
Working in housing and residence life has allowed me 
to interact with students in various ways—as a supervisor, 
conduct administrator, crisis responder, and more. 
Bearing witness to student stories and helping facilitate 
students’ growth has been an incredibly meaningful 
experience. Student development theory has helped me 
analyze, understand, and respond in different and often 
novel situations. Connecting theory to my personal values 
has helped enhance my self-knowledge and professional 
identity. I hope that I can continue to utilize theory to find 
ways to best serve my students.
References
Astin, A. W. (1984). Student involvement: A developmental 
theory for higher education. Journal of College Student 
Personnel, 25(4), 297-308.
Brown, B. (2018). Dare to Lead: Brave Work. Tough 
Conversations. Whole Hearts. Random House.
Magolda, M. B. B. (2008). Three elements of self-authorship. 
Journal of College Student Development, 49(4), 269-
284.
Merriam, S. B., & Bierema, L. L. (2014). Adult learning: 
linking theory and practice. Jossey-Bass.
Rogers, C. R. (1946). Significant aspects of client-centered 
therapy. American Psychologist, 1(10), 415-422.
MAGIS: A STUDENT DEVELOPMENT JOURNAL, VOLUME 1419
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Student Development Theory inHousing and Residence Life

MAGIS 
Volume 15 Issue 1 Article 2 
2021 
Table of contents 
Editors of MAGIS 
Seattle University 
Follow this and additional works at: https://scholarworks.seattleu.edu/magis 
Recommended Citation 
MAGIS, Editors of (2021) "Table of contents," MAGIS: Vol. 15: Iss. 1, Article 2. 
Available at: https://scholarworks.seattleu.edu/magis/vol15/iss1/2 
This Article is brought to you for free and open access by the Seattle University Journals at ScholarWorks @ 
SeattleU. It has been accepted for inclusion in MAGIS by an authorized editor of ScholarWorks @ SeattleU. 
Summer 2021  | 2 
 
 
Summer 2021 
Table of Contents 
  
Zoom, M.Ed, Marie Okuma Johnston, ‘16 1 
From the Editors 3 
“It’s a better experience when language can do that,” Nicole Parker, ‘21 4 
Gossip Girl Meets the Elites of Gallaudet University, Mary Tran, Current Student 6 
Theoretical Interpretations on Pop Culture: Student Development Theories, Bizzy Stephenson, Current Student 13 
A Rose Grows in Concrete, Sayuri King Barron, Current Student 19 
The Ivory Tower, Joe Bruner, ‘20 20 
From SATs to Gap Years: 5 Questions about Covid-19, Christine Campbell, Current Student 22 
Student Hunger: Addressing Food Insecurity Among, Steffi Huynh, ‘20 255 
University CARE Teams, Kayla Yahnke, ‘20 333 
Integrating Student Care with Technology, Maya Herran, ‘20 366 
Culminating Research: Black Student Experience Study, Monique Taylor, ‘21 399 
Tips for Facilitating Difficult Dialogue, Nicole Parker, ‘21 433 
Guided Self Check, Nicole Parker, ‘21 444 
Tips for Validating the Feelings of Others, Nicole Parker, ‘21 455 
Campus Blossoms, Sayuri King Barron, Current Student 466 
 
 
 
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A Very Precarious Journey Through Higher Education Student Affairs

2025-01-15 President-Elect Trump Releases His Cabinet Picks On the Senate

2025-01-15 Who Said Math Was Boring?

2025-01-15 Fellas Dethrone Intramural Rivals, Cite “Passion”

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Mission of MAGIS

MAGIS 13th Edition: A Foreward

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Student Development Theory inHousing and Residence Life

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