I honestly had a difficult time writing a service philosophy statement. Not because I do not value service, but because, unlike “teaching” and “research” service remains a more undefined and mushier concept for my work. I can say that I deeply value the opportunities to form communities and connections through my roles in service within the institution and beyond. I see and prioritize being present, being intentional, and being strategic in my service.  

Being present involves showing up physically, mentally, and emotionally for the programs I co-facilitate. This also means being true to my commitments to show students and colleagues my care and purpose.  

My work in program facilitation and in professional internal and external service roles are chosen to meet my values of equity and social justice, as well as knowledge, education, and leadership. I am intentional in accepting and maintaining these roles to be consistent with my words (what I teach and learn with students and colleagues) through my actions (what I show others are my values by what I do). 

I see the administrative service work required to lead and execute successful programs as a skillset in purposeful strategy. I have and will continue to navigate transition, uncertainty, and disruption in all the service efforts I undertake. If I also envision my service to be a strategic, vision and goal-oriented project, I can ride the waves of change and maintain a path forward. 

I understand the service elements of my role in three areas. First, my administrative and creative efforts to build, support, and sustain the CWC Leadership Scholars Program at its highest capacity. These elements of my work have taken up the largest amount of my time, effort, and emotions to intentionally grow a program envisioned to hold and uplift Women of Color, first-generation college, and LBGTQ+ students navigating a higher education landscape that is not historically structured to best meet their needs. To learn more, see the Programs page.

Second, I also have a sustained role in championing the PLP leadership program, including being present for co-curricular and alumni events, recruitment, and strategic planning. To learn more, see the Programs page.

Finally, I serve in both internal institutional roles and external professional roles that support the needs of the leadership education profession, specifically oriented around feminist, anti-racist efforts to influence leadership learning. To learn more, see the Practice page. 

Service through administrative work in building, growing, and sustaining undergraduate programs in leadership studies has been a fulfilling and at times arduous learning experience. 

Although much of what I share below applies to my service within the PLP program and in other administrative roles at DU, my primary reflection must be on the time I've spent co-creating and implementing the CWC Leadership Scholars Program to be what it is today. This has not been a singular or individual project - but a labor of love shared with fellow staff (pre-2020 there were six CWC staff; post-2020 just two of us!), students, and DU collaborators. As I added up all the time spent in doing the day-to-day as well as vision-forward thinking for the CWC Scholars Program, I am proud of all my efforts with my colleagues to build a strong foundation for such a wonderful community. To think that this program was only around for two years and largely unknown both within DU and with external stakeholders when I arrived in 2018....wow! We have built out a strong, recognizable, and connected program that prioritizes students' success in college in leadership development but also in feeling like they belong in college and at DU, overcoming imposter syndrome, facing barriers and biases with courage, and forming long-lasting bonds that will support their growth even beyond their college experience. I could not think of anything I would have rather focused my service on and am deeply humbled by what the work has created. 

In reflecting on learning, I have realized that I will often face structural challenges in higher education that are not easily overcome, but it behoves a director of a small program to make allies and express needs to lots of audiences. Who knows who might be able to assist?

I have also learned to let go of things that do not serve the first priorities of the program and recognize that in a program with a 60% time faculty director and a 50% time program coordinator - not everything can get done. We must focus on the students here and now, on building our little community, and on championing the efforts that meet the greatest needs within the group.  

Please see the Programs and Practice sections to see direct evidence of my service work.

Please see the People section to hear more about my service efforts from students, Imani, Bela, Ariana, and Cami, as well as from my former CWCLS partner, Lauren Contreras and my WORC co-chair, Chase MacNamee.