The global and intercultural engagement competency includes skills that allow us to understand differing perspectives and communicate effectively with people from varying cultures. I hope to continue to develop global and intercultural skills throughout a career in student affairs, and I have already begun to explore opportunities for growth.

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     As an undergraduate student at Ohio University, I served as a cultural liaison to a group of Mexican exchange students who visited the United States for the summer. I was sympathetic to their homesickness and patient when they needed time to remember a word in English. I was able to call upon these skills because of the self-awareness and cultural curiosity I explored during my own study abroad experience. After graduating from Ohio University, I worked in residence life at Showa Women’s University in Boston and served as a resource to 250 female students from Japan. (See photo from Showa below) Often, my work with the women at Showa included informal conversations about American culture and tours of the area. As they gained knowledge about the United States, I learned more about Japanese culture. My participation in global learning environments has improved my work as a student affairs practitioner.

     During my time as a Graduate Assistant for Student Engagement in the Office of Student Involvement at Boston College, I developed intercultural communication skills and engagement methods that I will use throughout my career in student affairs. As the advisor to the Undergraduate Government’s GLBTQ+ Leadership Council and the Council for Students with Disabilities, much of my first year was spent listening to students and learning about their lived experiences.

My own relationship to ability, gender identity, and sexuality is one of an ally and advocate, and viewing the struggles that my students encounter from the outside changes the perspective I had of the LGBTQ+ community and disabled students.

As the Graduate Assistant for New Student and Family Programs at Framingham State, I helped facilitate discussions about Black Lives Matter and systemic racism with a team of 18 orientation leaders after the killing of George Floyd and Breonna Taylor. During these conversations, we focused on empathetic listening and tried to actively develop an understanding of each person’s feelings. I collected articles and books on Black Lives Matter and built social media for our office, but the most impactful learning I experienced was in conversations with orientation leaders. These discussions have continued to inform the work I do and how I stay informed about current events.

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     One of the most engaging positions I currently hold as a graduate student is the program ambassador for the higher education master’s program. In this position, I have the opportunity to talk with students in our program and hear from international students who are studying higher education. My colleagues from abroad bring a unique perspective on global systems of higher education, and introduce cultural diversity that helps to broaden discussion about globalization as it relates to student affairs.

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     In the future, I hope to expand my work with international student programming and focus on global issues as they relate to first year programs, involvement, or advising. I expect to use the global and intercultural engagement competency in the work I do with students and staff, and to stay up to date on broad global shifts in higher education.

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