Madison Schaefer

Professor Michelle Kusel

ELPS 223 001

December 4, 2018

Final Reflection Narrative

Being able to be a Peer Advisor has truly been one of the most transformative and

rewarding experiences I have been able to partake in through my time at Loyola. This role has

taught me much about who I am as a leader, causing me to reflect on my positive leadership

attributes as well as areas in which I could improve. First, being a Peer Advisor has proven to

me that I have strengths in being able to collaborate in creating an inclusive environment.

Leaders of groups often have the pressure of setting the tone for a space in making sure all feel

welcome. Both my advisor, of which I taught UNIV with, and myself strived to be inclusive by

being conscious of the students’ identities and feelings, being engaging, and being ourselves.

Whether it was talking to different students prior to each class or planning exciting out-of-

classroom activities, I found I was really able to create the comfortable atmosphere all UNIV

101 seminars seek. Additionally, I realized I have a strong understanding for when I should be

an active or passive leader in various situations. For instance, this year I was placed in a team

with two new Peer Advisors and a freshly hired Advisor. Thus, I was expected to be a very

active leader as it was my job to show them the ropes of the program and guide them through

their journey. However, it was important for me to recognize when to step back and let them

take action in creating their vision for how they want to engage with the students. On the

contrary, I often feel I have the urge to want to “do it all” because I care so deeply for the Peer
Advising Program. It is important for me to remind myself I simply cannot do everything as the

more I try to do, the lower quality it will be. Additionally, I felt I did not have enough personal

drive to engage in expanding my knowledge of how I can help my students outside of meetings

or class. I feel the motivation to gain more clarity can always be beneficial for a leader and the

team in which they guide.

One of my goals in taking this course was to continually reflect on what I am learning in

class and how I can utilize it to improve my work as a Peer Advisor. For instance, The Culture

Map sought to explain how depending on one’s nationality or where they culturally identify,

there are different norms for how to communicate, dress, lead, et cetera (Meyer). I was able to

connect this reading to my experience as a Peer Advisor as it is my role to unite the students in

UNIV by cultivating relatability and inclusivity. In doing so, it is so prevalent that I recognize the

identities of the students and myself as these ideas should impact how I lead. For instance, I

need to consider the social locations of my students and adjust my language and mannerisms

accordingly. However, I also need to consider how my identities may alter how the students

perceive myself and my message and modify accordingly. Additionally, Leaders Eat Last

discussed the importance of leading for others (Sinek). I believe this is a fundamental idea in

Peer Advising as the students are always first. For instance, if my purpose of being a leader is to

do what is best for the students, I will truly be able to help them succeed as I would be

receptive to their needs and thus, would be far more accommodating. Parallels can be drawn

from the theme of Leaders Eat Last to servant leadership as well. My advisor and I have

discussed the value of servant leadership in UNIV and I feel that living it out is truly

fundamental to be a successful Peer Advisor.

 Having gone through half of the minor’s coursework, I was very excited to apply what I

learned and would continue to learn this semester through a real-world context. Through the

experience of being a Returner Peer Advisor, I feel I learned how truly multi-faceted leadership

is. In the past when I have found myself reflecting on my personal leadership and how I can

grow, I have framed it in a very linear context by considering what I personally have done well

and could do better. I often do consider the people I am leading as well however, I think it is

important to reflect on all of the contexts my leadership is recognized and grow from there. So,

not simply thinking about the leader-member dynamic, but also considering the relationship I

have with other leaders who are on the same level as me and how my leadership would be

perceived by my superiors. For instance, in Peer Advising I not only interact as a leader with my

students, but I also express leadership amidst my fellow Peer Advisors, the advisor I work with,

the Lead Peer Advisors, and the directors of the program. Recognizing all of these layers would

greatly alter my reflection and how I perceive I should alter or maintain my leadership style. I

think this is challenging because it exposes the multiple dynamics and relationships a leader

plays in, which can be intimidating to accept and recognize. However, I feel this prospect is

exciting because the leader is truly challenging their ability to be the best leader they can be on

multiple platforms. If a leader only recognizes one side of the multiple areas of leadership, then

are they truly being a well-rounded leader? Likely not - which is why I think this was such a

valuable lesson to have learned.

When I came into the Peer Advising program at the beginning of my sophomore year, I

was not in a very good state. I felt as though I had lost myself a bit freshman year due to

unsure career prospects, experiencing difficulty in establishing meaningful connections with

friends, and not really feeling like Loyola was home. I can recall entering my first Peer Advisor

training feeling nervous and possessing rather low self-efficacy. However, this position brought

back the confident and self-assured leader I had lost and really made Loyola feel like home to

me. I think what has surprised me the most about my experience as a Peer Advisor is being

able to recognize the excellent leadership qualities I have in myself. Often times, especially as

women, I feel that we see positive qualities in ourselves, but are often left wondering if others

see these things too. However, being a Peer Advisor has truly enabled me to grow in my

confidence in being seen as a leader not only by myself, but by others as well. When I began

my time as a Peer Advisor, one of the Lead Peer Advisors was also in my sorority and I identified

her as a role model. I can recall telling my mother about her and my mom inquiring in my

desire to be a Lead Peer Advisor someday. I then thought of all of the incredible students I

work with and began to feel less adequate. I told her I probably would not be selected as one

because the Leads are truly the best of the best, and I did not see myself as that. However,

after coming to the end of my second year as a Peer Advisor, I have gained so much more

awareness of my leadership ability and had the confidence to apply for the Lead Peer Advisor

position. If someone would have told me that I went through with the Lead application process

at the beginning of my time as a Peer Advisor, I would have been shocked. However, through

my experience in the organization and the Leadership minor, I have gained the self-efficacy to

pursue what I wish to achieve.

As my work as a Peer Advisor comes to a close this semester and I look to completing

the Leadership minor next semester, I have continued to reflect on how I can positively develop

my personal leadership practice and theory. First, one of the notions that came to the forefront
for me in crossing real-world leadership experience with the academic aspect is that it is so

important for me to remain cognizant of the various forms that leadership molds into

depending on the context of the situation. For instance, my leadership experience in Peer

Advising this semester directed my mind in pondering leadership in one certain way, which

would have been very different from considering leadership in a hierarchical organizational

structure or in an athletic team, for example. In my time through the leadership minor, one of

my biggest takeaways has been that leadership does not have a sole definition. It is an

ideological concept that shifts depending on the environment and social context it is embedded

in. In recognizing this, I hope to continue to consider each experience I have in leadership as a

separate entity and not simply regurgitate a single leadership theory in each situation I find

myself in. Rather, I will strive to adjust my theory in order to accurately meet the leadership

needs of the situation, leading to more effective leadership per the whole.

Additionally, during our final class presentations, a fellow classmate brought up a

concept that I have found myself captivated by. She spoke of navigating the perspective of

being a leader among leaders, which was an outlook that really applied to my situation this

semester. Being a Peer Advisor, I truly am a leader among leaders, which can be a bit

challenging. Each leader is working to express their personal leadership style or theory, and

likely has the belief that their perspective is excellent. This can easily become a problem when

beliefs diverge and a decision has to be made. I have encountered these difficult experiences

not only in my work as a Peer Advisor, but throughout my entire leadership timeline as well.

Although I have become far more mature in navigating these situations, it is never easy. I do

consider myself an effective team member and group leader however, I most definitely believe
and recognize that there is certainly always room for improvement. As I feel I often find myself

in situations in which I am a leader among leaders, I hope to continue to reflect on what this

really means and how I can be an exceptional leader in this context.

In being prompted to reflect on the previous leadership theories I have developed

throughout my time in the Leadership minor, I revisited prior assignments in which I had made

this connection. In ELPS 125, I simply defined leadership as influence. However, in ELPS 222 I

developed my leadership theory entitled the Equitable Justice Model which argued that

leadership is informed by the impacts of social identity awareness, equitable relationship

building, a privilege to better others, and building a more just world. I still agree with both of

these concepts however, I would now add the aspect of social context to the Equitable Justice

Model. This notion is slightly implied through the awareness of social identities however, I

believe that the environment or setting in which the leadership is taking place greatly alters

how it is enacted, separate from the implications social identities play. The context of a

situation truly shapes how the leadership should be practiced and should be greatly considered

when reflecting on how to lead. It is so intriguing to me that I am continuously able to edit my

theory, which truly proves how greatly my time in this class and the Leadership minor have

impacted my understanding of what leadership truly is.

 Works Cited

Meyer, Erin. The Culture Map. PublicAffairs.

Sinek, Simon. Leaders Eat Last. Portfolio Penguin, 2018.