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Journal Entry 1

I worked with SARRC from May to October, and it was amazing, but I knew I had to work
towards furthering my education. Leaving was difficult, but I knew I would be working with
SARRC again.
Now that Im back at SARRC, its exciting because I can see my future unfolding, and
becoming more clear to explain and define. Through this practicum, Im working to create a
more inclusive way to help students independently register for classes. Im also working to
assist with first year registration and orientation for new students in the First- Place transition
academy. Im also working on creating something that aids in students finding on campus clubs
and resources. Finally Im reaching out to the DRC on campus to see how they can support
students with autism. Its all rather exciting, as this is EXACTLY what I want to do, but in a
University setting.

I have been on SARRC property at least 4 times in the past two weeks, and Ive helped
via online, and phone call support. Ive been told that Ive been a big help thus far, and everyone
has nothing but great things to say about me, however, sometimes its difficult for me to see
what theyre talking about, because I dont feel like Im doing anything outstanding, just getting
paperwork together, organizing, and compiling documents within the office, and supporting
students in their residence. I think they are working diligently to include me in important events
and meetings that happen within SARRC, and everyone is very willing to educate me on things
within the company.

I know that once I get these projects with registration, orientation, and campus resources
together, I know for sure I will be making an impact, but until then, I think my presence and
willingness to support students and administrative tasks is truly beneficial.

Although Ive outlined, what I will be doing and how I will be helping, I think there is still a
learning curve, as this is the first time SARRC has had a practicum student from the Education
department. They arent too sure what to make of me, or how they can utilize me, but each day,
and with each person I encounter, I think they are getting more acclimated to me, and coming to
a realization of how useful I can be, and how useful this practicum can be for them as well.

Through the registration packets Im creating, campus resources Im compiling, and

support within their residence, Im learning that one of the main areas of focus of this week, and
possibly throughout this program, is giving students independence. The independence to think,
act, and learn freely and inclusively without the possible barriers placed in their way by their
disability or others. This idea reminds me of many topics in student development theory, but the
one that stands out to me currently is the topic of student development revolving around
disability identities. The book, Student Development in College: Theory, Research and Practice,
explains educators are in a position to break the silence around diverse impairments including
mental health diagnoses, naming chronic illnesses as potential barriers to student success, and
discussing the autism spectrum as a reality for many students (Patton 5701). This is imperative
because we have the opportunity to give students their voice, but also promote independence.
In addition, in the work Ive been doing this week and last, I know that I can uphold my
responsibility to make education accessible and a reality for all.
Works Cited

Patton, Lori D.; Renn, Kristen A.; Guido , Florence M.; Quaye, Stephen John (2016-02-09).
Student Development in College: Theory, Research, and Practice (Kindle Locations
5700-5702). Wiley. Kindle Edition.