Columbus Did Not Discover America

Columbus Didn't discover America. He Invaded It!

At an early age we learn that Christopher Columbus discover America. Did he really discovered it? What does discovering mean? 

In the classroom we learn about history from text-books. Who writes history? Who writes the text-books?  In my opinion, the privileged write the text-books. In the text-books we only read the side of one story, but never question the story. We need to learn to be critical of the text-books that we read, and questions what is being told. We need to seek for the unheard stories and voices that have been marginalized and do not have the privilege to write a text-book to narrate their story.

I challenge you to think: How is Columbus still a celebrated figure? While some individuals enjoy a day off work, let's remember that Columbus was responsible for the murder, rape, and pillaging of an entire people and laid the ground work for the same treatment of others in the western hemisphere. 

I encourage you to listen to everyone stories, and be critical of what you are told.

Stop being afraid

This image is powerful. I hope you take something out of it. 

"I want you to stop being afraid.

Of other Americans.

Of other Religions.

Of other Classes.

Of other Nations. 

[Of the opposite gender.]

 [Of other ages.]

[Of other social classes.]

[Of other sexual orientations]

Of Speaking out. 

You're Americans. Act Like it! 

If you don't get it, ask an American who does." 

SAME LOVE

History of Latinos and Higher Education

History of Latinos and Higher Education:

Reflección

“La paradoja de nuestro tiempo es que tenemos edificios más altos y temperamentos más reducidos, carreteras mas anchas y puntos de vista mas estrechos. Gastamos más pero tenemos menos, compramos más pero disfrutamos menos. Tenemos casas más grandes y familias más chicas, mayores comodidades y menos tiempo. Tenemos más grados académicos pero menos sentido común, mayor conocimiento pero menor capacidad de juicio, más expertos pero más problemas, mejor medicina pero menor bienestar.

Bebemos demasiado, fumamos demasiado, despilfarramos demasiado, reímos muy poco, manejamos muy rápido, nos enojamos demasiado, nos desvelamos demasiado, amanecemos cansados, leemos muy poco, vemos demasiada televisión y oramos muy rara vez.
Hemos multiplicado nuestras posesiones pero reducido nuestros valores. Hablamos demasiado, amamos demasiado poco y odiamos muy frecuentemente.

Hemos aprendido a ganarnos la vida, pero no a vivir. Añadimos años a nuestras vidas, no vida a nuestros años. Hemos logrado ir y volver de la luna, pero se nos dificulta cruzar la calle para conocer a un nuevo vecino. Conquistamos el espacio exterior, pero no el interior. Hemos hecho grandes cosas, pero no por ello mejores.

Hemos limpiado el aire, pero contaminamos nuestra alma. Conquistamos el átomo, pero no nuestros prejuicios. Escribimos más pero aprendemos menos. Planeamos más pero logramos menos. Hemos aprendido a apresurarnos, pero no a esperar. Producimos computadoras que pueden procesar mayor información y difundirla, pero nos comunicamos cada vez menos y menos.

Estos son tiempos de comidas rápidas y digestión lenta, de hombres de gran talla y cortedad de carácter, de enormes ganancias económicas y relaciones humanas superficiales. Hoy en día hay dos ingresos pero más divorcios, casas más lujosas pero hogares rotos. Son tiempos de viajes rápidos, pañales deshechables, moral descartable, acostones de una noche, cuerpos obesos, y píldoras que hacen todo, desde alegrar y apaciguar, hasta matar. Son tiempos en que hay mucho en el escaparate y muy poco en la bodega. Tiempos en que la tecnología puede hacerte llegar esta carta, y en que tú puedes elegir compartir estas reflexiones o simplemente borrarlas.

Acuérdate de pasar algún tiempo con tus seres queridos porque ellos no estarán aquí siempre.

Acuérdate de ser amable con quien ahora te admira, porque esa personita crecerá muy pronto y se alejara de ti.

Acuérdate de abrazar a quien tienes cerca porque ese es el único tesoro que puedes dar con el corazón, sin que te cueste ni un centavo.

Acuérdate de decir te amo a tu pareja y a tus seres queridos, pero sobre todo dilo sinceramente. Un beso y un abrazo pueden reparar una herida cuando se dan con toda el alma.

Acuérdate de tomarte de la mano con tu ser querido y atesorar ese momento, porque un día esa persona ya no estará contigo.

Date tiempo para amar y para conversar, y comparte tus mas preciadas ideas. Y siempre recuerda!! La vida no se mide por el número de veces que tomamos aliento, sino por los extraordinarios momentos que nos lo quitan”

Working BEE

There are approximately 40,000 worker bees. The workers are all female, but they can’t have babies. There may be as many as 2000 males or drones. Drones don’t do any work. Only a few drones gets to be fathers of the babies. All the rest just hang around. The worker bees feed pollen and honey to the baby larva. Soon, it spins a little web blanket inside the cell and becomes a pupa. After 16 to 24 days, a full grown bee climbs out of the cell. Worker bees do different things depending on how old they are. They take care of the babies, make wax, build the honeycomb, clean up the hive, store pollen, make honey, guard the hive, and collect pollen or nectar. When someone says "busy as a bee," they are definitely talking about the workers. If a worker (sterile female) is born in the spring, she probably only lives 4 or 5 weeks. If she’s born in the fall when there’s less work to do, she may survive the winter. Drones (males) are kicked out of the hive when the weather gets cold. Queens can live for several years. (Text retrieved from http://pelotes.jea.com/honeybee.htm)

Learn

What happens if I tell you I do not believe in school, but I do believe in education? That I want to learn, but not what others imply?

Dancing Swan

Iowa State's swans dancing in the morning!

Truly an inspiration to me

Amanda Martin expressed the following words about me during the 15th Annual Lavender Graduation at Iowa State University, on May 3, 2012. She also received the Ally Award. Thank you, Amanda, for everything you do too.

"Cristobal "Criss" Salinas Jr. is truly an inspiration to me. He has overcome so much and is a positive role model not only for Latino students but for all students. I am awed by all he has accomplished at his young age.  He has been a great friend to me and always has a hug or a smile ready for me. He sees the potential in people and encourages them to take on leadership roles, like he did with me for the ELPS Interview Days. He is a national leader in higher education.  Iowa State is lucky to have him as a staff member here now.  I feel so lucky to call him a friend and colleague, and I know he is someone I will continue to keep in touch with after graduation.  Thanks for always supporting me!"

50 Rules Kids Won't Learn in School

50 Rules Kids Won't Learn in School by Charles J. Sykes




Rule 1. Life is not fair. Get used to it.

The average teenager uses the phrase "It's not fair" 8.6 times a day. You cannot control the unfairness of the world. What you can control is the way you react. 


Rule 2.  The real world won't care as much as your school does about your self-esteem. It'll expect you to accomplish something before you feel good about yourself. 

You can't control the unfairness of the world. What you can control is the way you react. 


Rule 3.  Sorry, you will not make sixty thousand dollars a year right out of high school. And you will not be a vice-president or have a company car. You may even have to wear a uniform that does not have a designer label. 


Rule 4. You are not entitled... (to everything your parents have, or everything you see on TV or in magazines. You will have to work for all of it. And then figure out how to pay for it).


Rule 5. No matter what your daddy says, you are not a princess. . .

Princess have better hopes than her/his parents either continue to foot the bill or leaver her/him a boatload of money in their wills; she/he marries very, very well; she/he wins the lottery; or she/he founds a compnay that comes up with a solution to global warming, a cure for cancer, or an explanation for Britney Spears' Marriage to Keven Federline.  Otherwise, life is likely to be a letdown.


Rule 6.  No, you cannot be everything you dream . . .   

. . . unless you have the talent, education, and commitment to work for it. 

Rule 7.  If you think your teacher is tough, wait till you get a boss.  She/he won't have tenure, so she/he will tend to be a bit edgier. When you screw up, she/he is not going to ask you how you feel about it.

Letter to a national & social fraternity: Educate, do NOT haze!

I sent a letter to a national and social fraternity after they called me for advised:

(April 26, 2012) 

Please take the time to read this reflection about XX Chapter and YYY Fraternity. I am concern with the practices that XX Chapter is taking to educate your future brothers. 

Take this opportunity to reflect on all the accomplishments that XX Chapter of YYY Fraternity has accomplish. In 2014, XX Chapter will be celebrating 10 years of success in brotherhood and scholarship.

You need to learn to educate the men, your future brothers, to become professionals and leaders in the world of academics and professionalism. You need to learn how to empower, be critical, sensitive, inclusive, and ethical about the practices of our educational process. You need to recognize what are our individual learning preferences, and that not everyone learns the same way.  What is the purpose of the educational process? Who created the traditions of the educational process? Are you educating or damaging your community? 

Throughout the process you preach 'brotherhood.' What does brotherhood means? Brotherhood (noun) may refer to family, fellowship, organizations, alliance, and an association among male siblings. You cannot teach brotherhood by yelling, having others memorizing poems, and doing physical activities. Brotherhood is a development; the bond of brotherhood will naturally develop among each other.  Your responsibility is to have a purpose, be responsible, and respectful to others and yourself. With purpose, responsibility, and respect, you can achieve the principals of YYY Fraternity. 

You need to learn how to validate other experiences by asking rather than assuming, and by listening rather than hearing. You need to understand that brotherhood looks different to everyone, and brotherhood is a two-way street. You must practice and promote self-awareness, hazing-awareness, and safety among individuals. 

I ask you to please reflect on the practices that XX Chapter is taking. You are a young national fraternity, and much more younger local fraternity. Do not let your "traditions" and "educational process" not celebrate 10 years of brotherhood. Instead, you should be working to better serve your brothers, and your community by revamping the ways of educating, thinking, and reflecting. Reinvent and refocus on yourself, do not duplicate.  

Opportunities to attend and participate in conferences

In the world of student affairs there are a lot of opportunities to do research: including publishing, and presenting at various conferences. In the course of my academic work, graduate assistantship, practicum experiences, and professional career I have had the opportunity to attend and participate in conferences.  

I have presented at Latina Youth Conference, Nebraska Cultural Unity Conference (NCUC), Iowa State Conference on Race and Ethnicity (ISCORE), Student Affairs Administrator in Higher Education - NASPA Region IV, Association for the Study of Higher Education Conference (ASHE), American College Personnel Association (ACPA), National Association for Multicultural Education (NAME), among other national and local conferences.

On Saturday, April 14, 2012, I co-facilitated with Gabriel B. and Isaac G. a presentation on academics. We looked at what comes with being a first-generation student to attend college, the importance of academics and linking the importance to struggles to previous generations, and the importance of making the job to higher education. The workshop was presented to the men of Sigma Lambda Beta Fraternity, Inc. during their Midwest Regional Banquet 2012, Iowa State University.

The overarching learning outcomes were to: examine the importance of reflection and academics, create a meaning of what does it mean to be a first-generation student, and identify resources that are available at the university level.

On Thursday, April 19, 2012, Allison R. and I presented a session in the 3^rd Annual Iowa Academic Advising Network (IowAAN) Drive-In Conference. We presented on Ways to encourage, support, and promote [academic] success in LGBTQ students.  We looked at how do we empower LGBTQ students to aspire to be successful. More importantly, how do we, as academic adviser and student affairs professionals, encourage, support, and promote LGBTQ students to be successful inside and outside of the classroom. There is an increasingly significant need to support LGBTQ undergraduate students. We addressed the need through an examination of relevant theory and literature and case studies. The audience participation and discussion was encouraged.

During the presentations we presented a list of terminology on LGBTQ, presented a diagram of sex, gender, and sexuality, and analyzed at a model of coming out. We looked at how as academic advisers, we often times have to provide counseling and mentoring – to help students develop their professional and personal identities.

Allison and I encourage academic adviser to:

·      Become more knowledgeable about sexual orientation

·      Include sexual orientation in definitions and discussions of diversity

·      Use same-sex examples in the classroom/meetings

·      Display safe space signs and other indicators of support

·      Recognize the value of having visible LGBTQ faculty and staff

·      Confront homophobic and heterosexist behavior, and respond to harassment, violence, and vandalism based on sexual orientation

Innocent butterfly

Innocent butterfly. I took the picture on Saturday, April 21, 2012 during VEISHEA 2012 on my way to get a cherry pie.

First Generation Mexican-American (Latino) feeling invisible and lost

As a first-generation student, it is challenging to explain to my parents my college experience, what I do in my professional and academic work. Because the admissions, financial aid terminology doesn’t translate in Spanish. How do we translate the terminology to our parents? Most important, how do we translate our experiences to our parents? As I am speaking I recognize that my parents might not even understand what I am saying (writing), and some other individuals are in the same situation. This is when I have to check if I have lost myself. If I have lost my culture. If I am no longer a Mexicano and Latino. Because I am invisible to society, my family and sometimes myself; I have crossed intellectual, psychological and emotional borderland.

Talking about the Mexican culture is hard work, because it is rich in history, traditions, and culture. We can talk about the Mayas, Aztecs, Las posaditas, independence day, Benito Juarez, Vicent Fox, the government, delinquency, enchiladas, pozole, Cancun, Ciudad Juarez, and many other topics.

It is even more challenging for us to speak about the Mexican-American culture, because we have the privilege and struggles to combine and sometimes we choose one or the other culture. It is hard to understand the complexity of one-self. It is hard to adjust to only just one culture and forget about the other. It is hard to grow-up trying to create my own path to success without guidance, because my parents, my brothers, and cousins did not obtained a degree in higher education, nor did they grew-up in what we, U.S. society, consider a melting pot.

It challenging to explain to my grandparents, parents, uncles, and aunts my struggles because they were raised in what I consider to be not a melting pot, but a salad bowl. The onion stayed the onion, the tomato stayed the tomato, the lettuce stayed the lettuce, with maybe a little Russian or Italian dressing. And it tasted real good. No one lost their identity, strong Mexicanos, and I thought life suppose to be the way. It is extremely important to have this conversations because as time moves forward, we are changing and society is changing us.

George Washington Carver

"One of the things that has helped me as much as any other, is not how long I am going to live but how much I can do while living." - George Washington Carver

As a graduate student in the Office of Multicultural Students Affairs (MSA) Office at ISU, Fall 2010 – Fall 2011, I worked with a team to implement the George Washington Carver (GWC) Scholarship Program by teaching two courses each semester, University Studies 105 and 106, including developing class content and delivery. I also helped GWC Scholars and the MSA Office and other campus departments with scholarship, student recruitment, and retention. In addition to fulfilling the requirements of my position, I made myself an available resource to students, both professionally and personally, by creating meaningful relationships, critical conversations, and developing a safe environment.

In my current position I continue to make myself available to GWC Scholars and the MSA Office staff. This semester the GWC staff invited me to participate on the GWC Academy field trip to visit the George Washington Carver National Monument in Diamond, Missouri.

Yesterday, March 31, 2012, 20 Scholars, a MSA staff and I visited the George Washington Carver National Monument. It was a great experience visiting the national monument. We had the opportunity to hear and learn more about his life, as we were walking and exploring the national monument.

My favorite place was the Carver Trail, a popular place to stop and rest and the Boy Carver Statue is located too, where it is believed that GWC started to experience with plants. Next to the statue a pond is located, then the original foundation of the house where he grew up.

My favorite activity was in the Carver Science Classroom. We created peanut milk. Everyone was given two peanuts, we took the peanut out of the shell, and we smashed the peanuts, and then added water and mixed all the peanuts until it turned white, peanut milk. It was simply and easy.

Often times, GWC is referred as the “peanut guy.” When in reality he was more than just the peanut guy. He was the world’s most significant scientist.

Carver’s inventions and contributions:

• About 300 peanut-products
• Sweet potato products
• Soybeans into plastic
• Wood shavings into synthetic marble
• Cotton into paving blocks
• Crop-rotation methods giving special stress to nitrogen replenishing role of legume products

Carver’s Recognitions

• “One of world’s most significant scientists” – Franklin D Roosevelt.
• Carver Research Foundation at Tuskegee, in his name.
• His birthplace was declared as a national monument in 1953.
• Multiple patents for his inventions (of course!)
• Was widely recognized for his humility
• Honorary doctorate from Simpson College (1928)
• Honorary member of the Royal Society of Arts, England. In 1923, he
• Received the Spingarn Medal in 1923.
• Roosevelt medal for restoring southern agriculture (1939).
• National monument dedicated to Carver and Carver’s inventions (1943 July 14).

ACPA 2012

From March 22, 2012 through March 28, 2012 I am participating in the 2012 American College Personnel Association (ACPA) Convention in Louisville, Kentucky. This is my first time that I participate in ACPA and my first time visiting Louisville, previous years I have only participated in Student Affairs Administrators in Higher Education (NASPA). Both of the conferences and associations have been a positive experience for me.

In 2011 NASPA Region IV-E Conference I had the opportunity to compete in the case study, Allison Severson and I obtained first place in the competition. In 2012 ACPA, I am presenting two round-tables sessions.

The first session is Greek Advisor Survivor: Understanding the between Greek Life Councils’ Cultures, presenters Jessica Knerr, Lyston Skerritt, and I. his round table discussion will focus on the unique characteristics of four common undergraduate fraternity/sorority councils and strategies for student affairs professionals to advice and create policy more effectively. Attendees will acquire a better understanding of the cultural context that defines NPHC, IFC, Panhellenic and MGC operation through sharing ideas and strategies that have worked on different campuses. Presenters will evaluate the role of student affairs professionals in increasing collaboration between councils and dispelling prejudice and stereotypes.

The second sessions is called Reconceptualizing Leadership Development for Latino/a Graduate Students, presenter Dr. Nancy J. Evans, Dr. Mary Jo Gonzales, and I. Gabriel Barela and Amanda-Rae Barboza are joining me and Dr. Evans to present because Dr. Gonzales was not able to attend. In this session we will look at the Latina/o Leadership development. How do we empower Latina/o graduate students to aspire to higher education leadership? More importantly, how do we, as higher education professionals, encourage, support, and promote Latina/o graduate students to become our future leaders? There is a significant need to support Latina/o graduate students through culturally appropriate means to increase the number of Latina/o higher education leaders and enhance their potential leadership options. We will address this need through examination of relevant theory and literature and discussion of case studies.

Overall, I am enjoying the conference. I am growing as a young professional. The sessions, presentation and speakers are helping me to take new ideas and implement them at my current institution. The networking is AMAZING! I have had the opportunity to reconnect with old and new friends that are working at different institutions in the student affairs field.

A swan's spring beginning

Lancelot's first spring day at Lake LaVerne, Iowa State University.

My first Spring Break working

What did I do during Spring Break 2012?

Spring break 2012 is my first Spring break that I work as a professional at a university. For the past 5 years, as an undergraduate and master student, I traveled every Spring break. Friends and I planned in advance our Spring break. We visited Chicago, Houston, South Padre, Omaha, Kansas City, among other cities across the United States.

As I mentioned earlier, Spring break 2012 was my first spring break to be working full-time at a university setup. I felt somewhat out of place; most of my cohort and friends traveled back to their homes or to a different city. This spring break I was not able to travel, but I was able to get a lot of work done in the office. Here are some of the projects that I worked on:

• Painted the walls office.
• Cleaned and re-arranged the office.
• Met with a few students to talk about Fall and Summer 2012 class registration.
• Met with prospective students and their families.
• Finalized the planning for the second multicultural portfolio workshop.
• Working on my ACPA presentation.
• I was able to complete other projects that I had not had an opportunity to complete.
• And, I had the time to reflect.

During this Spring break I did not travel. However, I stayed to work on various projects in the office, and reflected how everyday I continue to grow as a scholar, and professional. It has only been four month that I been at my current position. I am professionally content. I cannot complain, I have not graduated yet, and I already have a job. J Graduation is in 48 days, Friday, May 4, 2011.

My journey at ISU

As I continue working as a student affairs professional at the university level, my goal is to educate and influence students to pursue higher education. The College of Human Science and Department of Educational Leadership and Policy Studies (ELPS) at Iowa State University (ISU) have helped me attain the necessary tools to navigate my role as a student affairs professional in the world of academics. During my experience in the master’s program for student affairs at ISU, I have been actively involved inside and outside the classroom by participating in meaningful and critical conversation with ELPS instructors, members of the 2011, 2012, and 2013 cohorts, colleagues from the Office of Multicultural Student Affairs (MSA), College of Design, and other professionals across the university. My experience both as a graduate assistant and student has helped me dig into the buffet of activities at the ISU. Not only will I be graduating with a master’s degree (M.Ed.) in student affairs, but I will also be graduating with a firm knowledge of what I love to do: helping students succeed in the college setting.

One needs to learn from the best to become the best, which I believe is found in an educational setting where theory is translated to practice. In the course of my academic work, graduate assistantship, practicum experiences, conference attendance, and presentations, I had the opportunity to apply and translate theory to practice. Through my journey at ISU, both inside and outside of the classroom, I have achieved my personal and professional goals, as well as the learner outcomes for the master’s degree in student affairs. Tomorrow, March 5, 2012, I will present my learning portfolio, I will share three learner outcomes that I believe best depict how I have become a better student affairs professional and have acquired the skills necessary to accomplish my goals.

C.L.A.P. with Science Bound

Science Bound at Iowa State University is changing a generation through science and math education. Science Bound is a pre-college program to increase the number of ethnically diverse student who pursue ASTEM (agricultural, scientific, technical, engineering and mathematics) degrees.

Students are invited to participate during the end of their 7^th grade year. Student participants must meet program requirements, including satisfactory completion of a science fair project and an essay that demonstrates a desire to give to, and learn from Science Bound. High school participants must maintain a grade point average of at least 3.0, participate in 75% of the program activities, and present a satisfactory oral justification yearly for continuation.

Iowa State University provides core administrative and financial support, including scholarships. Regular meetings with teachers and visits to the Iowa State campus are the program's core. Additionally, students participate in summer academic programs, overnight retreats, and study tables.

Science Bound is an opportunity for students to learn more about higher education, and if the student successful completes the high school program, and meets the admissions to Iowa State, and pursue a technical degree, the student will receive a full-paid tuition scholarship from the university.

Students expose to higher education, at an early age, benefit by developing a more positive attitude towards science, math, and improve their academic achievement.

My first experience with Science Bound students was on Saturday, February 25, 2012 at the Iowa State campus. Over 200+ students participated in a day full of educational events and sessions. During each session students had the opportunity to learn more about the ASTEM degrees, ask questions to students, faculty and staff, and heard motivational speakers.

At the beginning of the day I was challenged to have meaningful interactions and conversations with the 7^th - 12^th grade students. At some point, I had to stop to think and reflect on my previous experience teaching 3^rd grade and high school classes in Elsik High School, Houston, and asked myself how can I have an effective interaction with students.

I was challenged to interact with the students participating in the event, because I have been working with college students. College students are expected to be more mature, they are responsible for their own behavior and own learning. While high school students still need someone to consistently remind them about their behavior and responsibilities. Yes, there are some college students that still have not change their behavior or responsibility from high school, so responsibility is to challenge them to develop leadership and personal integrity, demonstrating respect for others, and understanding the value of individual responsibility and hard work.

In Science Bound I learned how to C.L.A.P. and how to help student succeed with P6.

Check your attitude
Lean in and learn
Ask and appreciate
Participate

P6 = Proper planning and preparation produces powerful performance.

During my experience with Science Bound I learned some new techniques to inspire the uninspired, how to have effective interactions with students. Also, it was a great opportunity for me to reflect on why I enjoy the work that I do: helping student succeed.

Relating my experiences to their experiences

The pozole and menudo (Mexican red soups) were made for special occasions to celebrate family gatherings, the tasty tamales were made during the holiday season, winter break, the pastel de tres leches (three milks cake) during birthday celebrations, and the pinto beans were cooked as an everyday meal. The streets were full of color, the public transportation was full of people with their grocery bags, and the children played soccer or hide-and-seek in their neighborhoods. But my reality, in a new town, Madison, NE, seemed unreal. The pozole and menudo were transforming into chicken noodles, the tamales into pizza, the pastel de tres leches into brownies, and the beans into french-fries potatoes. Everything was different. Slowly, I learned to adapt to the American culture because that is the way society does things around here. I was forced to learn English fast because there were not many Latinos around with whom I could have communicated in Spanish.

I learned to value what I had left behind at home [Mexico] when I tried to make friends at my new school. In Mexico my friends never made fun of me. In Madison, students were amused with me because I was the new student who did not speak English, and if I spoke English I would sound humorous to others because of my accent. During the phase of making new friends I had the power to ignore those people that did not accept me for who I was. Being the new kid in school who did not speak English was not fun but it was a learning experience. I learned that I am an intelligent young man because of my capacity to learn a new language quickly, adapt to a new culture, and with aptitude I am able to form friendships. I faced many challenges and I bravely confronted others until I felt accepted in a new culture.

Today, as a student affairs professional, in my current position, I have the opportunity to work with international students. I am able to relate my experiences to their experiences. Over the past three months I have learned to recognize that some international students are challenged to adapt to the American culture. They do not understand why in America we focus so much in race and ethnicity. Then, I have to have a conversation and explain why are we asking for acceptance, that historically has not been recognized. They miss traditional homemade food; they miss their family and friends. I have learned to ask about their experience, to create a safe-space, to validate those experiences and their identities, and to provide mentorship, resources and support.

I ask international students, “How is your experience?” I am amazed to hear the challenges and adventures that they face. I am more surprise to know that they do not have faculty and staff that ask them about their experiences. My goal is to see them succeed in their academics and in extra curricular activities, so they can take leadership position.

MBLGTACC 2012

Midwest Bisexual Lesbian Gay Transgender Ally Conference (MBLGTACC) 2012 was hosted this past weekend, February 10^th-12^th, at Iowa State University. The conference was chaired by valerie guerrero and Christine “Petey” Peterson, both are good friends of mine, and my scholar sisters. Both of them inspire me and challenge me in different ways to see things from a different lens, to create safe-space, critical and meaningful conversations with others.

I arrived to the conference on Saturday, February 11, 2012. On Friday, February 10, 2012, and the morning of February 11^th, I was in Minneapolis with students from the College of Design visiting different design firms (graphic design, architecture, interior design, landscaping architecture, industrial design). This trip was with the purpose to help students network with firms and companies, so in the future students can apply for internships or job openings. During the trip I was constantly checking the social media networks (Twitter #mblgtacc2012, and Facebook) to get updated with all the events of MBLGTACC.

I was only able to participate in the conference for a couple of hours both days Saturday and Sunday. Saturday night I had the opportunity to attend the Pandora Boxx show, I got to see students learn a dance routine to a Lady Gaga song, and then I got to enjoy the drag and queen show.

Sunday morning I volunteered to help in a workshop session, Theater of the oppression. In the workshop, I got to see students share their personal stories through their personal movement, facial expressions, and sounds. This workshop gave me the opportunity to reflect about my own sexual orientation, and personal believes. As I reflected about my personal experiences, I got to see and listen to students’ experiences through the movement of their body, sounds, and facial expressions. The students’ stories were powerful, their tears were powerful and spoke loudly the pain that they had or are facing because of their sexual orientation.

Overall, I am pleased to have participated in the conference for a few hours, and to see that MBLGTACC created a safe-space for the LGBTQ community in the Iowa State University campus. In the conference program my name was publish under the planning committee. I did not too much for the conference, but attending to this conferences it made me realize that I need to be involve by helping my communities, and other students to create a safe-space and environment where everyone is treated equally.

Dream it

If you dream it, it will happen.

Was I hired because I am Latino?

The first fourth chapters of Job One book, edited by Peter M. Magolda and Jill Ellen Carnaghi (2004) provide an introduction of the experiences of other student affairs both graduate students and professionals. Their experiences are relevant to my current experiences. Chapter two, Are They Hiring Me Because of the Color of My Skin?- Christana Johnson, caught my attention the most. In November 2011 I was hired as a full-time employee at my current university. There were various times I asked myself if I was hired because I am Latino or because of my skills and experiences.

Men of color are not graduating. This reason made me wonder if I was hired, because I am a man of color, to help the institution to meet their numbers. I had to came to myself conclusion that I was hired because of my previous experiences, my potential to make a difference and be part of the change, and my ability to help students succeed.

Over the past two months I have been challenged to think outside the box and to implement programming for students. I am responsible for a budget, coordinate the diversity committee’s meetings and events, provide support to faculty, staff and students, and write the multicultural newsletter, among other responsibilities. These experiences have helped me gain more confidence on my personal and professional development. The responsibilities that I have, reassure me that I was hired because I am a skilled and talented student affairs professional. I am learning to be more confident in my decision-making – the decisions I make today, are going to follow me tomorrow.

I am proud that I have a full-time job before graduating with my master’s degree. But at the same time, I am starting to realize that I will be here for the next few years. This realization makes me sad because my cohort members will be leaving soon to start their first job. Soon I will need to find another strong group of friends – I need to build a sense of community. I have started my job; I will continue to do my work by developing programming, advising students, attending to meetings, and making decisions that will impact my current and prospective students, among other projects and responsibilities. While my cohort members will be learning a new culture, a new system, and meeting new staff, and friends from a new institution.

Using theory in practice

As an educator and student affairs professional my job is to help students succeed, by helping them engage in critical thinking and learning, inside and outside the classroom. In my short student affairs career I have noticed that every university is different, with different culture(s), mission, traditions, policies, procedures, regulations, research topics, leadership positions, educational curriculum, and students.

Every student is different. They came from different backgrounds and cultures, they have different traditions, talents, skills, concerns, challenges, and other students have similar interests. Without students there would be no need for institutions. Students are the energy and the power of the campus' life and culture.

Is my belief that every educational institution, should and must, challenged their students academically and prepared them for success in their studies, and for their participation in 'real life,' employment and global environments.

Unrepresentative-students can faced more challenges than the traditional-students. Unrepresentative-students are more likely to face different types of oppression or marginalization because of their social identities. A homosexual student is more likely to be targeted than a heterosexual student, because we live in a predominately heterosexual space. Latinos or African American students (students of color) are more likely to be marginalized than Caucasian students in a predominately white institution. A student in a wheel chair will face more challenges than a student with the ability to walk.

It is important to understand that everyone is different. Everyone has different challenges and different needs.

In the student affairs master's program, Iowa State University, I was prepared to work with individuals at different levels by using theory to practice, and practice to theory. A theory that woks for one individual may not be helpful to others. As a student affairs professional I am capable of developing alternative interventions to provide various forms of support to individuals at different stages of their development as person, student, scholar, or leader.

Feeling and thoughts

No creature can fly with just one wing. No human can soar without heart and head-feelings and thoughts.

Last Semester

I can not believe this is my last semester, Spring 2012, of graduate school at Iowa State University, I am expected to graduate in May 2012 with a masters in education (M.Ed.). I decided to attend Iowa State University because of the outstanding and national recognized Educational Leadership and Policy Studies (ELPS). I am very content with my decision I made 2 years ago, to attend Iowa State University to obtain my master. During the past 3 semester I have had great opportunities. I have found a new passion for research, I have travel to present at various conferences at the national and local level, I have met scholars from across the country, and lastly, I have made strong relationships with Iowa State University's faculty, staff, and other students. I been challenged on different levels inside and outside the classroom. I have learned to work with students from different background by providing them with a strong support and a safe learning environment. I know that my experiences at Iowa State University, ELPS, I have grown a scholar, leader, and person. This semester I will be writing in my blog about my previous and current experiences inside and outside the classroom and relating the reading from Higher Education 598, Capstone Seminar.

Educational Revolution

Currently, an educational revolution is going on, and I want to be one of the leaders of this revolution by educating and building a better world through accurate and culturally responsive knowledge and pedagogy.