Resident Assistant Highlight: Shaina Marie Agonoy-Pasucua

^{Shy Yamasaki, Staff Writer}

Resident Assistants, or “RAs” here on campus, do and provide a lot of resources for us students. The RAs at SMU are very hardworking and dedicated and hold a special place in our hearts for how much they do for us. RA’s create and host events based on our Benedictine Values and can help us learn more about leadership as well.

Let’s introduce Shaina Marie Agonoy-Pasucua. She is a second-year RA while being a third-year, balancing her double major in Psychology and Criminal Justice. Shaina became an RA because she had a constant desire to be involved here on campus. As well as looking up to her RA she had during her freshman year and did a lot of work for her floor. Additionally, she had experience in high school in many different leadership positions. Nonetheless, she wants to be an example to many other students here to become an RA and be involved with housing. 

Since Shaina is an upperclassman RA, getting residents on her floor to participate in events is difficult due to their busy schedules. Shaina shares that “Juniors and Seniors care most about graduation and other matters. Due to time and schedule conflicts, particularly those involving gradation and time consumption, different grade levels radiate different energy than freshman grades.” She wants to make sure that the last years for our juniors and seniors are memorable. Something that she is happy about is that being an RA means she is working with amazing student leaders who are also dedicated to meeting the needs of residents. Additionally, she enjoys event planning, so she uses resources here at SMU to host events for the student body here on campus. Becoming an RA can put different situations into perspective and allow for learning opportunities.

Shaina also shares that she can “see how committed student leaders are to providing an experience for students, particularly first-year or newcomers. Relating to hospitality and community living, our benedictine values which is one of the main goals to provide excellent service recognition to our campus residents. Since I may have a lot going on as a senior and double major, I can’t help others if I can’t help myself.” She wants to share a tip with everyone: being a good RA or student leader doesn’t mean we have to live how other residents or students expect of us. Additionally, “if anyone refers others as a ‘good student leader or RA’ or if someone does not acknowledge your contributions, you don’t have to live up to that expectation in order to be one,” Shaina states.

As we continue into the next few years of college, we must recognize all the hard work, dedication, and perseverance all of our RAs show. You can show appreciation for what your RA does by attending some of the numerous hosted events around campus. It doesn’t hurt to try and be friends with your RA and create a bond with them. They support you, so take opportunities to let them know you are thankful for it.

Saint Martin’s Future Teachers: What They’re Learning About, Struggles They’re Dealing With, And Aspirations They Have

^{Kayla May, Staff writer} 

In James S. Coleman’s report, “Equality of Educational Opportunity”, he stated that “the quality of teachers shows a stronger relationship [than school facilities and curricula] to pupil achievement,” and “teacher quality is one of the few school characteristics that significantly affects student performance.” With these quotes in mind, we look to examine what Saint Martin’s University education majors are working on to teach at a high quality.

The College of Education and Counseling (CEC) here at SMU has achieved great things over the past school year. Some of these accomplishments include implementing a Special Education curriculum, one of the only universities in the state to offer this as a dedicated major.

This program provides training to work in inclusionary classroom settings, a resource room, or a self-contained special education class. Tia Ridings, a junior softball player, explains that she is currently learning about IEPs, 504 plans, and other accommodations in the classroom, material that falls within the special education classroom.

The CEC was also able to save $90,000 in instructional costs over the course of the year, are working towards getting CACREP (The Counsel for Accreditation of Counseling and Related Educational Programs) accreditation and have maintained their over 95% retention rate for education majors. You can read more about their progress in their fall/winter newsletter for the 22-23 school year.

They recently just had a Jamboree where they were able to “strengthen community and feelings of belonging” with education students from all programs. They had fun activities for the students to engage in and conversations about education and their practical experiences.

Alisha Saucedo, a sophomore, shares, “The education department professors are some of the most kind, caring and understanding people at this university.” Dr. Julie (Seok Young) Moon exemplifies these characteristics. Dr. Moon is one of the three faculty that was highlighted in the CEC fall/winter newsletter. Her objective has been “to help students with diverse backgrounds develop a positive self-identity”.

Samantha Harding, a junior, has this same goal. When asked why she wants to be a teacher, she answered, “Several generations have been robbed of an authentic and meaningful education due to their identities, so I want to be that educator that changes the direction and mindset of students in which inspires them to speak up about the obstacles they encounter and find passion for learning.”

The students’ visions are clear, but the path to get there isn’t always so smooth. I asked some of the students to open up about some things they’ve been struggling with. Saucedo shared that it’s been a struggle “developing creative, engaging and clear lesson plans in isolation of a curriculum, unit plan, or in-depth knowledge about a body of students I aimed to teach through the lesson.”

Giving a student-athlete perspective, Ridings explains that the 30 hours each term for practicum one and two have been a lot for her. “I’ve struggled with balancing our outside of class practicum classroom hours with all the other schoolwork, softball, and self-care time,” she shared.

Harding told me she’s been struggling with imposter syndrome. She further explained by stating, “I’m a third year, halfway done with my undergrad experience, and I am also a first-generation college student. With both of these identities intersecting, I find myself questioning my abilities or skills regarding teaching.”

Some bumps on the road aren’t enough to stop these future educators. “I can’t wait to become a teacher to begin empowering, presenting, and advocating for all students,” says Saucedo, who’s interested in teaching second grade.

Ridings, looking to teach kindergarten, says, “I’m excited to go into a field I’m passionate about and be able to help kids be who they are and inspire them to help change the world.”

The Coleman Report sparked a conversation about what our education system should look like going forward. Almost 60 years old, some of the issues brought up in the report are still an issue today. Luckily, we have future educators such as Ridings, Saucedo, and Harding who are dedicated to making real, lasting changes.