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Graduation Date

2026

Document Type

Portfolio - Campus Access Only

Degree

Master of Social Work (MSW)

Degree Name

Social Work

School or Department

Social Work

Abstract

My professional academic work is grounded in a commitment to advancing equitable access to higher education for students historically underserved by institutional systems in the state of Montana. As an Indigenous professional (Blackfeet/Cree/Assiniboine) and Associate Director of the Montana 10 (MT10) program at the University of Montana and Missoula College, I approach my role through an integrated lens of social work practice, educational leadership, cultural humility, and community accountability. This portfolio reflects not only my development within the Advanced Standing MSW program, but also the intentional alignment of my professional practice with social justice and wellness principles focused on rural, low-income, and Indigenous student populations (Finn, 2021).

MT10 is a statewide initiative designed to improve retention, credit completion, and graduation outcomes for Pell-eligible students, particularly those from rural Montana communities and tribal nations. Within this role, I supervise advising staff, oversee program implementation, and collaborate with institutional and state partners to influence policies that shape student success. While program effectiveness is often measured through quantitative outcomes, my work is guided by a more critical question: who is being asked to succeed within systems not designed with them in mind, and at what cost? This question has shaped my development as a social worker and academic support professional, pushing me beyond compliance-driven models of success toward a practice grounded in critical reflection, power analysis, and institutional accountability (Finn, 2021).

My approach is informed by anti-oppressive practice, trauma-informed care, and community-centered frameworks that examine how systems simultaneously support and constrain individuals (Pyles, 2021). At the same time, I integrate Cognitive Behavioral Therapy (CBT) and systems theory to bridge individual and structural perspectives. CBT supports students in reframing internalized barriers such as self-doubt and academic anxiety, while systems theory situates these experiences within broader institutional, familial, and socio-economic contexts, particularly for those who may struggle against systemic barriers by internalizing these factors as personal failure (Hocaoglu, 2023). This is where skills like motivational interviewing becomes essential. Together, these frameworks allow me to engage in practice that is both individually attentive, reflexive, and systemically aware.

Within MT10, this approach is reflected in how advisers and coaches support students in reframing negative beliefs, building self-efficacy, and developing practical academic behaviors aligned with their goals. At the same time, systems theory expands this work by situating student experiences within broader institutional, familial, and socio-economic, and political contexts; emphasizing that challenges related to persistence and completion are not uniquely individual, but are shaped by interconnected systems of opportunity and constraint (Michailakis & Schirmer, 2014). These systems are astutely and confoundingly referred to as the hidden curriculum at UM and Missoula College. Together, the theoretical frameworks mentioned earlier, allow me to engage in practice that is both individually focused and systemically aware, ensuring that interventions within MT10 address not only student behaviors, but also the systemic conditions that influence their educational opportunity.

A key tension in my work involves balancing program growth with ethical integrity. As MT10 has expanded, increased expectations related to recruitment and measurable outcomes have, at times, conflicted with principles of informed choice and student self-determination. These experiences have required ongoing critical reflection on my role as both an administrative program leader and a social worker; reinforcing the importance of transparency, relational accountability, and student-centered practice.

At the same time, I recognize the transformative potential of higher education when implemented with intention and cultural responsiveness. My approach prioritizes not only access, but sustainability, belonging, and alignment with students’ lived experiences. This includes advocating for holistic support systems, integrating culturally grounded practices, and creating space for student voice within program design and evaluation (Pyles, 2021).

My background in filmmaking and storytelling further informs this work, reinforcing the importance of narrative as a tool for meaning-making, healing, and resistance. We actively reinforce the understanding that we are all storied people and that everyone is continually adding chapters to their anthology. This allows us to remain socially accessible to others, particularly in moments of misunderstanding, disagreement, or when confronted by new or differing beliefs. More importantly, it allows us to check in with students by way of narrative driven updates and engagement. In short, we take an interest what is happening in their stories now, what choices are being made to help shape and guide their objectives, and in what ways they are practicing civil discourse.

This portfolio reflects the integration of these perspectives across my academic coursework, practicum, and professional responsibilities. It demonstrates my development across core competencies while emphasizing an advanced, integrated approach to practice. Rather than treating competencies as discrete elements, I engage them as interconnected processes that link ethics, justice, research, policy, engagement, and evaluation into a cohesive framework for professional practice.

The sections that follow are organized to reflect this integration. Competencies 1–3 highlight my development in ethical practice, social justice, and anti-oppressive approaches. Competencies 4–6 are presented as an integrated framework connecting research, policy, and engagement. Competencies 7–10 further extend this integration through assessment, intervention, evaluation and leadership as an ongoing cycle of practice. Together, these sections demonstrate my ability to operate across micro, mezzo, and macro levels while maintaining a commitment to equity, accountability, and continuous growth.

Keywords

Montana 10, MT10

Advanced Standing in Social Work Portfolio Project

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