Navigating the landscape of Law, Policy, and Governance (LPG) within higher education requires a nuanced understanding of the intersecting legal, policy, and governance frameworks that shape institutional operations and strategic direction (ACPA & NASPA, 2015). My developmental journey through the advanced levels of the LPG competency has been characterized by engaging experiences that have significantly deepened my comprehension and skill set in this essential area, preparing me for impactful leadership in the field of higher education.

One of the cornerstone experiences in my LPG competency development was serving as the Student Representative on the Buffalo State University local governance board. This role provided me with a deep insight into the intricate processes of higher education governance, particularly through my involvement in the presidential search process. Engaging deeply in this process, I not only witnessed but actively contributed to the discussion and decision-making, ensuring that the student body's perspective was represented. My advocacy was crucial in challenging biases and promoting an equitable search process, directly aligning with the competency's advanced outcome of exerting appropriate and ethical influence on governance bodies (ACPA & NASPA, 2015). This experience highlighted the complexities of higher education leadership and governance, showcasing the importance of transparent and inclusive processes that meet the needs of diverse institutional stakeholders.

Further expanding my LPG competency, my participation in the Buffalo State University College Senate Standards for Students committee was impactful. In this role, I took on the responsibility of conceptualizing and authoring policies that would have an impact on student academic standards and experiences. Writing a range of policies, from non-degree student frameworks to the implementation of pass/fail grading limitations for micro-credentials, challenged me to navigate the intricate balance between institutional policy and the overarching legal landscape of higher education. This work demonstrated the advanced outcome of developing institutional policies that adhere to legal standards while fostering an equitable academic environment (ACPA & NASPA, 2015).

My academic coursework, particularly the Planning and Finance in Higher Education course, further contributed to my competency in LPG. Developing a strategic planning process for a case study provided by the Society for College and University Planning allowed me to critically engage with the processes of strategic planning from conceptualization through to execution. This assignment emphasized the critical role of collaborative leadership and policy alignment in achieving strategic objectives. This experience was pivotal in understanding the collaborative effort required in strategic planning and the importance of aligning such plans with broader institutional goals and contexts.

The culmination of my LPG competency development was during my student affairs internship at the University of California Merced, where I was tasked with developing a long-term divisional strategic plan. This project was not only a test of my ability to apply theoretical knowledge to practical challenges but also an opportunity to engage directly with institutional leadership in shaping the strategic direction of the division. The development of a strategic plan that articulated clear goals, objectives, and initiatives for a large division within the university was a testament to the importance of strategic alignment, stakeholder engagement, and the effective and equitable implementation of strategic plans (ACPA & NASPA, 2015).

Reflecting on these experiences, I recognize the integral role that a deep understanding of law, policy, and governance plays in the effective administration of higher education institutions. My active engagement in governance processes, policy development, strategic planning, and advocacy has equipped me with a robust skill set and a comprehensive understanding of the LPG competency. These experiences have not only prepared me for future challenges but have also instilled in me a commitment to ethical practice and the pursuit of equity within the governance and policy frameworks of higher education. As I look forward to my professional future, I am eager to apply these insights and experiences to contribute positively to the field of higher education, ensuring that policies and governance structures support the equitable and effective operation of institutions.