Running head: ARTIFACT H: ASSESSMENT OF LEARNING OUTCOMES

Artifact H: Assessment of Learning Outcomes Seattle University Kara C. Adams

In the Student Development Program at Seattle University, I have grown significantly in my understanding and practice of learning outcomes #2-7. I exemplify this growth below through my knowledge of theory, examples from professional practice and coursework, and sharing implications for future professional practice as it relates to each learning outcome. I define understanding students and students issues as using an asset based lens to understand students individual and group identities, subpopulations, expectations, and challenges encountered. Multiple theories connect to understanding students: Astins (1985) Theory of Involvement,

ARTIFACT H: ASSESSMENT OF LEARNING OUTCOMES Eriksons (1968) Stages of Development (particularly stages 5 and 6 of identity), Kolbs (1984) Theory of Experiential Learning, Perrys (1968) Theory of Cognitive Development, and Baxter Magoldas (2001) Theory of Self Authorship. Yossos (2005) Theory of Community Cultural Wealth connects back to using an asset-based lens in understanding students. My American Community College (SDAD 559) paper on international students and my Shoreline Community College internship presentation, which addressed the variety of students I worked with (adult

students, homeless students, students with learning disabilities), exemplify my experience working with diverse student populations. In reflecting upon these experiences in writing, I realized that adapt and work with each student differently depending on their unique characteristics. In working with international students I explain processes more thoroughly and slower. In working with adult students, I recognize the life experiences that they bring to their learning, and approach my relationship with them in a reciprocal manner as a learner and educator. In my professional practice with service-learning, I consider the challenges and assets of student athletes, physically disabled, and international students as they engage with service-learning. Often there are different pre-service preparation and adjustments made throughout the service with these students, and I ask these students different questions about their autonomy in engaging with the community. In understanding students and student issues, Sharon Parks (2011) notion of probing commitment plays an importance in assessing what questions to ask of students to ensure they receive a balance of support and challenge. This learning outcome has implications for my future professional practice in remembering to consider students background and group identities, and to practice reflection and critical thinking on the biases and assumptions I bring to understanding students. I define exhibiting professional integrity and ethical leadership in professional practice as having an authentic understanding of my personal values, respecting the interest of multiple stakeholders, and continuously educating myself on the institutions values and the changing needs

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of students. The theory that resonates the most with me for this learning outcome is Dalton et al.s (2009) five domains of ethical responsibility and the multi-lens perspective on managing and modeling everyday ethics. This theory integrates well into practice in identifying who the stakeholders are, and how central they are to the issue at stake, in addition to helping one reflect upon which approach to use in addressing an ethical dilemma. From our readings in Capstone, I think Cornell West (2004) and Harvard President Summers both encountered ethical dilemmas in their conflict with one another. Cornell West had a strong sense of his ethical values, but lacked greater perspective of the institutions values, and lacked respect for all stakeholders. I think Summers acted too much within a top down approach. My Best Practices (SDAD 575) paper on internationalization within higher education, concerning the ethics of working with international and local agents, and my internship ethical dilemma papers, exemplify my understanding of professional integrity and ethical leadership. In writing these papers, I have a gained a strong understanding of thinking through the domains of ethical responsibility and the different approaches (top-down and multi-lens) that one can use to resolve ethical issues (Dalton et al., 2009). In my profession, I practice ethical decision-making when I consider conflicted interests amongst my colleagues in the development of community partnerships. This learning outcome has implications for my future professional practice in knowing that ethical leadership is about making ethical decisions in small actions as much as in big ethical dilemmas. As an educator, I understand and foster diversity, justice and a sustainable world formed by a global perspective and Jesuit, Catholic tradition through self-awareness, knowing/educating, and practice. This definition is based on Pope, Reynolds, and Muellers (2004) framework of multicultural competence: self-awareness, knowledge, and practice/action. Additional relevant theories are Yossos (2005) Community Cultural Wealth, and Critical Race Theory (Delgado & Stephancic, 2001). My SDAD 578 Theory Auto Ethnography paper exemplifies my growing self-

ARTIFACT H: ASSESSMENT OF LEARNING OUTCOMES awareness of my White identity/culture, and my SDAD 591 Assessment and Research in Higher

Education project demonstrates my use of a multicultural lens in the practice of assessment. In my profession, I utilized this learning outcome through educating myself on the challenges undocumented student encounter, and then changing the way our office addresses service-learning background checks. As a future professional, this learning outcome has implications with the changing demographics of the student populations over the next 50 years. I will stay up to date in learning about new student populations, as well as continuously work on self-awareness of my identities in relation to others. Adapting student services to specific environments and cultures involves understanding how contextual and environmental conditions influence learning, how institutional mission and values influence campus culture, and if student services are truly meeting and supporting students needs. Strange and Bannings (2001) four environmental perspectives (Physical, organizational, constructed, human aggregate) are important in understanding how different aspects of environments affect students. In addition, George Kuh (2009) theorizes how colleges contextual conditions (ecology, climates, and cultures) influence students learning. My Community College of the Future (SDAD 559) paper best represents my knowledge of adapting student services to specific environments as I dreamed up Juniper Community College that solely focused on the economic needs of the surrounding community and educating workforce students. In my professional practice as the Study Abroad Coordinator at Shoreline Community College, many of the students needed greater assistance in following the admission steps towards studying abroad. I adapted my advising services by using the phone more often than email to communicate with students, breaking down action steps into smaller chunks, and checking in with students more frequently. As a future professional, this learning outcome implies that I need to know my institutions history, mission and politics, and that I also need to be flexible in how I interact with and adapt to students.

ARTIFACT H: ASSESSMENT OF LEARNING OUTCOMES Developing and demonstrating skills in leadership and collaboration involves a strong understanding of ones own leadership style, a willingness to learn from experienced leaders who

challenge ones leadership model, and collaborating across departments within higher education as well as outside of higher education (government, K-12, community partners). Bolman and Gallos (2011) structural, human resources, political, and symbolic leadership styles provided with me with a theoretical lens that I apply in assessing my own leadership, and also to identify leadership strengths and differences among individuals within group work situations. Through my EDAD 570: Leadership literature review paper as well as my participation in the Leader as Consummate Politician: Politics of Higher Education Simulation Game, I demonstrated knowledge and practice of leadership through this coursework. As a service-learning professional, I collaborate with faculty, community partners, students, and staff to meet both the communitys and students learning needs through service and research community-based learning projects. An implication for my future professional roles is to always surround myself with leaders who have differing leadership styles. Utilizing assessment, evaluation, technology, and research to improve practice self assessment of professional practice means engaging in critical inquiry to determine the effectiveness/prove the legitimacy of student development services and programs in meeting the needs and interests of the intuition, intended student population(s), and/or broader community. Research methodological theories such as Schuh and Updrafts (2001) assessment practice in student affairs, and Creswells (2009) qualitative, quantitative, and mixed methods approaches research designs inform the practice of this learning outcome. Through my assessment project completed in SDAD 591 Assessment and Research in Higher Education and my graduate research project, I have demonstrated my abilities in assessment, evaluation, and research for improved practice. In my internship position at Green River Community College, I researched pre-arrival online orientation modules for incoming international students. This opportunity demonstrates my

ARTIFACT H: ASSESSMENT OF LEARNING OUTCOMES ability to utilize technology for improved practice. In Capstone, I found it helpful to complete a self-guided assessment on my student affairs professional competencies. I tend to spend more

energy conducting assessments for populations other than myself, but I will personally draw upon my professional self-assessment for at least the next five years. A huge implication for assessment in professional practice is to recruit and strive for inclusion of the marginal voices when obtaining data, and this implies being flexible with research methodology, and having a great awareness of self-biases. I have been my best in these six learning outcomes through my work/internship as a Study Abroad Advisor at Shoreline Community College. First, I had to learn about the diversity of students within a community college setting, and really understand each student on an individual basis. Second, I interviewed a top leader in the student affairs department on a time when she encountered an ethical dilemma. Third, I was very self-aware of my economic privileges. In addition, I educated and advised students from a global perspective. Forth, I adapted my advising style to the individual needs of the students. Fifth, I had to collaborate across campus with faculty, student activities, financial services, and the writing center in order to recruit and assist students with their study abroad applications and scholarships. Last, I did not conduct formal assessment, but this experience provided me with deeper context to base my graduate research project.

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References Bolman, L. G., & Gallos, J.V. (2011). Reframing academic leadership. San Francisco: Jossey-Bass. Creswell, J.W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage Publications. Dalton, J., Crosby, P., Valente, A., Eberhardt, D. (2009). Maintaining and modeling everyday ethics in student affairs. In G.S. McClellan, & J. Stringer (Eds.), The handbook of student affairs administration (3rd edition). San Francisco (pp. 167-186). CA: Jossey-Bass. Delgado, R., & Stefancic, J. (2001). Critical race theory: An introduction. New York: New York University Press. Evans, N. J., Forney, D. S., & Guido, F. (2010). Student development in college: Theory, research, and practice (2nd edition). San Francisco, CA: Jossey-Bass. Kuh, G. (2009). Understanding campus environments. In G.S. McClellan, & J. Stringer (Eds.), The handbook of student affairs administration (3rd edition). San Francisco (pp. 167-186). CA: Jossey-Bass. McClellan, G. S. & Stringer, J. (Eds.). (2009). The handbook of student affairs administration (3rd edition). San Francisco, CA: Jossey-Bass. Parks, S.D. (2011). Big questions, worthy dreams: Mentoring young adults in their search for meaning, purpose, and faith. San Francisco, CA: Jossey-Bass. Revised 10th Anniversary Edition. Pope, R.L., Reynolds, A.L., & Mueller, J.A. (2004). Multicultural competence in student affairs. San Francisco, CA: Jossey-Bass. Schuh, J.H., & Upcraft, M.L. (2001). Assessment practice in student affairs: An applications manual. San Francisco, CA: Jossey-Bass.

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Strong, C., Banning, J. (2001). Educating by design: Creating campus learning environments that work. San Francisco, CA: Jossey-Bass. West, C. (2004). Democracy matters: Winning the fight against imperialism. New York: The Penguin Press. Yosso, T.J. (2005). Whose culture has capital? A critical race discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69-82.