Running head: LEARNING OUTCOME NARRATIVE-STRENGTHS ! ! ! ! !

Portfolio Learning Outcome Narrative-Strengths Anna Renzetti Seattle University

LEARNING OUTCOME NARRATIVE-STRENGTHS Portfolio Learning Outcome Narrative-Strengths Integrative Theme (LO #2, #4, #5, #6, #8; Artifacts B2, C3, F1, G, J) When I set out in pursuit of my graduate degree, a primary goal of mine was to

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develop my internal voice. Batxter-Magoldas (2009) concept of Self-authorship has been the theme at the core of my experience in the SDA program. Through course work and the valuable professional experiences Ive gained in this program, I have been able to develop an internal capacity to define my own beliefs, identities, and relationships (2009). Self-authorship has also been the guiding force in my work with students. I have dedicated my work to impacting students who are at a crossroads in their lives. I want to empower them to make meaning of their unique life-experiences as a way to propel them forward. I know that my strengths as a professional have come from my commitment to developing an internal grounding in myself and my unique journey. Learning Outcome Dimensions Advising and mentoring encompasses LO #2. In COUN 512 Career Counseling I learned how to advise on issues, challenges and questions that arise for individuals who are going through career transition. Also, MGMT 575 Leading with Emotional Intelligence has been monumental in advancing my abilities to listen, coach and empower others to speak their truth. In my graduate assistantship, I advise students who are in the Albers School of Business. Understanding the various pressures and demands that these students face has helped me relate and empower them to use their unique strengths and talents to grow professionally. Artifact F1 represents my comprehension of this learning outcome through my Letter of Promise from Megan Spaulding. Megan is my site

LEARNING OUTCOME NARRATIVE-STRENGTHS supervisor in the Albers Placement Center, and she speaks to my ability to meet students where they are at and show genuine interest and concern in their lives and career goals.

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Collaboration and Communication has been very important in my work within the SDA program. These concepts encompass LO #6 and #8. In my internship at Highline Community College, I collaborated with faculty and staff at various community colleges to develop best practices for Highlines career development curriculum. I presented my recommendations to an advisory committee, which required me to be insightful, yet professional in my communication. Artifact J represents my comprehension of this learning outcome through my presentation of my recommendations for a studentcentered, engaging career development curriculum. This also calls attention to my Artifact B2, my Professional Mission Statement, which mentions collaboration as a core value in my commitment to be an effective student affairs professional. Inclusion and Equity exemplifies LO #4 and #5. In EDUC 515, Multicultural Perspectives I learned about the importance of acknowledging the privilege I own as a way of working against inequality. Artifact C3, Mi Testimonio poem, demonstrates my comprehension of these learning outcomes. I wrote this poem about my personal struggles with carrying my privilege, but also having a voice for social justice. Also, my internship at Highline Community College within the TRiO program has opened my eyes to the challenges that underserved student populations face. I learned the importance of adapting services to meet the specific needs of TRiO students. Artifact G, my internship seminar presentation, also illustrates my understanding of first-generation college students and my commitment to educating the whole person, respecting all that they have endured and want to accomplish (LO #4).

LEARNING OUTCOME NARRATIVE-STRENGTHS Demonstration of Development in Learning Outcomes Past Prior to entering the SDA program I had developed my competency around Collaboration and Communication. As a Communication major at Western Washington University (WWU) I learned about the various techniques and approaches to communicating with different people and groups. Intercultural and Interpersonal Communication were courses I excelled in. Collaboration was something I was familiar with as a student, however I had never collaborated with professionals. Advising and

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Mentoring is something I have always enjoyed. At WWU I came in contact with students in the Communication Department who needed guidance and encouragement. I had never thought that advising students could be a career for me. Inclusion and Equity are topics I was familiar with from course work at WWU, however my understanding was very surface level. Present In SDAD 578, Student Development Theory, Research, & Practice, I learned about foundational theories relating to identity, social justice, multicultural competency, and learning. Schlossbergs (1995) Transition Theory has been a critical theory that guides my work with students who are coping with transition. In Artifact G, I illustrate my comprehension of LO #2, which speaks to my commitment and understanding of underserved student populations, whom often need more support through their transitions into and out of college. In Artifact E, I illustrate my comprehension of LO #5. This presentation was structured with the students and their learning styles in mind. I

LEARNING OUTCOME NARRATIVE-STRENGTHS incorporated Kolbs (1984) Experiential Learning Theory to insure activities touched on multiple learning styles, keeping students engaged in the topic area. Through many of my experiences in the SDA program, I have developed strengths associated with LO #2. Chickerings (1995) Identity Development Theory has helped me as an advisor and collaborator. In order to effectively understand and support students, it is critical to assess their stage of development and recognize the various identities they carry. In Artifact D, my Access, Equity and Diversity presentation from SDAD 559 The American Community College analyzes Cascadia Community Colleges programming for students with invisible disabilities. This project allowed me to think

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about student identity from an ability perspective and how to best serve students who are unseen and often struggle to get support on college campuses. Future In the future I hope to be in a position that will require me to have advise and mentor students. In my search for positions within career services, it will be important for me to be in environment where I can collaborate with other professionals to create innovative and inclusive services where all students feel welcomed and supported. Also, in my understanding of different leadership styles, I hope to collaborate with strong, ethical leaders, with the hope I will learn more about myself as a leader. Lastly, I plan to further my competency in Inclusion and Equity by continuing my service to students at community colleges. I believe in open access to education, and I plan to support institutions that give any and all students the opportunity to grow and succeed. Attending trainings, presenting at conferences, and being intentional about reading the narratives of others will also be apart of my development of this competency.

LEARNING OUTCOME NARRATIVE-STRENGTHS References Baxter-Magolda, M., Hall, M.H., & Parks, S.D. (2009). Authoring your life: Developing an internal voice to navigate life s challenges. Thousand Oaks: Jossey-Bass. Evans N., Forney D., Guido F., Patton L., Renn K. (2010). Chickerings Theory of Identity Development. Student Development in College (pp. 64-81). San Francisco, CA: Jossey-Bass. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall, Inc. Kouzes, J., Posner, B. (2012). Encouraging the heart. San Francisco: Jossey-Bass. Nash, R.J., & Murray, M.C. (2010). Helping college students find purpose: The campus guide to meaning-making. Thousand Oaks: Jossey-Bass. Roberts, D.M. (2007). Preferred methods of professional development in student a

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