Running head: LEARNING OUTCOME NARRATIVE 1

Learning Outcome Narrative Areas for Growth

Hope E. Howard

Seattle University
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Learning Outcome Narrative

This learning outcome narrative serves as an integrative assessment of my areas for

growth in the ten Student Development Administration (SDA) learning outcomes.

Areas for Growth (LO 1,4,9, & 10; Artifacts B, C, E, & F)

I entered the SDA program wanting to learn about student development theory and the

history of higher education in order to better inform my practice as a student affairs practitioner.

What I didnt realize was that in learning theories and history, I would discover that the system

of higher education is broken. I have realized, through academic and co-curricular experiences

that the systems and policies in higher education, which were created for those holding dominant

identities, have not been properly adapted to provide equitable access and support to students of

marginalized identities. Thus, when I think of an integrative theme in which I have grown

during my time in the SDA program, I am drawn to a theme of finding my place as a student

affairs professional in this broken system of higher education. I strongly identify with the social

change model of leadership, which calls for purposeful, collaborative, values-based leadership

resulting in positive social change on behalf of others (Komives & Wagner, 2012). It is of vital

importance that I am able to discern how I can best utilize my personal identities and

professional strengths to make a positive impact on students.

Demonstrated Understanding of Learning Outcomes

Understanding the field of student affairs is the first subtheme, which encompasses LO

#1 and LO #4. LO #1 involves a comprehensive understanding of both the foundations and

current state of student affairs. LO #4, informed by the Jesuit Catholic tradition, is centered on

diversity and focuses on moving toward justice in our global society. Key dimensions of this

subtheme include: knowledge of the history of higher education; multicultural competency;

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social justice-informed practice. SDAD 5300 Foundations of the Student Affairs Profession and

SDAD 5400 Student Development Theory, Research, and Practice provided me with a

foundational curricular understanding of the field. In SDAD 5400, we learned that multicultural

competency is the responsibility of all student affairs practitioners (Pope, Reynolds, & Mueller,

2004). It is in this course and through my advisement of a diverse group of students in my

Graduate Assistantship (GA) role in Wellness and Health Promotion that I began to develop in

many of my personal and professional identities, especially in my identity as a person of mixed-

heritage. I also worked to recruit a more diversely representative pool of students and facilitated

a team dynamic that centered discussion about social justice and diversity, for example in

response to the MRC coalition. Another example of this growth is my facilitation of Orientation

Leader training at Cornish involving a cultural demonstration to challenge students to question

their assumptions about peoples culture-influenced behavior. Artifact E shows my growth in

multicultural competency in regards to NASPA/ACPA competency guidelines and my plan for

future professional development, as I highly value continued learning in these dimensions to

strengthen my understanding of the field.

Questioning systems at play is the second subtheme, which encompasses LO #4 and LO

#9. LO #9 involves an understanding of how law, policy, finance and governance impact higher

education. One of the most formative academic experiences that shaped my understanding of

policy was SDAD 5750 Best Practices in Student Services because we had the opportunity to see

how different institutions and departments gain funding to sustain themselves within the policies

either under the State of Washington or private sectors. In Artifact C2, I demonstrated my

knowledge of how institutional missions and values impact their definition of student success.

Additionally, my internship at Cornish College of the Arts was an opportune time to observe the
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effects of financial changes on an institutions staff and students as there was an emergency

budget crisis that resulted in various changes in leadership and staffing.

Enhancing my professional identity is the third subtheme, which encompasses LO #10.

It takes a lot of introspection and reflection to establish and enhance a persons professional

identity. Artifact B serves as evidence of the time and effort I put into reflecting on who I want

to be and how I wish to show up in this field. SDAD 5900 Student Development Capstone

Seminar has provided me the curricular opportunity to further hone in on who I want to be as a

student affairs professional. One unique co-curricular opportunity that has helped me feel

confident in my professional role as a mentor to students was being a Husky Leadership

Certificate mentor to an undergraduate student at the University of Washington. As a mentor, I

was able to help my mentee realize her potential and see herself as a leader, which in turn helped

me enhance my leadership and mentoring skills. Artifact F highlights my plan for continual

professional development, specifically including elements to help me revisit my values and

identities in my future roles.

Demonstration of Development in Learning Outcomes

Prior to entering the SDA program, I had very little knowledge about the history of higher

education, student development theory, or social justice. I knew that I wanted to understand the

theory behind the work that I was practicing, because I felt lost as a practitioner-practitioner

(Komives & Carpenter, 2009). Although my undergraduate major of study was public health, I

had only scratched the surface of understanding how ones identity and access to education

impact their chances for well-being and a happy life.

During the SDA program, I realized that education is not equal in this society, in either

access or quality (Steele, 2010, p. 47). I also learned that although society tries to explain poor
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outcomes of minority students by focusing on their deficiencies, it is vital that we recognize and

encourage their cultural capital as well (Steele, 2010; Yosso, 2005). I reflected on my identities,

even coming to realize a new racial identity, and how they impact my worldview and

professional identity. During SDAD 5750 Best Practices in Student Services, I was able to truly

see how the history of higher education, systematic oppression, diversity, and social justice were

connected to my professional identity as an advocate for change. As shown in Artifact C2, it

was through the experience of visiting three different campuses that I was able to realize that

student success for inclusive excellence requires the institution and, thus, the student affairs

professional to remove barriers to success and give students of marginalized backgrounds a more

equitable start by addressing institutional structures, systems, and policies that create the barriers

in the first place.

It is with this equity-minded approach that I hope to continue as a researcher and

practitioner in the field of higher education. Artifact F shows my commitment to develop

competencies related to multicultural competence, staying up-to-date with current events in

higher education, and continuing to develop my professional identity. I hope to become involved

in committees and professional organizations that will continue to push me to be a better, more

equity-minded practitioner who seeks to understand, questions the system, and always has the

good of others in mind.

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References

Komives, S. R., & Carpenter, S. (2009). Professional development as life-long learning. The

handbook of student affairs administration, 3, 371-387.

Komives, S. R., & Wagner, W. (2012). Leadership for a better world: Understanding the social

change model of leadership development. John Wiley & Sons.

Pope, R.L., Reynolds, A.L., Mueller, J.A. (2004). Multicultural competence in student affairs.

San Francisco, CA: Jossey-Bass.

Steele, C.M. (2010). Selected readings. Whistling Vivaldi: how stereotypes affect us and what we

can do. New York: W.W. Norton & Company.

Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community

cultural wealth. Race ethnicity and education, 8(1), 69-91.