Running head: STRENGTHS LEARNING NARRATIVE 1

Strengths Learning Outcome Narrative

Elizabeth Weaver

Seattle University
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Innovative Practices

Learning Outcome: 1, 2, 3, 5, 7, 8; Artifact: A, B, C1, C2, C3, D, G

Over the last two years, the Student Development Administration (SDA) program has

guided and enhanced my professional identity and skillset as a student affairs practitioner. The

process has challenged me to reflect on my own abilities, knowledge, and experiences to inform

how I can contribute to the profession. As I reflect on my time in the program, the most

significant development has been my understanding of innovative practices in the field of student

affairs. Through academic coursework and my internship experiences, I exit the program with a

better understanding of promising practices, how to integrate technology in practice, and how to

build community in the context of higher education and student affairs.

Promising Practices

Learning Outcome: 1, 2; Artifacts: A, C1, C2

My framework for higher education and student affairs has been shaped by my own

experiences during undergraduate studies, and more recently in my professional roles at Seattle

University. Learning outcome one focuses on understanding emerging nature of student affairs

profession and higher education. One dimension of learning outcome one is my experience in

higher education as it relates private, four-year institutions. Artifact A documents my

professional roles serving students in enrollment services and positions that support program

development in the four-year context. I entered the SDA program with a strong foundation in the

structure of one institutional type. I was less knowledgeable on emerging issues of student affairs

because of the nature of my roles in more inward facing positions within the institution. The first

academic exposure to emerging issues was introduced by the foundational class, SDAD 5400:

Student Development Theory, Research, and Practice. A valuable takeaway from the course
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was the language I acquired and the connection of theory to practice. Yossos (2005) theory of

community cultural wealth provided a language for me to understand how the student experience

must be addressed from a multifaceted approach. Artifact C2 is a paper written in SDAD 5400

to identify promising practices for incorporating family engagement in college preparation

courses. The emerging nature of student affairs in this context is understood as family support

and engagement with the goal of increasing student success. Another emerging nature of student

affairs practice is the diverse population of students at community colleges. Early in the SDA

program I completed SDAD 5590: The American Community College, which introduced

elements of the community college structure and student population. Through the course

readings and site visits to local community colleges, I gained exposure to a student population

not typically found at a private, four-year institution. Artifact C1 highlights two student

populations at Seattle Central College in Advancing Educational Equity for Dreamer and

Veteran Students. This paper was my first exposure to community college environment and

current research on Dreamer and Veteran students. Artifact C1 also highlights my understanding

of learning outcome two, understanding students and student issues. The examples above

connect with issues of student support because promising practices are developed in order to

better serve a student population in need.

Prior to entering the SDA program, my understanding of emerging issues of student

affairs was limited to my professional positions. I had more of a foundation on issues in higher

education with enrollment services and online learning. The variety of course subjects, research

topics, and in-class discussion expanded my understanding of student identity development

(Chickering, 1969), transition theory (Schlossberg, 1984) and Baxter Magoldas theory of self-
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authorship (as cited in Evans, Forney, & Guido, 2010). These theories provide a framework for

understanding the student experience and guidance for navigating support for students.

Technology Integration

Learning Outcome: 8; Artifact: C3, G

In addition to strengthening my understanding of promising practices in student affairs, I

explored the use of technology integration as it relates to communication and awareness.

Learning outcome eight, communicating effectively in speech and writing, can be understood

by the written artifacts in my portfolio, but also the online content created in a blog for EDUC

5200: Social Justice. I was tasked with creating an online blog with information on a social

justice issue of my interest. Artifact G is a resource on Prior Learning Assessment as a tool for

adult students to increase their persistence to degree completion. Integrating technology is a

powerful way to communicate and present to an audience. The course on adult learning (EDUC

5130) focused in part on how to present information electronically since the course modality was

offered online. I developed a presentation proposal for a professional development opportunity

targeted towards practitioners working with adult students, Artifact C3. Additionally, I

understand learning outcome eight through the development of my mission statement (Artifact

B) created in SDAD 5900: Capstone Seminar. The development of my mission articulates my

focus and interest in student affairs and the direction I will take in future positions.

Before entering the program, the common method I used to present material to

individuals was PowerPoint. During my time in the program, I have learned how to leverage

technology to communicate effectively. There are many resources that I am now familiar with

that can present material more clearly and in way that is more engaging for the audience. I am

comfortable and confident in utilizing platforms such as Weebly, Padlet, VoiceThread, Prezi, and
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Pecha Kucha, to name a few. I learned robust methods of content delivery that are more

accessible and engaging than standard PowerPoint. Communication skills are essential to any

position that I may apply for and I believe I have expanded this skillset throughout the program.

Community Building

Learning Outcome: 7, 5, 3; Artifact: A, B, D

As part of my internship course (SDAD 5640), I worked with Seattle Universitys School

of New and Continuing Studies (NCS) to research best practices for community building with

adult student populations. NCS launched in 2016 offering degree completion programs and a

professional certificate for adult students. I was able to understand learning outcome seven,

utilizing assessment, evaluation, technology, and research to improve practice, by researching

community building efforts at Jesuit institutions offering adult degree completion programs. My

research illuminated that efforts to build community for adult students varied depending on the

institution. Learning outcome five, adapting student services to specific environments and

cultures, was also a focus of my internship with NCS. In collaboration with my site supervisor,

we evaluated community building efforts at five Jesuit institutions and discussed how programs

could be modified to match the Seattle University NCS student. The adaptation of programs

needed to speak to the characteristics of the adult student population. Considerations for

programming were time of day, day of the week, financial cost associated with events, and

whether the programming would be open to a child or partner. For the NCS adult student, all of

these factors were considered during the planning and implementation of a welcome event for

new and returning students. I received positive feedback from both students and staff within

NCS. Artifact B explains my mission statement as a practitioner in supporting students in a way

that is student centered. Having the ability to adapt programming and understand the student
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population is an area where I gained practice and support in my internship. Throughout the

internship with NCS, I actively exhibited learning outcome three, exhibiting professional

integrity and ethical leadership in professional practice. I had several years of work experience

before entering the SDA program, so I was confident in my professionalism and leadership

abilities (Artifact A). A measurement of my professionalism and understanding of learning

outcome three can be read in Artifact D, which is a professional letter of recommendation

following the completion of the internship. This document highlights my contribution to the

academic unit, as well as creating a community building program for the adult students, faculty,

administrators, and staff.

When I entered the SDA program, I knew that student support was paramount to the

success of students. SDA program courses in Theory (SDAD 5400), Foundations of Student

Affairs (SDAD 5300), The American Community College (SDAD 5590) all discussed the

importance of student support services. My internship with NCS broadened my understanding of

support services to the concept of community building to include three types of community,

student to student, student to institution, and student to faculty. The concept of different forms of

community connection for students impacts my understanding of how interconnected the student

experience is with administrative actions.

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References

Evans, N. J., Forney, D. S., & Guido, F. (2010). Student development in college: Theory,

research, and practice (2nd edition). San Francisco, CA: Jossey-Bass.

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

wealth. Race Ethnicity and Education, 8 (1), 69-82.