Running head: AREAS FOR GROWTH 1

Learning Outcome Narrative: Areas for Growth

Jalen M. Smith

Seattle University
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Learning Outcome Narrative: Areas of Growth

Introduction

I identify as a scholar first, and a practitioner second. This was a challenge for me as I

engaged in a practitioner-focused program such as SDA. My undergraduate experience was

rigorous and research-intensive, and my focus on what it means to be a professional was only

reserved to academic spaces (conferences geared towards specific research topics, agendas, etc.).

While in SDA, I attempted to maintain this scholar mentality without engaging in what

professionalism meant to me. Therefore, an area for growth that I have identified is to commit to

professional excellence as I finish SDA and continue on my own path into student affairs.

Areas for Growth: (LO 1, 6, 8 & 10; Artifacts: A, C2 & D)

As a first-generation and queer professional of color, my experiences inform how I define

leadership. Professionalism involves critical thinking, and with critical thinking must come

critical action (Merriam & Bierema, 2014). Professional excellence, for me, is defined as

engaging with the field of student affairs and higher education holistically. With this, I focus on

three specific areas of growth: development of confident leadership style, engagement with

professional organizations, and enhancement of public speaking skills.

Confidence in Leadership Style (LO 6 & 10; Artifacts: C2, C3 & G)

One focus area I have grown in—but continue to develop—is in confident leadership and

collaboration. For me, leadership is defined as the ability to take ownership of professional

decisions, create actionable results through assessment, and clear communication through

speech, writing, and other diverse mediums. Understanding these nuanced perspectives and their

ability to work together within education is important for continued growth in the field (LO #6).

The dimensions of LO #6 include collaboration of marginalized perspectives such as institutional

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type and size, a student-first mentality that nurtures their success and growth, and intentional

institutional and professional collaboration among diverse campus organizations. In Artifact C2,

I wrote a case study involving the perspective of a Black, transgender, and first-generation

college student at a large, four-year institution. The case study involved a critical look at how

marginalized students inform leadership decisions based on their most salient identities. Upon

completion of this case study, the adult development theories supplemented by Merriam and

Bierema (2014) gave me the insight that leadership development is often a non-linear journey.

Additionally, I was able to become more self-reflective as a supervisor for my Resident Assistant

(RA) staff. In my one-on-one meetings with my RAs, I created a “reflection” component to the

agenda, whereby I asked my RAs to reflect on their own identities and how they impact their

leadership development. From these reflective conversations, my student staff began making

connections on how their own salient identities both empower and disenfranchise their growth

and realize steps toward empowerment and success.

Furthermore, Artifact C2 underscores the importance of institutional type as it relates to

feeling like more than just a number. As a leader at larger institutions, I have felt that my

leadership style has been “lost” within a sea of others who are just as strong, if not more strongly

qualified for their positions (Patton et al., 2016). I have developed my understanding of

leadership by developing leadership opportunities for students of color through the use of student

development theory and research, specifically, as evidenced in my presentation for my internship

at Stanford University (Artifact C3). In Artifact C3, I conducted anonymous assessments to

probe students at Stanford to be more responsible for staff development for their salient

identities. From these survey responses, I understood that their growth processes—much as my

own—follow indirect patterns and to be mindful of this. Further, it allowed me to create a

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simulated staff development training that is cognizant of varying forms of learning for

marginalized student leader groups.

Finally, Artifact C2 determines that resources available on campus can promote success

for marginalized populations. For me, I utilize the Career Center at Seattle University and faculty

mentors to develop my confidence and understanding of professionalism. As a professional,

without collaboration with other campus resources, I would not be developing into such a strong

professional. In a sense, I have learned that, with my respective marginalized identities, I have

developed sincere confidence and an ability to lead from “the middle.” As a result, my identity as

a professional has been enhanced, but requires further establishment (LO #10). LO #10 includes

the dimensions of utilization of professional networks, development of a unique supervision

style, and providing myself the opportunity to reflect on how professionalism impacts my career

trajectory.

Patton et al. (2016) determine that student development is inspired by professionals

devoted to understanding individual student needs. For me, my confidence in leadership has

experienced maturation by meeting these needs. In Artifact G, the residential programming

model I designed for Stanford University student staff reflects my commitment to achieving

these needs and collaborating with a host of institutional stakeholders. Furthermore, this was

created with confidence that I could utilize the provided resources and assess their relevance

after the fact. My reliance on professional networks and current supervisors in my graduate

assistantship role has been a key source of enhancing a unique student perspective. I have

acquired the knowledge and skills to advise students with confidence and allow them to be

reflective in their own practice. As part of my responsibilities as an Assistant Area Coordinator, I

advise a residence hall council, which provides me the latitude to advise the students with
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reflection in action. By this, I open every meeting with a silent reflection on how they feel their

performances have developed throughout the quarter and then share those feelings aloud.

Engagement with Professional Organizations (LO 1; Artifacts A, C1, & F)

Another area for growth is my reliance and engagement with professional organizations

within higher education. Since entering SDA, I have worked to understand the nature of student

affairs as a profession and as it relates to the broader structure of higher education (LO #1). LO

#1 includes the three dimensions of identifying best practices among higher education

institutions, collaborating with various higher education organizations, and amplifying the voices

of diverse student perspectives. During SDAD 5900: Student Development Capstone Seminar, I

created and received feedback on my professional resume (Artifact A). In doing this project, I

was able to reflect on how my path within student affairs is unique and inspired by my

involvement as a NUFP fellow. My feedback process involved identifying mentors, one of which

was Dr. Alvin Sturdivant. In meeting with Dr. Sturdivant, I was able to understand how his

involvements with groups like NASPA and ACUHO-I inspired his professional identity. Artifact

A also reflects my dedication to my scholar-practitioner identity, as I have been a member of the

Association for the Study of Higher Education (ASHE) since 2017. By being a member of

ASHE, I traveled to my first conference in November 2017, upon which I networked with

diverse stakeholders and worked to increase my verbal communication by participating in—and

leading—sessions relating to theory and research.

Additionally, Artifact C1—a research project formed in SDAD 5750: Best Practices in

Student Services—shows my commitment to research and scholarship as it comes to

understanding the field of higher education. Kuh et al. (2010) identified schools that promote

education practices that inspire success. These institutions are known as “DEEP (Documenting
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Effective Educational Practice)” institutions. By analyzing how the National Survey of Student

Engagement (NSSE) and Kuh et al. classify these institutions, I was given an overview of the

field of higher education. More important was the mentors I met with during this research project

that provided insights on what “best practices” meant for their work and careers. Many of the

professionals spoke on their involvement with NASPA and ACUHO-I as key to their success

within the field. For me, I try to understand my dual interests: scholarship and practitioner-

focused work. I have grown in this area by joining groups like ASHE, but it can be further

developed by engaging more consistently with the work of mentors and professional conference

attendance. I will be attending NASPA National in Philadelphia, PA in March 2018, which will

ready me to prepare and present my own presentations in future national conferences (per

Artifact F).

Public Speaking Skills (LO 8; Artifacts C3 & D)

As it relates to professional excellence, my development of public speaking has grown

and continues to mature. Conveying myself via speech is important to my success as a

professional as it provides me the opportunity to appear confident and assure of my abilities (LO

#8). LO #8 involves the three dimensions of recognizing the audience, clear preparation, and

knowledge of my resources. In an effort to develop my public speaking, I have sought to

challenge myself in a variety of ways throughout my tenure in SDA. One way is reflected in

Artifact D, my professional letter of promise from Dr. Tim Wilson. I met Dr. Wilson during my

time as a Preview Days intern at Seattle University. Dr. Wilson notes my commitment to

communication across diverse platforms. This serves as an area of growth, because I chose to

grow areas other than public speaking and took on many additional forms of communication that

I am already very confident in (such as in writing). However, the internship experience

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challenged me to facilitate trainings for current graduate students, which involved public

speaking via social media (in the form of recorded video tutorials) and in-person trainings. I was

able to be more comfortable with these engagements by preparing and forming agendas,

practicing with the Career Center, and recognizing the social media platforms I was using

brought with them varying levels of obstacles.

Also, Artifact C3 represents a presentation I gave during my internship seminar at

Seattle University. This was a seminar devoted to understanding and unpacking an internship

experience that I achieved during Summer 2017. I challenged myself to be confident, and the

feedback I received after the presentation from faculty member Erin Swezey reflected my

growth. Swezey noted that I should continue to work on using resources during presentations,

such as note cards or a printed copy of what I am speaking on. Furthermore, issues such as body

language and tone are important and I can continue to develop in these areas (Artifact C3). The

peer feedback as a result of this seminar provided me more confidence in my public speaking

abilities and how I convey myself by speaking.

Conclusion

My commitment to professional excellence is holistic. I am examining the totality of my

salient identities, diversifying my professional organizational network, and working on concrete

skills such as public speaking. They have enriched my professional networks and challenged me

to be a more engaged and critically responsive practitioner. I commit to excellence in all forms,

but to be professionally excellent means to be committed to trust in myself and the resources that

are at my disposal. I hope to continue exploring these dimensions in my first professional

opportunity post-SDA.
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References

Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2010). Student success in college: creating

conditions that matter. San Francisco, CA: Jossey-Bass, A Wiley Imprint.

Kuh, G. D. (2015). Using evidence of student learning to improve higher education. San

Francisco, CA: Jossey-Bass.

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: linking theory and practice. San

Francisco: Jossey-Bass.

Patton, L. D., Renn, K. A., Guido-DiBrito, F., & Quaye, S. J. (2016). Student development in

college: theory, research, and practice. San Francisco, CA: Jossey-Bass, A Wiley Brand.