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Artifact H SDA Learning Outcomes Assessment Reflection Kelly Alvarado Seattle University

SDAD 579: student development capstone seminar Professor Swezey April 16, 2013

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professional, student and citizen of the world. In the Jesuit tradition, I will reflect on how a part of this program has helped me realize a potential I did not understand. Now, I can feel comfortable being who I am to serve students. Understanding Students and Student Issues Learning Outcomes

Learning outcomes #2 - #7 have helped develop me as a student affairs

my coursework, internships and professional experience has influenced my learning. Being

first generation, student of color who took a different path on my educational journey, it was a true learning experience to learn and apply student development theory to traditional age students in SDAD 578: Student Development Theory, Research, and

My student affairs grounding is in understanding students and student issues. As a

Practice. My past academic experience had been working with adult education, which development. Using Chickerings seven vectors (1969, 1993), I was able to create a framework of were a student might be in their developmental process. Writing my personally through my educational history. I believe through a deep sense of self-

provided me a wonderful lens to compare the differences between traditional student

autoethnography helped me look inward using theory to identify where I have been awareness I am able to provide my true authentic self to my work with students.

Exhibiting Professional Integrity and Ethical Leadership in Professional Practice My second 200 hour internship for SDAD 565 566: Internship in Student

Development II & III was at Seattle University participating and doing best practices research for the Students of Concern Committee (SOCC) and the Office of Integrity Formation. The internship highlighted one of my personal values around the ethic of care.

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Schlossbergs (1984) theory of marginality and mattering provided a grounding for me to understand how the role of the committee was to ensure students at the margins facing teams main goal is to ensure the best care for the student is provided and helping the difficult situations are still supported by the family community. Behavioral intervention student realize when the best course of action may be to take a break. Having students

understand the university community cares for their health and safety is very important in the process of helping students build strong community connections. The decisions taken in college will influence the habits along their adult life. Ensuring students in crisis are making choices for their own personal wellbeing is my goal as a student affairs professional.

Understanding and Fostering Diversity, Justice and a Sustainable World Informed by a Global Perspective and the Jesuit Catholic Tradition In EDUC 515: Multicultural Perspectives, I felt triggered many times as a student of

color. The beginning of the class focused on unpacking white privilege, which for me felt open mind I was able to unpack my own invisible privileges as a Latina who presents as

like a great learning experience for students who identified as white. However, keeping an white. Taking the time to reflect how race with in the Latino community plays a role in the work in the world. Yossos (2005) critical race theory of community cultural wealth

treatment of Latinos in the United States helped me realize race does play a factor in how I provided me with an opportunity to stop looking at my experience as a student of color

through a deficit model. I was able to embrace the richness I bring due to being a Latina. I in my career.

hope to provide this same support to students of color I have the opportunity to work with

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Adapting Student Services to Specific Environments and Cultures In SDAD 559: The American Community College, I gained a new respect for the role

of community colleges. During introductions in the program were we had to state our

undergraduate institution, I would always say The Evergreen State College. When students, staff or faculty would ask me about my experience at Evergreen it was very limited since I was only there for my senior year. My most influential educational experience were at

Jefferson Community College. I asked myself why I was omitting this important piece of my story and have reevaluated the importance of stressing to students to list any institution have experienced the microaggressions against transfer students at the graduate level. I development as a student when I work with students during my career. they feel has influenced their educational experience. In a traditional four year institution, I now have a commitment to remembering how important my transfer experience was to my

Developing and Demonstrating Skills in Leadership and Collaboration In SDAD 564: Internship in Student Development I, I co-coordinated the Seattle

University Student Development Administration Preview Days with Mr. Nicholas F. Cubita. Working with Nick was a pivotal experience in leadership and collaboration. My professional role on campus had been as administrative support, someone who

traditionally is not thought of as a leader. Throughout the internship I noticed how I was with professionals as a colleague and student. Nick helped me realize the importance of having a caring partner who has the same buy-in on the program. We both decided

able to navigate the institution to get the information I needed while building relationships

together having an intentional ethic of care using Perrys (1984) theory of intellectual and

ethical development and Schlossbergs (1984) theory of marginality and mattering to help

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students discern their educational journey. I applied skills from COUN 510: Fundamental ask themselves deep reflective questions to process their experience was important because only they know their true selves.

Counseling Skills in my individual conversations with students. Learning to help students

Utilizing Assessment, Evaluation, Technology and Research to Improve Practice In SDAD 595: Student Development Graduate Project on Latino Student Identity

Development When Participating in Ethic Minority Groups, Astins theory of involvement played a pivotal role in to improve practice. Astins Theory of Involvement (1984) highlights student who are more involved have a higher chance of attaining a college

degree. Through this studys findings the connections between identity developments developed sense of Latino identity, connection to the university and persistence to

relationship to involvement in a Latino ethnic organization shows correlation in a higher graduation. Continuing to support Latino students through social networks, cultural persistence rates for Latinos.

celebrations and an investment in their holistic wellbeing will provide higher retention and Conclusion

learning outcomes in the classroom and the workplace. Being a self-aware student, finding the courage to share my experiences and maintain an open mind about others experience has helped me become an ethical, inclusive leader. My biggest learning has been the importance to honor oneself in the educational process. From my experience, I have been the most connected with mentors who have been authentic in their presentation and

Since entering the SDA program, I have best exhibited the application of these

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leadership. As I move on to my next role in student affairs, I will always carry the lesson of authenticity with me.

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Astin. (1984). Theory of involvement. In N. J. Evans, D. S. Forney,& F. Guido (2010). Student development in college: Theory, research, and practice (2nd edition). San Francisco, CA: Jossey-Bass.

Reference

Chickering, A. W. (1969, 1993). Theory of identity development. In N. J.Evans, D. S.Forney,& edition). San Francisco, CA: Jossey-Bass.

F. Guido (2010). Student development in college: Theory, research, and practice (2nd

Perry, W. J. (1984). Theory of intellectual and ethical development. . In N. J.Evans, D. practice (2nd edition). San Francisco, CA: Jossey-Bass.

S.Forney,& F. Guido (2010). Student development in college: Theory, research, and

Schlossberg, N. K. (1984). Theory of marginality and mattering. In N. J.Evans, D. S.Forney,& edition). San Francisco, CA: Jossey-Bass.

F. Guido (2010). Student development in college: Theory, research, and practice (2nd

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.