Running Head: LEARNING OUTCOME NARRATIVEIMPLICATIONS

Portfolio Learning Outcome NarrativeImplications for Professional Practice Eden Tullis Seattle University

LEARNING OUTCOMES NARRATIVEIMPLICATIONS Implications for Professional Practice (LO 5 & 8; Artifacts A, D, F & J) Integrative Theme

With my familys full support, and with the help of TRIO, a college access program, I learned to navigate the systems of higher education as a first-generation college student (Yosso, 2005). My experience as an undergraduate not only propelled me, but created self-authorship (Baxtor-Magolda, 1992; Pizzolato, 2003); it made me see how my own personal narrative was full of purpose (LO8). In this way, I have distinguished service development; and, access and advocacy as two areas that create the most meaning for me in the field because I am able to be a change agent for others (LO5). Future To compassionately serve high-risk students as they come to know their capabilities and narratives would be humbling (Pizzolato, 2003). While our society categorizes success in a very narrow way, I will be the advocator for a student success that is not the norm. Yosso (2005) believes our histories, cultures, challenges, and privileges act as academic capital that contributes to the greater community of the collegiate experience. I have found this truth in the access work I have either researched or practiced at 4-year institutions and community colleges. My greatest contribution to the field is to serve in the programs and non-profits of support for high-risk students or create space and amenities for them if the support is missing. Past My identity as a first-generation college student is salient because I was uplifted and supported by TRIO. Although that identity brought on some hardships and even a few microaggressions, it was more powerful than oppressive. I was both a participant of TRIO and an employee of the office that could not have persisted so successfully had it not been for the

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programs services. Additionally, being on the campus programming board was one privilege my education afforded me. Programming at Emporia State University (ESU) and working closely with the Assistant Director of TRIO on gathering retention trends greatly influenced how I thought to adapt student services (LO5). To market for events, I then had to consider if the message of the advertisement was being communicated effectively (LO8) and inclusively. Furthermore, as someone who has written a few speeches, published a blog, and composed poetry and prose, I have always been hyper-sensitive to how I communicate through my words (LO8). Present Service Development (LO5; Artifact J) Adapting student services (LO5) was an interwoven theme for two classes: Foundations of the Student Affairs Profession and Best Practices in Student Services. Dimensions of my service development skills include: collaborations I established with the University of Washington-Bothell (UWB), Cornish College of the Arts (Cornish), Seattle Universitys (SU) Leadership Development office, and the Office of Multicultural Affairs at SU; assessment efforts to try and align departmental goals with student needs (Artifact J); and, mission variance in relation to the given environment or culture I have worked for or collaborated with. In my experience, access and advocacy has influenced the type of service I have developed. The best presentation I showcase summarizes my time at Cornish College of the Arts (Artifact D) where I enacted an accessibility plan and proposed significant changes to their leader training model. This challenged me to think of how to ethically care and react to a situation that I knew little about. I gathered up as much information as I could and responded with a heightened awareness around being inclusive to everyone who has to navigate through the orientation experience to create their own self-authorship. In conjunction to that PowerPoint, my

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letter of promise from current student (Artifact F1), MJ Jones, highlights my ability to react and adapt services (LO5) at Cornish a challenging, new, and rewarding environment that only solidified my purpose in this field. I am the advocator, and I care to respond to even a tricky and not so convenient situation. Access and Advocacy (LO8; Artifact D & F1) Through reflective assignments (LO8) in The American Community College, Social Justice, and Multicultural Perspectives, I learned: who most readily gains access to education and what limits people; multicultural competency skills (Pope, Reynolds & Mueller, 2004) (Artifact F1); and, how to advocate for student needs and my own professional concerns (Artifact D). Respectively, my letter of promise from a professional (Artifact F2) is written by Alexandra Manuel, my site supervisor at Highline Community College (HCC). It summarizes how I executed the creation of the Summer Bridge Reformation proposal (LO8) which serves as my distinctive contribution (Artifact J). Though not as elaborate, both my resumes (Artifacts A1 & A2) also showcase the communication skills (LO8) that I have adapted; they display my broad interest in service development for access and advocacy across internships and jobs.

LEARNING OUTCOMES NARRATIVEIMPLICATIONS References Evans, N., Forney, D., Guido, F., Patton, L., & Renn, K. (2010). Chapter ten: Development of self-authorship. In Student development in college: Theory, research, and practice (2nd ed., pp. 136-153). San Francisco, CA: Jossey-Bass. Pizzolato, J. (2003). Developing self-authorship: exploring the experiences of high-risk college students. Journal of College Student Development, 44 (6), 797-812. DOI: 10.1353/csd.2003.0074. Pope, R.L., Reynolds, A.L., & Mueller, J.A. (2004). Multicultural competence in student affairs. San Francisco, CA: Jossey-Bass. 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.