Portfolio Learning Outcomes Narrative: Areas of Growth

(LO 2, 3, 7, & 10; Artifacts B, E, G, & H)

Introduction
My experience in the Student Development Administration (SDA) program has been very
transformative and allowed me to grow in many ways. Throughout my time in the SDA program,
I have been able to see growth in both my personal and professional life. My growth in this
program has been defined by taking risks which have led to learning something new. Taking
risks has become increasingly apparent in the work I have done as I consider myself to be an
experiential learner. Mezirows (1991) Theory of Transformative Learning suggests that growth
happens when a learner has an experience, critically reflects on the experience, and engages in
rational discourse about the experience. This progression towards growth is one which connects
how my risks have led me to growth. For me, growth is a continual process of taking risks and
understanding the outcome of those risks. My growth in the SDA program is all part of the
greater risk I took in deciding to pursue Student Affairs.
Areas of Growth
Understanding and utilizing assessment and research (LO 2 & 7; Artifacts G & H)
Learning outcome 2 spans across multiple sections and the key dimensions include
assessing students, researching different student populations, and utilizing student development
theory. Learning outcome 7 dimensions include impacting student experience, inciting change,
and incorporating student voice.

Coming from another Jesuit institution, we had not talked about assessment or research in
my Politics program so I did not expect to in the SDA program. I had done short research papers
for classes and given out three question evaluations at the end of my programs as a Resident
Advisor. Entering the program, I did not expect to learn so much in this area as I would be
attending another Jesuit institution but that expectation was a false one. I recognized that this was
an area to grow in and began to seek out opportunities within my department to gain assessment
skills. In my first year, I created a program assessment system for my Resident Assistants in
order to improve future programming due to research I had done on how other institutions use
assessment to better serve students. As a result of this experience, I have learned that it is
important to my practice that I use research not only improve myself but the practice of my
students as well (LO 7). In an attempt to continue building this skill, I have taken on
administering and assessing the EBI survey for all students living on campus. Through these
opportunities, I have been able to see the clear value of assessing students as it leads to change as
well as understanding student issues (LO 2).
I enrolled in an independent study of Best Practices focused on student-athletes in
housing to create a research topic for myself (Artifact G). I spoke with various professionals to
gain their perspective on the issue, but my conversations with student-athletes brought this issue
to life. Through this process I learned that research would take more time and effort if I wanted
to use it to create change (LO 7). As a result of this experience, I was able to see the growth in
my skill of assessing qualitative studies as laid out in the ACPA/NASPA Competencies (Artifact
H). Each opportunity began as a risk, but they ultimately turned into lessons learned and great
professional growth. Although I have grown in this area, research will continue to be an area of

growth in my coming professional years. I plan to find more experiences with direct research that
allows me to assess data and apply student development theory to findings.
Understanding/Application of Student Development Theory (LO 2 & 10; Artifacts B)
Learning outcome 10 spans across multiple sections and its key dimensions include
understanding personal identities, seeing self in theory, and forming relationships with students.
I remember being nervous that I was behind when I entered the program because so many
other students knew theories and could talk about them in class. When I entered the program, I
didnt know any theorist or that student development theory even existed. Taking Student
Development Theory, SDAD 5200, in fall quarter of my first year provided me with a steep
learning curve that would shape the rest of my time in the SDA program. I did not have a means
of understanding students, but understanding theory has provided me with many tools to infer the
needs of students (LO 2). As a result of this course, I have an idea of what stage of ethical
development a student is in due to my knowledge of Perrys (1981) Theory of Intellectual and
Ethical Development when talking with them in conduct hearings. In addition to understanding
where students are, my theory course allowed me to look at the issues students may face and how
to best serve them. For example, this class allowed us to look at various identity development
models which explain some of the issues students may be facing. With this understanding of
where students are I am able to better adapt my services to meet the needs of students.
My graduate assistantship in Housing and Residence Life taught me Schlossbergs (1989)
Marginality and Mattering as a means to how we serve students. This theory has become an
integral part of my professional mission as I would like to ensure that all students feel as though
they matter (Artifact B). In addition, my internship at the University of the Pacific allowed me to

see a professional incorporate theory to practice in all that he did. Through observing my
supervisor, I was able to connect specific theories to the training sessions we were planning. As a
result of this experience, I have made it my mission to be sure that the incorporation of theory is
tied to my professional identity (LO 10). Learning theories and applying them to my work has
not only enhanced the experience of my students, but it has allowed me to understand myself
better.
Identity as an African American (LO 2, 3 & 10; Artifacts B, E, & H)
The key dimensions of learning outcome 3 include understanding others, engaging in
multiple experiences, and recognizing emotions.
Before the SDA program I had just began examining my identity as an African American,
but I had not fully understood this identity. My undergraduate involvement as a Resident Advisor
provided me with ample experiences that brought my African American identity into question. I
began the SDA program exiting stage three, immersion-emersion, and entering stage four,
internalization, of Cross and Fhagen-Smiths (2001) Model of Black Identity Development. My
identity was very much being solidified and the experiences I had over the past 2 years
contributed to that solidification. Through reassessing my knowledge of NASPA and ACPA
competencies, it was apparent that I have grown in the area of Personal Foundations with a large
piece being my identity development (Artifact H). The SDA program has provided experiences
which have connected my African American identity to my professional identity (LO 10).
Experiences both in and out of the classroom helped me reach a comfortable place with
identity. In my Social Justice (EDAD 5200) class in the spring of my first year, I was challenged
to find ways to maintain a level of professional integrity in order to continue working with other

students (LO 3). Upon entering the SDA program, I decided I would use experiences in which I
felt hurt in the classroom to help me understand where people were coming from. During this
class, I often chose to follow up with people after class to get a better understanding of their
point of view. There were many risks taken in this class that allowed me to articulate my identity
and how it shows up in the classroom. In tough conversations about race, I was reminded of the
concept of ethical leadership as I was challenged by some comments made by others in the class.
I try to consider myself a leader in the classroom as well, thus it was important for me to think
about how I responded to comments made in class. Although it would be easy to be angry and
snap back at comments, I recognize that it was more beneficial to everyone in the environment to
unpack why people hold certain misconceptions about specific identities. Serving as a graduate
advisor to the Black Student Union as Seattle University provided continual growth while also
pushing me to understand the needs of Black undergraduate students (LO 2). Being in this role
led me take a risk and present at a conference for community college students of color which
helped me feel comfortable with the way in which I present my identity in the work I do with
students (Artifact G). Writing my personal and professional missions allowed me to articulate the
importance of this identity and how I wish for it to interact with my work (Artifact B). Upon
leaving the SDA program I am entering stage five, internalization-commitment, and I am
prepared to continue this journey of understanding my identity.
Conclusion
As I continue to develop my professional identity, I strive to push myself to try new
things in hopes of finding new ways to understand, serve, and advocate for the needs and issues
of students (LO 2). Taking risks looks different in all of the work I do, but I recognize it as
important to any growth I hope to have. This growth will be integral to enhancing my

professional identity and creating a work environment where I can show up as my most authentic
self. It is my mission to create a professional identity that understands students to the same
degree that I have come to understand myself. Through understanding these needs, I will be able
to better advocate for the needs of students from various identities. The SDA program has
provided me with a foundation to launch from in hopes of being more critical of the way I serve
students and understand their needs. As I use a critical eye on the institutions I work in, I will be
able to find better ways to provide access to a greater number of students. I understand that
growth does not end with the SDA program, but rather this was the beginning of a lifelong
journey.

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