Running head: STRENGHTS

Learning Outcome Narrative: Strengths

SDA Portfolio
Luisa M. Lora
Seattle University

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Learning Outcome Narrative: Strengths
(LO 2, 4, 5, 6, 9, 10; Artifacts A, B2, C2, C3, E, G, K1)
Introduction
There have been many times when I have felt challenged within the SDA program. From
exploring and owning my identity as a Latina woman, attempting to explain my career choice to
friends and family, to leaving a graduate assistantship and starting a new one. Challenges have
been constant for me. These challenges however, have had a significant impact on how I have
grown as a person and professional and the strengths I have developed. A theme that reflects my
strengths developed in the SDA program, and is echoed in my professional mission statement
(Artifact B2), is advocacy; not only for myself, but also for the students I serve, and those who
do not have a voice in our society.
Having attended Jesuit institutions for both my undergraduate and graduate studies, I
believe that individuals should be treated and considered holistically; no one identity or trait is
more valuable than the other is. I believe all people should be respected for simply existing, and
that we must work towards a just and humane society where this is a reality. To get to that
understanding, and by utilizing my Jesuit education and applying theory to practice, the first step
for me was considering my identity and recognizing my level of multicultural competence (Pope,
2004), as well as looking at power and privilege in our society. It was also about identifying my
transitions (Schlossberg, 1995) including how they have shaped my thoughts and how I move
through the world. Lastly, it was about exploring leadership and the way in which I would
develop my skills to use theory to inform my practice and contribute to the Jesuit mission.
Learning Outcomes Dimensions
Identity Development (LO 4, 10; Artifacts E, G)

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Identity development has been an essential part of my SDA experience. While I always
knew I did not hold many privileged identities, I did not explore what that meant for me or for
my career in student development, until I came to Seattle University. It was in Theory (SDAD
578) when that journey began for me. Writing an autoethnography on my identities was
powerful for me because it was the first time I was able to explore both my marginalized and
privileged identities and how they show up in my daily life, my education, and my interactions
with others. In particular, with my marginalized identities in mind, I make it a point to be heard
in class, to volunteer for opportunities, and to be respected by others, in an effort to not let those
identities be a deficit, instead act as an asset to my personal and professional identity.
Considering LO #4, Understanding and fostering diversity, justice and a sustainable
world formed by a global perspective and Jesuit Catholic tradition, there was no doubt that my
identity development had to start by understanding theory. The dimensions of LO #4 are
awareness of differences and the importance of diversity, social responsibility, and a call to
action to ensure that we are working towards justice. In my Introduction to Research course
(EDUC 500), it was the awareness of my identities that led me to a research proposal (Artifact
G) on the importance of the First Year Experience on retention for both first generation and
students of color. This topic was particularly important for me because being a first generation
student and a student of color are two of my most salient identities that have played a vital role in
my higher education journey. Additionally, it speaks to the ways I aspire to support students of
marginalized identities in navigating through social institutions that were not made with them in
mind (Yosso, 2005).
Another element to identity development is recognizing systems of oppression and the
role power and privilege play in society. As an educator within a higher education, I must not

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only consider the students that have made it to college and have overcome adversity to be there,
but I must also consider the reasons why others could not do the same. Paulo Freire (2000) notes
that Washing one's hands of the conflict between the powerful and the powerless means to side
with the powerful, not to be neutral. To me this embodies both LO #4 and my mission to
establish and enhance my professional identity (LO#10) through working for social justice.
Dimensions of LO #10 are staying current with the state of higher education, connecting with
causes that matter to you, and staying true to your values.
In Social Justice (EDUC 5200), we were tasked with creating a social justice blog with
the focus on who was not being represented in higher education. I researched and created my
blog entitled The School to Prison Pipeline: A look at the issue affecting young men of color
(Artifact E). This was not only important to me as an educator, but as an individual that values
diversity and the attainment of higher education by anyone with a desire to learn. Additionally,
as a woman of color who will one day be a parent to a child of color, I want to contribute to
making society a safer place for them. As I consider LO #10 and my desire to advocate for those
who do not have a voice, I hope to establish my professional identity as someone who empowers
students to learn, graduate, and become contributing citizens of society.
Transitions (LO 2, 5, 10; Artifact A, K1, C2)
Transitions have been become part of my identity. From a young age moving every
couple of years to a new home, to my adulthood of moving from state to state, I have embraced
that transitions are a constant in my life. Before attending SDA, I was not aware of the different
aspects of transitions. Schlossbergs Theory of Transition (1995) allowed me to identify the
different aspects of the transition process and the importance perception plays in how I cope with
the transition. Artifact A speaks to the many transitions I had prior to and during the SDA

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program, and is useful in discerning what opportunities I will seek next. Artifact K1 also
displays how I have grown and transitioned, as I look back at my first experience with the
portfolio process in 2013 to now my own. Because of these experiences, I feel well equipped to
adapt student services to specific environments and cultures (LO #5) by being able to better
relate to my students experiencing change and transition. The dimensions of LO #5 are:
knowing what resources are available, understanding limitations, and gaining knowledge in the
needs of specific student groups.
LO #2, understanding students and student issues, can also be looked at with a transitions
lens, especially in the context of higher education. The dimensions of this learning outcome are:
valuing the individual student experience, identifying the cause of issues and transitions, and
utilizing resources to create solutions or understanding. Chickerings Theory of Identity
Development (1969) is a great lens to look at student issues, as they may correlate with their
stage of development. Artifact C2 highlights my understanding of LO#2 and professional
identity (LO #10) through my personal philosophy on higher education and my role in it (SDAD
577). In this paper, I talk about the importance of sharing my triumphs and struggles, and how
that helps me better understand the needs of students and their experiences. For example, as a
first generation student navigating the first year of college was a difficult for me; transitioning
from a mostly Latino high school to a predominately White institution was daunting. These
experiences however, help me understand what some students (in particular, students of color)
may be experiencing and how I can better assist them.
Leadership (LO 6, 9; Artifacts B2, C3)
A final component of my integrative theme of advocacy is leadership. Prior to SDA, I
always considered myself a leader among my peers. I identified leadership by positions I held

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and my personality traits of being an extrovert and outgoing. Through classes like
Transformational Leadership (STML 561) and Lead I (EDAD 570), leadership has become more
than just a title or position, or even a trait; it is about action and serving others. LO #6, and its
dimensions of seeking opportunities to lead, networking, and following through on
commitments, speaks to my new understanding of what leadership is. A theory that spoke to me
as I developed this new understanding was Greenleafs Servant Leadership model (1977), in
which the needs of others are placed first and helping others achieve success is a priority. My
professional mission statement (Artifact B2) echoes this commitment of leadership and
collaboration to better serve the needs of students, and it is how I aspire to continue to model
LO#6.
To be an effective student affairs leader, one must also understand issues surrounding law,
policy, finance and governance (LO #9). The dimensions of this LO are examining office
culture, continuous research and learning, and seeking opportunities to discuss campus issues as
they relate to law, policy, finance, and governance. Prior to the SDA program, I had no
experience in either of these areas as they relate to higher education. Its exciting that now I
have a much clear understanding of this learning outcome through classes like Higher Education
Law ( SDAD 5800), Higher Education Finance (SDAD 5850), and Leadership and Governance
(SDAD 576). My graduate assistantship has also been vital in my understanding of LO #9, as I
have to consider law, policy, finance, and governance in my daily work as a residence hall
director. Additionally, Artifact C3 demonstrated my understanding on how finances and
efficiency in higher education can play a role in the recruitment and retention of students. The
importance and understanding of this learning outcome is essential to leadership roles in higher
education and ensuring that institutions run effectively to ensure students needs are being met.

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Conclusion
My strengths as a student affairs professional come from a genuine desire to serve
students to the best of my ability. My own transitions and journey of identity development
during my time in the SDA program have been invaluable to helping me achieve strengths in
advocacy and leadership, and realizing how I can make an impact. Looking at education and
learning from a holistic and social justice lens, motivates me to continue to explore what it
means to be a first generation Latina woman, and how that shows up in the work that I do. I
know that my personal identity will always inform my professional development in this field and
to continue to develop my strengths, need to commit myself to a life of continuous growth and
development as well as accepting new challenges. I look forward to sharing my journey with
those around me, listening to their stories, and collaborating with peers, colleagues, and students,
to work towards the Jesuit mission of a more just and humane society.

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References
Chickering, Arthur W and Schlossberg, Nancy K. Getting the Most Out of College. Needham
Heights: Allyn and Bacon, 1995.
Evans, N. J., Forney, D. S., & Guido, F. (2010). Student development in college: Theory,
research, and practice (2nd edition). San Francisco, CA: Jossey-Bass
Freire, Paulo (2000). Pedagogy of the oppressed: 30th Anniversary Edition. [New York]: Herder
and Herder.
Greenleaf, R.K. (1996). On becoming a servant-leader. San Francisco: Josey-Bass Publishers.
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 discussion of community cultural
wealth. Race Ethnicity and Education, 8(1), 69-82