Running head: AREAS FOR DEVELOPMENT

Areas for Development

Kjirsten Eisentrout
Seattle University

AREAS FOR DEVELOPMENT

Narrative Theme: Supporting the work I do in Higher Education through research (LO's
#1, #2, #5, #7, & #9; Artifacts C, G, & H)
Understanding why we do what we do in higher education is one thing. Proving it
through evidence is another. With the growing competition for college rankings, there is a
greater need for divisions, departments, and agents of the university to showcase their work in a
meaningful and universally understood manner. I believe that it why research exists. As a
practitioner-scholar, my work informs what I wish to study and continue learning throughout my
professional career. Research should not just show 'why', it should help inform the mission,
vision, and values of an institution. The theme for my areas of growth in the SDA program
involves research and supports the work I do in the field.
Research was an important aspect I wanted to develop during my graduate school
experience at SU. I knew I wanted to learn how to apply research to my work, I just did not
know it could come in so many forms. Whether it was performed in classes like Theory (SDAD
5300) or Social Justice (EDUC 5200), shared in the quarterly reports during my Graduate
Assistantship with SU's Career Services, used in the form of surveys, or through literature review
of other theorists like I did during my Independent Study (SDAD 5960) research project,
subthemes like research topics, data collection, and assessment evolved throughout the last two
years.
The process of identifying a research topic and living out learning outcome #7 through
the process of assessment, evaluation, and technology in order to improve the work I do was
harder than I thought it would be. Based on my prior professional career experience, I had a great
deal of interests I wanted to learn more about, including access and equity for students of
underserved communities. However, the process from scratch was much more daunting than I

AREAS FOR DEVELOPMENT

anticipated. During Introduction to Education Research (EDUC 5000) I quickly fell behind
because I did not understand the concepts. This was reflected on my exams. In addition I did not
grasp the appropriate research process that would work best for my topics of interest. The course
and lack of higher education focus instruction overwhelmed me because there were so many
different methods to approach the issue and little opportunity to apply it in my first quarter
outside of the classroom.
Needless to say, I survived in my first class introduction to research, confirming that I
tend to thrive in real-world situations where application is a part of my everyday work. If I had
believed in the process, and felt supported through the class, I think I would have done better, but
it took a year later to show I could truly do 'real' research. I reflected on this process in Artifact
H (NASPA/ACPA Competencies) as well as my disapproval for the removal of the MA research
track option from my cohort.
Fortunately, with the support of faculty mentors like Erin Swezey and Kevin Roessger, as
well as courses that peeked my interest like Adult Learning (EDUC 5130), I finally got my
chance to decide on a topic and experience the process in real life.
In order to make meaning of the research topics I explored academically and outside of
the classroom, the process of collecting data was another area of growth for me. There are
multiple examples of my experience with collecting data, all of which map out key dimensions
of learning outcome #9. First, Artifact G (Research/Programming Development) taught me
about the Institutional Research Board, which was established to support the researcher and
protect the rights of both the university and the participants involved.
Second, during my internship with CWUs Westside Center I made my distinctive
contribution, found in Artifact J. The process of project management taught me a great deal

AREAS FOR DEVELOPMENT

about collecting evidence to better articulate and the need for budget. This included everything
from the finance request to the approval process for a state school. I recognize I still have room
for growth in this area too, because different institutional types require different finance policies
and procedures to adhere to. I incorporated this in my 5-Year Plan (Artifact I) listing the need for
an accounting and assessment course to enhance my skills. The final aspect of putting all of this
into practice was the general encouragement to always learn more and stay abreast of current
issues through professional associations and daily news like the Chronicle of Higher Education
and Inside Higher Ed.
The last item to support the research and evidence is through assessment. Through
learning outcomes #1, #2, and #5, and my best written work shown in Artifact C. Breaking it
down even further, it was from the process of analyzing and applying these into practice, that I
was able to achieve results.
First, through learning outcome #1 in classes like Foundations (SDAD 5770), I balanced
learning about the history of my practice, self-reflected on my current reality, and considered my
future hopes and fears of where the program and my new experiences would take me. Through
examples like my co-authorship on a final research project, Artifact C1, in Best Practices
(SDAD 5750), I am able to showcase how past experiences with access and equity in college
informed curiosity for the currently reality of students from marginalized identities, and
considered future roles in student services to be agents of change in this area. My group enjoyed
the experience and were proud of the finl project that we decided to submit our findings in the
Magis journal for 2015.
This also led me to want to learn more about understanding students and student issues
(learning outcome #2) in my work as a Career Service Advisor. A current reality for my students

AREAS FOR DEVELOPMENT

and myself is the gender gap in the workforce after college. The best way to move through this
reoccurring issue is through the assessment process of inquiry, active listening, and showing care
to those I engage with. Through the invitation to explore this more in Social Justice (EDUC
5200) I investigated my identity as a feminist and showcased the history, current reality, and
future needs of students in order to break the cycle of oppression. All of this was displayed in
Artifact C3 through a blog and self-assessment reflection. My office was also intrigued by this
concept and invited me to present it to the team for continued conversations around how to
advocate for our students as they navigate the world of work.
In closing, the final step to live out my identity as an agent for chance comes from
adapting student services to specific environments and cultures (learning outcome #5).
Approaching each research process with a lens of my background in market research, I consider
all aspects like I would if performing a SWOT analysis. With my work in Career Services, I find
real value in distinguishing the strengths and opportunities from the threats and weaknesses. In
Artifact C2, I share my analysis of the literature review I performed to introduce the concept of
Age and Advising. This process intrigued me as I work with students of all ages and levels of
development. Working with each and applying individual assessment, rather than generalizing
their experience and needs as one issue, I am better able to offer counseling and coaching they
need to navigate the systems around them.
In closing, I find that my entrance to the SDA program was intentional for my individual
growth in understanding and application of research. While the process was not as linear as I had
hoped due to program changes, the variety of opportunities I sought out helped show me that I
can confidently apply research techniques in my future goals to continue seeking out topics that
need to be addressed, how to collect data, and how to communicate my assessment of findings in

AREAS FOR DEVELOPMENT

written and verbal communication. With the invitation to continue my research development and
searching for answers, I am inspired to make a lifelong commitment to continue growing in the
field of research. In the end, it will only help support the work other student affairs professionals
and I work so hard to prove.