LEARNING OUTCOME NARRATIVE: AREAS OF GROWTH

Learning Outcome Narrative:

Areas of Growth
Daniel Espinoza-Gonzalez
Seattle University

LEARNING OUTCOME NARRATIVE: AREAS OF GROWTH

NARRATIVE THEME: Professional Knowledge & Development

Law, Policy & Governance
(LO 1 & 9; Artifacts E & F)
Key Dimensions: understanding the foundations of the student affairs profession and higher
education; understanding issues surrounding law, policy, finance and governance
Prior to entering into the Student Development Administration (SDA) program at Seattle
University (SU), I only had some undergrad experience using law and policy to either inform my
event programming or decision making while working in a multicultural center. My policy
experience was mostly gained by abiding to the procedural processes of the university.
Meanwhile, the majority of my work regarding laws centered on raising student awareness
around political issues impacting specific student populations across the country. Therefore, my
understanding on law, policy and governance entering into the graduate program was fairly
minimal and needed expanding.
Since starting the program in the Fall of 2014, I have been intentional in looking for
opportunities to expand my knowledge around this specific competency area. My graduate
assistantship was similar to my undergrad position in that it wouldnt allow me the chance to
truly deepen my understandings and experiences in this area. That being said, I found internships
that would expose me to both law and policy while also demonstrating how they impact the work
of student affairs practitioners.
Both of my internships with the office of Wellness & Health Promotion and University
Recreation at Seattle University have included being informed on Title IX regulations. More
specifically, I have done work to understand issues effecting the reporting of sexual misconduct
incidents at our institution, becoming knowledgeable of the manner in which SU has resolved its
reporting process, and how the recreation department has undergone an enormous construction

LEARNING OUTCOME NARRATIVE: AREAS OF GROWTH

project over two years in order to follow through with Title IXs policy involving equitable
participation opportunities for all student populations. One student also came to me as a resource
to report several harmful incidents between them and another student that had been negatively
impacting their life and education. Helping this student get connected to our Title IX coordinator
and following up with them throughout the reporting process has been a valuable experience in
that I not only improved my understanding of law and policy, but my development as an
advocate and supporter of students as well. I believe it is the emerging role of student affairs
professionals to understand current issues negatively impacting the educational experience of
their students and doing the work to once again clear the path.
Nonetheless, I still feel as a student affairs professional I am incompetent to serve any
institution in this area with high expectations. Even though I also grew in my understanding of
risk management and liabilities through my internship with University Recreation, it is not at an
ideal level for me professionally and personally. Two of my artifacts, the NASPA/ACPA
Competency Analysis (Artifact E) along with my 5-year Professional Development & Action
Plan (Artifact F), highlight my current level of comprehension in this area as well as how I plan
to improve in the next five years. Specific NASPA competencies that need the most improvement
are History, Philosophy, & Values, Human and Organizational Resources, and Law, Policy,
& Governance. The Action Plan, in particular years 2 and 3, address my strategies towards
growing in these competency areas once hired and settled within my next institution of
employment.
Assessment
(LO 7, 8 & 10; Artifacts A & E)
Key Dimensions: utilizing assessment, evaluation, technology, and research to improve practice

LEARNING OUTCOME NARRATIVE: AREAS OF GROWTH

In regards to assessment, I feel fairly comfortable with my comprehension, skills, and

ability to use results to improve programming and my own professional practice, but only at a
basic level. In undergrad, I was required to use assessment almost religiously since our center
was building a report to argue for more funding. However, my area of assessment was primarily
focused on event programming in which I used basic tools such as paper surveys to gather
information. I was unaware of other resources to improve this practice and at the time it was easy
to keep using the methods our department was most comfortable with.
It wasnt until I arrived at Seattle University that I became more informed about the
variety of assessment strategies and online tools that were completely outside of my comfort
zone. It was difficult learning about the variety and particular uses of each assessment method
and as I am writing this I still do not have a full grasp on all of them. This hasnt stopped me
from at least continuing my learning in this area and applying any new knowledge to my
practice.
Towards the end of my first year in the program, I took part in a 6-week assessment
certification program offered by the Division of Student Development of SU. The piece of
information Ive used most since then regards Blooms Taxonomy of Cognitive Domain Bloom,
Englehart, Furst, Hill, & Krathwohl, 1956). Using this tool to structure learning outcomes and
evaluate students learning has greatly improved my practice as a student affairs professional.
This program is also reflected within my resume, or Artifact A, as a demonstration that I not only
received my certificate upon completion of the program, but that I also sought out the means to
further my knowledge.

LEARNING OUTCOME NARRATIVE: AREAS OF GROWTH

In terms of using assessment and evaluation to improve my work, I feel confident in

saying I am comfortable with this specific practice. Ever since undergrad, I have always relied on
results and information to advise my work moving forward. When I first began my graduate
assistantship, I reflected on all the information given to me by my predecessor in order to
recognize which areas of my position and programming needed most improvement.
With graduation from the SDA program only months away, I still feel that I am just
beginning to transition out of my basic understanding of assessment strategies and tools to a
more complex level of comprehension. I need to become more aware of up-to-date
evaluation/assessment technologies and methods as well as gaining more familiarity with
quantitative and qualitative designs and analysis techniques. This is best verified in my
NASPA/ACPA Competency Analysis (Artifact E), which reveals in detail my level of
competency with assessment when I first began the program compared to where it is now as I am
exiting.
Student Affairs History & Philosophy
(LO 1 & 10; Artifact D, E & F)
Key Dimensions: understanding the foundations and emerging nature of the student affairs
profession and higher education; understanding and fostering diversity, justice and a sustainable
world formed by a global perspective
While I am able to communicate which philosophies my own professional priorities and
values are based on, I cannot speak towards those that the profession is built upon. The program
has provided me plenty of opportunities to learn this required knowledge, yet I have selfishly
focused and taken the time to know the history and philosophies that appeal most to me and my
desired career path.

LEARNING OUTCOME NARRATIVE: AREAS OF GROWTH

Several courses have exposed me to the history and philosophies of the profession. The
most notable being SDAD 5300: Foundations of the Student Affairs Profession, SDAD 5760:
Leadership/Governance in Post-Secondary Education, and SDAD 5750: Best Practices in
Student Services. Each course discussed historical and philosophical references that either apply
to the creation and development of the profession, inform the manner in which institutions make
decisions, or that make the foundation for which institutions have structured themselves. SDAD
5300 served as the primary course for which I could have learned the most amount of knowledge
in this competency area had I focused on all aspects of the course.
Artifact D, my Professional Letter of Promise written by my supervisor in University
Recreation Samantha Griffin, will reveal which philosophies my work as a student affairs
professional are based on. This is demonstrated in the priorities I have focused on throughout my
graduate assistantship as communicated by my supervisor. Both Artifacts E and F, the
NASPA/ACPA Competency Analysis and 5-year Professional Development & Action Plan,
emphasize my current level of understanding in this area along with my plan to become more
knowledgeable. I would like to learn more about the various philosophies that define the
profession and the historical contexts of institutional types and functional areas. Ideally by the
time I accept my first full-time position, I will be able to describe the principles of effective
professional practice as well. By learning the history and philosophies of the student affairs
profession, I will better understand the expectation of student affairs professionals for enhancing
holistic learning productivity. I believe by looking up the past course content and studying in the
manner I should have while simultaneously applying new knowledge to experiences, my practice
and professional identity will improve in the field moving forward.

LEARNING OUTCOME NARRATIVE: AREAS OF GROWTH

REFERENCES
Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational
objectives: The classification of educational goals. Handbook I: Cognitive domain. New
York, Toronto: Longmans, Green.