Running head: LEARNING OUTCOMES NARRATIVE AREAS FOR GROWTH

Portfolio Learning Outcome Narrative Areas for Growth Lakeisha Jackson Seattle University

LEARNING OUTCOMES NARRATIVE AREAS FOR GROWTH Portfolio Learning Outcome Narrative Areas for Growth (LO 2, 4, 7 & 9; Artifacts A2, B2, C1, E, G & H) Introduction The integrative theme I will address in relation to my time in the SDA program is

integrating the scholar. This theme is important to me and an area for growth because it is one of the main reasons that I pursued my masters degree. Pope, Mueller, & Reynolds (2009) state, By assessing the trends, scope, and direction of the multicultural literature, perhaps student affairs professionals will be better able to capitalize deliberately on the important findings of research and address inadequacies and limitations in future scholarship (p.641). My reflection of Artifact G outlines in greater detail my intentionality in seeking opportunities during the program to increase my identity as a scholar with a specific focus on access and acknowledgement of diversity in my research and practice. In the following section, I will speak about how I have done that during the program and identify areas for continued growth. Learning Outcome Dimensions Becoming a Practitioner-Scholar (LO 4 & 9; Artifacts A1, A2, B2 & G) Upon entering this program I was strongly orientated in the practitioner-practitioner work style (Komives & Carpenter, 2009). Years of work experience and positive reinforcement in that style created a safe professional space for me. As evidenced in Artifact A1 prior to this program I had a depth of experience working with diverse, high achieving college students in the nonprofit sector. However, the integration of scholarship was a missing element in my professional practice prior to this program. It has been a significant adjustment for me to work on becoming a practitioner-scholar (Komives & Carpenter, 2009). This is a style that I work on daily. This connects to LO #4 and #9. Key dimensions in LO #4 are: reflecting on and incorporating my

LEARNING OUTCOMES NARRATIVE AREAS FOR GROWTH salient identities into my work, seeking opportunities to work with others from backgrounds different than my own, and engaging student affairs in a global context. During the program, I have had variety of opportunities which have required my intentional incorporation of theories around identity development, intercultural communication, and the use of technology. In reviewing Artifacts A1 and A2, an increase in presentations rooted in theory, research, and best practices can be observed. Additionally, my internship gave me direct service work with students from Mexico as we experienced a short-term study aboard in Prague, Czech Republic. Approaching these opportunities with a scholar-first perspective provided me with context, which prepared me immensely. I did extensive research on both Mexican and Czech cultures and developed a pre-departure orientation to support next years study aboard participants experiences. Artifact G allowed me the opportunity to conduct a research project focused on women of color who are student affairs professionals. Completing this project was a significant affirmation for me personally, professionally, and academically. It also identified a gap between where I am not and where I have room to improve in my development as a researcher. The integration of rooting practice in research is still a space I struggle in, as I want to directly jump to the implementation sometimes. Key dimensions in LO #9 are: doing credible research about student populations, understating for whom rules and regulations were created for, and educating and empowering students to be self-advocates. Several courses (i.e. EDUC 520, SDAD 578, SDAD 580 and SDAD 591) have challenged me to be more reflective and critical about the audiences included in research and who has access to this information. The foundation and tools taught in the program led me to challenge myself to complete a graduate research project (Artifact G).

Working with students in conduct cases and off-campus disputes with their property managers, I

LEARNING OUTCOMES NARRATIVE AREAS FOR GROWTH have educated them on policies (i.e. university, city, state, etc.) and encouraged them to selfadvocate. Having researched this information as a part of my assistantship and in teaching students how to do the same, I am growing and learning how to facilitating self-advocacy to others (Artifact B2). Introspective Practitioner (LO 2; Artifacts E & H)

The purposeful incorporation of scholarship during my time in the program has led me to being a more introspective practitioner. This connects to LO #2. Key dimensions in LO #2 are: reflecting on my work with students, assessing student needs, and incorporating best practices into my work with students. Artifact E is a visual representation of my increased efforts in reflecting deeply about my purpose and goals as a student affairs practitioner. Assessing my skills and knowledge in terms of the NASPA and ACPA competencies has provided me with core standards as a roadmap in my professional journey (Artifact H). Particularly, advising and helping as well as student learning and development, have been significant areas of growth in my graduate assistantship. The work that I do in student conduct has an impact on students immediate life and future at Seattle University. For example, if a student has a violation for drinking or possessing alcohol and the student is found responsible the weight of deciding sanctions that stay with that students permanent university record; this is a significant space of authority that I have. In one-one-one hearings with students, I try to remain mindful of balancing supporting their accepting of responsibility for their actions and allowing them the space to give feedback both verbally and on the online written assessment. In all of this, I have found myself being more introspective my interactions with students. Research and Programming as a Partnership (LO 7; Artifacts C1 & E)

LEARNING OUTCOMES NARRATIVE AREAS FOR GROWTH Viewing research and programming as a partnership is important to my development as both a scholar and practitioner. This connects to LO #7. Key dimensions in LO #7 are conducting research and assessment, producing and improving programs based on research, and incorporating technology into programming. Artifact C1 is one of my best written works and provides evidence of improving programs based on research. In the course, SDAD 576:

Leadership and Governance in Post-Secondary Education, I researched a universitys response to a sexual assault/respect cases on campus. Later, in my graduate assistantship I look this research and incorporated into practice while creating a sexual misconduct manual for Seattle University. Artifact E was created utilizing technology and video to allow me to engage a larger audience in what I believe to be the importance of student affairs work. When I created that video project it required many hours in media production center on campus as well as technical assistance provided in the center. It was a good application of incorporating new technology skills. Conclusion Integrating the scholar for me will mean being in an intentional space where I am encouraged, and possibly required, to use theory, research, and best practice. My concern is when not required to be in an academic classroom setting the accountability will not be as strong around this inclusion. However, for my own professional and educational growth, I know I will have to create the intentionality for myself. This is very important as I continue to discern pursuing a doctoral degree.

LEARNING OUTCOMES NARRATIVE AREAS FOR GROWTH References Komives, S.R. & Carpenter, S. (2009). Professional development as lifelong learning. In McClellan, G.S., & Stringer, J. (Eds.) (2009). The handbook of student affairs administration (3rd edition) (pp. 371-385). San Francisco, CA: Jossey-Bass. Pope, R.L., Mueller, J.A., & Reynolds, A.L. (2009). Looking back and moving forward: Future directions for diversity research in student affairs. Journal of College Student Development, 50(6), 640-658.