Running head: ARTIFACT H 1

Artifact H

Kirsten M. Aranas

Seattle University
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Artifact H

The Student Development Administration programs portfolio process provided me with

an opportunity to critically reflect on my graduate school experience the past two years and

contemplate how it has informed my professional identity and practice. The completion of my

portfolio was very influential in helping me make connections between my coursework,

internships, graduate assistantship, and other professional development experiences.

One lesson I learned through the portfolio process is that although it can be helpful to

look at previous students portfolios for guidance and inspiration, it is imperative that your

portfolio is authentic to your own experience. As I was building my portfolio, I wanted to ensure

that the artifacts, narratives, and photos I shared were representative of my experiences,

challenges, and growth over the past two years. In many ways, the intentional act of selecting

these aspects of my narrative helped me have more confidence in my personal and professional

story. The portfolio process helped me claim and celebrate the achievements and new

perspectives I have gained through graduate school, and understand how important it is for me to

represent myself as a professional in a way that is authentic to my identities and passions.

Another lesson I learned is that although I am nearing the end of my graduate school

experience, there are still many areas for me to further my development in. Artifacts such as the

NASPA/ACPA Competencies and Areas of Growth Narrative helped me identify specific areas I

can continue to grow in to be a more well-rounded professional. The drafting of my Five Year

Professional Plan pushed me to strategically consider tangible ways I can expand my

understanding of the field and continue to challenge myself as a professional post-graduation.

The process of writing these artifacts helped me better understand my existing skill set and

affirmed my dedication to being a life-long learner.

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One last lesson I learned through the portfolio process is understanding my why behind

the work I do. Although I entered the SDA program with previous work experiences and

established skills, I was lacking the theoretical background and deeper understanding of the

meaning of my work with students. The portfolio process challenged me to reflect on the many

ways I have grown and stretched myself over the past two years, as well as how I have

established a better understanding of my intersecting identities. The presentation component of

the portfolio process allowed me to articulate my key values as an educator and claim what

emerging issues in the field I am interested in exploring more in research or practice.

Overall, I feel the portfolio creation process and presentation were very beneficial in

helping me deeply reflect on my experience in the Student Development Administration

program. Through this process, I established more confidence in my identity as an educator,

identified my areas of growth, and could consider my why for what will help propel me to

make lasting change in the field. I am grateful for the opportunity to reflect on this chapter of

my professional journey and have the chance to articulate my narrative to colleagues and

mentors.