Running Head: LEARNING OUTCOME NARRATIVE: AREAS FOR GROWTH

Learning Outcomes Narrative: Areas for Growth

Bianca Galam

Seattle University
LEARNING OUTCOME NARRATIVE: AREAS FOR GROWTH 1

Areas for Growth Narrative (LO #1, 3, 4, 8, 9, 10 ; Artifacts B, C1, C2, E, F, G)

I am grateful for the opportunities I’ve had to shape my experience in the SDA program,

from the makeup of my coursework to the outcomes of my graduate assistantship and

internships. Discerning how I will continue to shape my experience as a practitioner and

educator has led me to center this learning outcome narrative around the theme of reflection into

action. I will explore how my experiences from the SDA program inspire my three sub-areas of

growth, which are moving beyond awareness into authentic advocacy, engaging with

professional associations, and confidence in leadership.

Moving Beyond Awareness into Authentic Advocacy (LO #3, 4, 8; Artifacts C1, G)

Several courses, such as SDAD 5400: Student Development Theory, EDUC 5200: Social

Justice, EDUC 5150: Multicultural Perspectives, and STML 5720: Leadership, Personality, and

Culture, are the foundations of my first sub-area of growth: moving beyond awareness into

authentic advocacy. The media, popular culture, and narratives in publications often only

highlight advocacy and activism in the form of demonstrations and protests. I could not see

myself as an advocate because it seemed as if advocacy showed up in ways that I could not

authentically resonate with or replicate.

Understanding the benefits of an anti-deficit framework (Harper, 2010) and diverse needs

of specific cultures or identities has increased my awareness of the role that higher education

institutions have in maintaining systems of oppression. This has also highlighted my role within

these systems. Expanding my multicultural competence and readiness to continue working in

culturally diverse environments contributes to my demonstration of LO #3, LO# 4, and LO #8.

At this point in my career, however, taking action to advocate for change is the next step in

enhancing my demonstration of these learning outcomes.

In my strengths narrative, I define LO #3 as intentionally making decisions that

positively impact institutions, practicing a values-driven leadership style, and honest

communication. LO#4 is defined as the continuous development of multicultural awareness,

practicing self-reflection, and critically assessing current systems and practices. Dimensions of

LO #8 include confident communication, understanding the audience, and utilizing digital

communication as an engagement tool.

Artifact C1, a scholarly reflection paper about student engagement practices in urban

community colleges written in SDAD 5590: The American Community College, demonstrates

my ability to critically analyze the structures that impact students’ experiences in college. In this

piece, I explore the utilization of social media and digital platforms as an engagement tool for

community college students who, more often than not, are balancing multiple obligations. This

artifact demonstrates my understanding of the needs of specific student populations,

environments, and cultures; ability to critically analyze empirical literature to inform my

professional practice; and commitment to effective communication.

Artifact G, my distinctive contribution, exemplifies my growth in advising students.

Through the adversity that SUDM faced in the 2018-19 academic year, I continued to center

mine and the students’ efforts on the mission of the organization, which is to raise awareness of

and funds for families impacted by childhood illness. My ability to effectively communicate is

highlighted by the ways in which I have become an advocate for students, for the families and

children SUDM supports, and for change in our healthcare system.

Practicing culturally inclusive listening skills in courses, such as STML 5720:

Leadership, Personality, and Culture and COUN 5100: Foundational Counseling Skills, and

implementing these skills in my advisement of students is another way in which I’ve

demonstrated LO #3, LO#4, and #8. In doing so, I have come to recognize that my actions to

create culturally inclusive spaces and programs, and using inclusive language are ways I can be

an advocate. As I continue to be a reflective practitioner, increasing awareness of higher

education practices, critical race theory (Delgado & Stefanic, 2001) and a social justice lens will

inform the ways I take responsibility to ensure that my current professional practices are

equitable.

Engagement with Professional Associations (LO #1, 9; Artifacts C2, E, F)

An area that I have both grown and have capacity to further develop in is my engagement

with professional associations. I had limited knowledge of higher education and student affairs

when I first started in SDA. I have enhanced my understanding of LO #1−understanding the

foundation and emerging nature of the Student Affairs profession−during my time in the SDA

program. The three dimensions of LO #1 are maintaining knowledge of trends in higher

education, adapting good practices to specific populations and programs, and connecting with

higher education networks.

Artifact C2, an integrated case study that synthesizes developmental theories, barriers,

and current issues that impact undergraduate students in co-curricular positional leadership roles,

demonstrates my commitment to engaging with professional networks to improve practice. In

writing this paper, I explored implications and benefits of practitioners’ engagement with

professional development organizations and programs. I believe that practitioners must hold a

wide skill set in order to effectively support student development (Grace & Garland, 1993); and

skills can be enhanced through professional development trainings. For example, I have to

increased my knowledge outside of the classroom by attending the 2018 NASPA National

Conference. This conference provided me with a plethora of professional development and

networking opportunities. At that time, I identified a gap in my knowledge around assessment. I

sought out and attended workshops related to assessment and evaluation to lessen my knowledge

gap.

The amount of work experience I gained prior to beginning graduate school provides me

with the possibility of entering a mid-level position after graduation. Supervision of professional

staff, however, is a function that I do not have experience with and am seeking to improve.

Schupp and Arminio (2012) discuss of the importance of synergistic supervision in retaining

entry-level practitioners. Artifact G showcases how my skills as an advisor mirror themes of

synergistic supervision, which includes being accessible to students, having meaningful

interactions, and fostering an individuals’ strengths while encouraging growth (Schupp &

Arminio, 2012). On the other hand, there are practical supervision skills I need to grow in:

utilizing formal evaluation practices and prioritizing professional development opportunities for

supervisees.

Understanding issues of law, policy, and finance, as stated in LO #9, is an area that I will

continue to grow in as I move forward in my career as well. LO #9 consists of articulating the

impacts of law, policy, finance, and governance on student services; implementation of policies

and systems; and understanding an institution’s historical contexts. The SDAD 5750: Best

Practices in Student Services and SDAD 5760: Leadership and Governance in Post-Secondary

Institutions courses increased my knowledge of how assessment, evaluation, and research

manifests in different institutional types, particularly how the public-private dichotomy

determines what a good and appropriate practice could be for a specific institution.

While I have grown tremendously in LO #1 and LO #9, Artifacts E and F demonstrate

my commitment to improving my awareness of the impacts that policies and governance have on
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my practices as a student affairs educator. Furthermore, these artifacts include my plans to

continue engaging with professional associations in order to develop my leadership, and human

and organizational resources competencies.

Confidence in Leadership (LO #10; Artifacts B, D, G)

I have always considered myself a reflective person, and being at Seattle University has

amplified my level of mindfulness. This does not mean that I am always was aware of how I

show up in spaces as a leader. The STML 5720: Leadership, Personality, and Culture course

required me to confront the current status of my multicultural readiness and confidence in my

leadership identity. My role as chair of the Seattle University Student Development Association

(SUSDA), which is the student organization affiliated with the SDA program, has given me the

space to redefine my leadership identity. These are a few experiences that have contributed to my

growth in LO #10, which is establishing and enhancing professional identity. I define LO #10 as

being a mindful practitioner, developing my supervision style, and adapting my professional

practice to meet current needs of students and the student affairs field.

Understanding Baxter Magolda’s self-authorship theory (2008) as “the internal capacity

to define one's beliefs, identity, and social relations” helped me to move beyond relying solely on

external factors for affirmation of in any of my roles. My identities as an Asian American

woman sometimes causes me to fall victim of stereotype threat, which consists of me

conforming to the negative stereotypes of Asian women. I have experienced situations in which I

am not looked at to make decisions, regarded as shy and submissive, or thought of as too

emotional to lead; yet I do little to combat these stereotypes.

Reading Authoring Your Life by Baxter Magolda (2009) in SDAD 5900: Capstone in

Student Development provided me the space to develop and trust my internal voice in order to
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also confidently advocate for myself. Artifact B is a demonstration of how my individual and

intersecting identities now serve as a source of self-empowerment. Artifact D, my professional

letter of promise written by Katie Viola, Director of Student Development at Lake Washington

Institute of Technology, highlights my critical thinking skills, initiative, and professionalism that

I hope will contribute to my ability to take actions to best support students.

Conclusion

Through an increased self-awareness and level of mindfulness, I have identified areas of

growth that will require me to take action as an educator. Many of my themes in this narrative

mirror and overlap with my learning outcome strengths narrative, but I believe that I always have

room to grow. Continuously engaging with professional networks, developing supervisory skills,

and advocating for students will enrich my professional identity. It will take a new level of

confidence and trust in myself to consistently choose to take action so that I may positively

contribute to the higher education field and students’ development.

References

Baxter Magolda, M. B. (2008). Three elements of self-authorship. Journal of College Student

Development, 49, 269– 284.

Baxter-Magolda, M., Hall, M.H., & Parks, S.D. (2009). Authoring your life: Developing an

internal voice to navigate life’s challenges. Thousand Oaks: Jossey-Bass.

Delgado, R. & Stefancic, J. (2001). Critical race theory: an introduction. New York, NY:

University Press.

Garland, P. H. & Grace, T. W. (1993). New perspectives for student affairs professionals:

evolving realities, responsibilities and roles. ASHE ERIC Higher Education Report, 7.

Patton, L.D., Renn, K.A., Guido, F.M., & Quaye, S.J. (2016). Student development in college:

Theory, research, and practice (3rd edition). San Francisco, CA: Jossey-Bass.