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Narrative Description
Amy Clawson
Seattle University

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Content
The Student Development Administration program has given me the opportunity to
engage in meaningful work that applies theory to practice. I believe the required classes in the
SDA program provide opportunities to learn and engage with student development theory, but
also provide opportunities to practice the use of theory in professional settings. SDAD 578 began
my understanding of student development theory, and I was able to implement these theories in
the form of a workshop on [in]visible identities. Our workshop utilized Yossos (2005) theory of
community cultural wealth, and Pope, Reynolds, & Muellers (2004) multicultural competence
theory. Both of these theories have positively impacted my development, and engagement with
students. EDUC 5200 expanded my view on multicultural competence, and as a result, I am
more aware of my identities and how they impact the spaces I step into. Best Practices in Student
Services, SDAD 5750, is another class that allowed me see student development theory in action.
This class broadened my view of retention in relation to first year experience, and was an
opportunity to see universities implementing best practices.
Personal Growth
I have experienced profound personal growth during my time in the SDA program,
specifically around developing confidence as a leader. Prior to the program, I viewed leadership
in the traditional authoritative way, and felt I did not fit into the traditional mold. Now I am able
to articulate the human resource leadership frame that resonates with my personality (Bollman &
Gallos, 2010). As a result of this program, I can authentically call myself a leader who is devoted
to student success and engagement. Viewing myself as a leader has improved my academic
advising practice, and I feel confident to express my ideas for change. I also believe I value
critical reflection now, and have implemented reflection into my professional practice. After

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reflecting on my identities, I have grown in confidence and have been able to share my invisible
disability with others. These honest conversations have fostered stronger connections with my
colleagues, friends, and students.
Internship
My internship at Green River College as the Lead Ambassador for the Study of the
United States Institute on Womens Leadership (SUSI) taught me many lessons. Working with
international students during a month long immersion experience opened my eyes to the practice
of leadership in Central Asian countries. Working with this group of students taught me the need
to adapt student services to specific cultures and needs, and utilize social awareness and active
listening skills. My internship at Bellevue College allowed me to explore academic advising
from the community college lens, and apply my advising knowledge in a new setting. Although
my internship at Bellevue College is not complete yet, I have already grown in my view of the
community college setting and diverse student needs.
Graduate Assistantship
My graduate assistantship in the Albers School of Business & Economics was the most
rewarding part of my SDA experience. This assistantship helped me build professional
relationships, grow in my academic advising skills, and learn how to lead a team of new student
mentors. I have learned through this assistantship that my passions align closely with academic
advising, and I enjoy assisting students on their academic and career discernment journeys. As a
result of my assistantship, I have developed the necessary skills to thrive in academic advising
after graduation.

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Future
Engagement in professional development and mentorship are implications of lifelong
learning in my future professional practice. I believe a commitment to lifelong learning is highly
necessary for student affairs professionals, given the changing nature of our field. Professional
development opportunities are one way that I can remain current in my work, and continue
developing necessary skills to provide my students with caring and effective advising. My 5 year
professional development and action plan will be a guiding resource as I move forward in my
future career. I have mapped out ways I can engage in lifelong learning to enhance my
professional practice, and will utilize this document to remember my professional goals.
Critique of Program
1. Currently, EDUC 5200 and EDUC 5150 utilize the same textbook and are very
similar in course content. One of these courses should be re-vamped in order to
remove the repetitive nature of these two courses. I think it would be beneficial
for Social Justice to be the theory portion of multicultural competence, and
Multicultural Perspectives could be the practice portion.
2. SDAD 5850 should be a required course in the program; all student affairs
professionals need knowledge of higher education finance. This class should also
be offered in more quarters than just the summer, so individuals with out of region
summer internships can take the course.
3. Gradate professors need to be educated on Seattle Universitys athletic policies;
some professors were not understanding of the graduate-student identity and
penalized students, even though the policy states athletes should not be penalized
for missing class for athletic competition.
4. There are many financial burdens to attending graduate school at Seattle
University. If a tuition waiver is impossible, graduate assistantship stipends

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should at least increase to accommodate the cost of tuition. After taxes are taken
out of the stipend, it no longer covers the full cost of tuition.
Jesuit Education
I chose Seattle University specifically to receive a Jesuit education, and commit myself to
understanding education of the whole person. I believe Jesuit education has turned me into a
compassionate leader who values justice and integrity. Coming from a Catholic Lasallian
undergraduate institution, this holistic form of education was important to my development and I
wanted to continue my Catholic education at the graduate level. I will be leaving Seattle
University with a commitment to service that promotes the growth of others.

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6
References

Bollman,L.G.,&Gallos,J.V.(2011).Refraimingacademicleadership.SanFrancisco,CA:
JosseyBass.
Pope,R.L,Reynolds,A.L,&Mueller,J.A,(2004).Multiculturalcompetenceinstudentaffairs.
SanFrancisco,CA:JosseyBass.
Yosso, T.J. (2005). Whose culture has capital? A critical race theory discussion of community
cultural wealth. Race ethnicity and education, 8(1), 69-91.