Running head: STRENGTHS 1

Learning Outcome Narrative- Strengths

Eva Long

Seattle University
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Learning Outcome Narrative- Strengths

The Student Development Administration (SDA) program has allowed me the

opportunity to apply theory into practice and further use experiential learning to identify areas of

growth but also claim natural strengths that I have in practice. As a commitment to use a

multicultural lens in advocating for students in different functional areas, there has been scholars

that has shaped my foundation in critically examining spaces, policies and practices that

continues to leave marginalized students in the shadows. I attribute my critical lens of higher

education to Hurtado, Clayton- Perderson, and Allen (1998) in enhancing campus climates for

racial/ ethnic diversity, Yossos (2005) discussion of community cultural wealth and Delgado

and Stefancics (2001) tenants of the critical race theory. These scholars stress a level of

accountability that I hold myself to as a daily practice.

Integrative Theme: Critical Examination of Higher Education

(Learning Outcomes 3, 4, 5, 7, 9 & 10)

The SDA program has strengthened my ability to be critical of access points and barriers

in higher education . Throughout my graduate program, I have been able to witness innovation,

restructuring and reconfiguring of organizations to better tailor services to meet the needs of

students. This is a demonstration that organizations must continue to assess and examine the

ways in which they serve students and most importantly, identify the gaps to ensure all students

success. Not only have I been able to witness change at Seattle University, but my internship

experiences at both Pacific University in Forest Grove, Oregon and South Seattle College has

been able to stimulate my practice to critically examine the ways in which geography, institution

type, history, demographics and so forth, greatly affects student services. At both internships, I
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have been commended by professionals of great tenure at my ability to adapt student services to

fit their institution and needs. With that being said, a strength that I offer is a critical

examination of institutions and services through my demonstration of Learning Outcomes #3,

ability to exhibit ethical leadership, #4, fostering diversity and justice, #5, adapting student

services to specific cultures, #7, utilizing assessment to improve practice, #9, understanding law

and governance, and #10, establishing a professional identity.

Adapting Services (Learning Outcome 3, 4 & 5; Artifact C & G)

Very early on in my SDA journey, I was aware that my Jesuit-educated background

posed limitations to my understanding of different institution types. When seeking out internship

opportunities, I was intentional about seeking out institutions that would provide me the stretch

and exposure that I was seeking. I had to opportunity to serve as the ACUHO-I intern at Pacific

University in Forest Grove, Oregon and facilitate support for South Seattle Colleges 13th Year

Promise Scholarship program. These vastly different institutions allowed me to explore

Learning Outcome #5, adapting student services to specific environments and cultures.

It is easy to stay within the confines of an institution when designing intentional

programs and policies for students. My approach extended beyond the parameters and measures

of the institution. During my time at Pacific University and South Seattle College, I was able to

explore the ways in which history of the institution, the city or neighborhood, or demographics

affect our approaches in designing student services. For example, my distinctive contribution in

Artifact G are proposed recommendations to enhance a summer bridge program that specifically

serves graduating Seniors in participating neighboring high schools. In my recommendations,

Ive closely considered Seattles relationship with those high schools, visible socioeconomic
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disparities in those neighborhoods and consideration of what it means to work with population

Generation Z.

Efforts Towards Advancing Equity (Learning Outcome 4, 7 & 9; Artifact A)

A commitment to critically examine higher education leads to advanced efforts working

towards equity. A recognition of the changing demographics of higher education, with an

increase in underrepresented students, Learning Outcome #4, understanding and fostering

diversity, becomes more and more evident in our role as student affairs professionals. One of the

ways that I hold myself accountable in making sure that services I provide oversight for meet the

needs of the students I serve is through the use of assessment. Having completed an Assessment

Certification program, Im able to utilize this tool to inform practices (Learning Outcome #7).

To demonstrate the ways in which I celebrate diversity and utilize assessment in creating

equitable and successful services, I draw your attention to Artifact A: Resume Development. In

this artifact, you will see that each role that I have assumed in the duration of time in the program

has included an element of diversity and research to inform practice. In each capacity, I am

cognizant of my role in create equitable spaces and resources to support underrepresented

students and those practices have been informed by student voices, assessment and trends in

higher education. Also, there is an increase in accountability within my capacity as the Program

Coordinator in the Office of Multicultural Affairs to be well-equipped with the knowledge and

updates around external law, policy and governance to support students of color, LGBTQ

students, Muslim and undocumented students. I believe that Learning Outcome #9 should

encompass both an understanding of internal and external law and policies. Not only does

internal governance affects the sustainability of our students to thrive but external influences
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greatly determine our students trajectory towards persistence and graduation. In SDAD 5800:

Higher Education Law, I was able to demonstrate my understanding of law and policies when I

explored Doe v. Kamehameha Schools 416 F.3d 1025 (9th Cir., 2004) to understand affirmative

action implications and delve deeper into the Americans with Disabilities Act.

Self-Reflection (Learning Outcome 3 & 10; Artifact D, E & F)

As a self-identified lifelong learner, reflection has been a crucial and daily practice to

identify the ways that I am being challenged, questioned, or stretched. In order to continue to

define and redefine what my professional identity is, I must hold myself to continued

exploration. To me, enhancing my professional identity as outlined by Learning Outcome #10

is interpreted as a journey that will defined my personal and professional growth. To

demonstrate the ways in which I will hold myself to a standard of growth, I will continuously

visit and revisit Artifact E: NASPA/ ACPA Competency Assessment and Artifact F: 2 to 5

Year Professional Plan. Both of these artifacts highlight the ways I see growth being manifested

both personally and professionally.

Lastly, I attribute to my qualities and strength to mentors, supervisors and colleagues that

have made a significant impact on my growth in the field. As leading examples in the field, I am

able to demonstrate Learning Outcome #3, exhibiting professional integrity and ethical

leadership through Artifact D. I humbly appreciate the letter of promise that speaks to my

leadership and passion in the field. What makes me ecstatic about the opportunities I was

afforded and contributed to was that these departments mission is rooted in ethics and morality

to address inequities within higher education. I got to be a part of that and have instilled a

greater responsibility to practice ethics and morality in the field.

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References

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

University Press

Doe v. Kamehameha Schools, 416 F.3d 1025 (9th Cir., 2004)

Hurtado, S., Milem, J.F., Clayton-Pederson, A.R., & Allen, W.R. (1998). Enhancing campus

climates for racial/ethnic diversity: Educational policy and practice. Review of Higher

Education, 21(3), 279-302.

Yosso, T.J. (2005). Whose culture has capital? A critical race discussion of community cultural

wealth. Race Ethnicity and Education, 8(1), 69-82