Running head: LEARNING OUTCOME NARRATIVE

Learning Outcome Narrative

Ben Teurlay

Seattle University
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Introduction

In my professional development, I value growth, direction, and flow. Through the

exploration of these 10 learning outcomes and reflection of my artifacts, I hope to find a sense of

direction for my future path, find a balance of areas to challenge my self and find support, and

develop within new areas. As a result, I hope to become a stronger resource of students and

professionals.

Learning Outcomes

Learning Outcome #1

I define Learning Outcome #1 as acknowledging the history of universities and the

profession of student affairs in order to appreciate traditions, find important best practices, and

improve obsolete concepts to create better structures for students. This learning outcome had

manifested when researching the foundations of higher education in my coursework and

applying the missions and values of an institution to my work. I have demonstrated my strengths

regarding this learning outcome through my Best Academic Work in the SDA Program (Artifact

C), Graduate Assistantship in Orientation, and my Foundations of the Student Affairs Profession

(SDAD 5300). My Best Academic Work in the SDA Program (Artifact C) is a theory paper from

Theory, Research, and Practice (SDAD 5400) which focus on the theories of Cross and Fhagen-

Smith (2001), Kohlberg (1981), and Yosso (2005). These theories are a foundation into how

students develop their identity, moral development, and bring valuable capital to a university.

Through my Graduate Assistantship, I have learned the value of applying values, missions, and

traditions to trainings, orientation sessions, and other practical work. For example, I started our

first student leader training session with a values activity to compare personal values, department
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values, and the universities values to Orientation Advisor’s (OAs) future role. Lastly, in my

course work throughout Foundations of the Student Affairs Profession (SDAD 5300) has

provided me with insight into the history of higher education.

My areas of growth have three major aspects. Firstly, I am hoping to understand the

history of different functional areas which I have only slightly touched on within my course

work. Secondly, I want to gaining knowledge from a student affairs conference which Resume

and Cover Letter (Artifact A) shows I have never attended. Thirdly, I hope to improvement my

knowledge of the field by exploring new campus give that all my postgraduate experience is at

two private institutions. I will grow in the future by researching and applying history and theories

of student affairs, attending a higher education conference, revisiting my NASPA/ACPA

competencies, taking positions at new universities, and continuing to apply missions and values

to positions.

Learning Outcome #2

Learning Outcome #2 is recognizing how students are impacted by the universities

cultural, universities structure, and world influences. I have utilized it by having an

understanding of the students that I am serving within my position and the concerns that students

face within their transition, identities, campus culture and their lives. I have gained three major

strengths throughout my time at Seattle University. First, I have gained academic context through

my Theory, Research, and Practice (SDAD 5400) where I learned about Strayhorn (2016), Kim

(2012), and Schlossberg (1996) which have taught me how students transitions to a university,

their identity are impacted, and the importance of gaining a sense of belonging. Second, Through

my internship with Student Success and Outreach, I was able to research first-generation students
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in order to better understand the demographic. Third, My Distinctive Contribution (Artifact G)

highlights the issue of implicit bias and provides ways of reducing personal biases.

However, I will improve in this area multiple way. I hope to gain a stronger

understanding and education of identities because I have no training on the LGBTQ+

community, undocumented students, and veteran students. I want to better understand of

university issues and culture and how to create change through campus initiatives which is

outlined in my Professional Development and Action Plan (Artifact F). Lastly, I hope to research

current issues for students within student affairs which I have lightly explored in my course

work. In the future, I will be attending trainings regarding student issues and identities, gaining

experience within assessment, gain experience implementing initiatives on a campus wide level,

and understand student issues through the application of theories by supporting students

developing through stages or tenants of a model.

Learning Outcome #3

I view Learning Outcome #3 as the processes of ethical decision making and creating

positive change that is grounded in providing equitable and developmental opportunities to all

students. I have experienced this through my ability to understand the impact of my own actions

and words on my staff and students as well as guiding students through moral development. I

have gained strengths in this area through Student Development Capstone Seminar (SDAD

5900) where I presented on Learning outcome #3, Resume and Cover Letter (Artifact A) which

highlights my experience as an Area Coordinator where I was call for my housing community

and processed conduct cases, and my experience in orientation creating educational training

sessions on ethical dilemmas. These opportunities allowed me to apply theories such as Kohlberg
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(1981) to develop students, present the application of Learning Outcome #3 to graduate students,

and facilitate a guided discussion on moral and ethical philosophies with student leaders.

I hope to grow in this area by better understanding policy changes and impact of

systematic changes on a student body which I have only lightly touched on in my courses. I have

never supervised professionals, only student leaders as a profession. As a result, I hope to better

understand the proper ethical boundaries to be the most effective supervisor. Lastly, in

Professional Development and Action Plan (Artifact F), I highlight my interest in reassessing my

top five personal values within new position to better understand how to balance them with the

mission of my institution. Meeting with student affairs professional to discuss their history with

policy and systemic changes. I will proactively work on this learning outcome by increasing my

awareness of my boundaries, values, and supervision style within a new professional role.

Additionally, continue the educate myself on current and new laws within the field, gaining new

conduct experience, and utilize theory.

Learning Outcome #4

I define Learning Outcome #4 as establishing an awareness, knowledge, and skill that

founded in Jesuit Catholic tradition and a diverse world perspective. This perspective is

grounded in values of care, academic excellence, diversity, faith, justice, and leadership in order

to create a holistic education for one’s self, students, and the university. I have incorporated

Jesuit missions, values, and education within workshops, trainings, and orientation sessions.

Learning Outcome #4 has been a strength that I’ve integrated into my life through personal

reflection and holistic education outlined in my Mission Statement (Artifact B), through helping

to plan and implement orientation sessions on the Jesuit context, and through Internship (SDAD

5640). In these experiences, I reflected my personal development in multiple areas of my life,

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applied Jesuit traditions to work my experience, and created opportunities for transitioning

student to understand the impact of Jesuit practices at Seattle University.

My areas of growth in this area, Firstly, because of low understanding and exposure of

what issues impact students of different religious affiliations. Secondly, I’ve have had little

contact with campus ministry on a college campus which is show in Resume and Cover Letter

(Artifact A). Lastly, I have not applied Jesuit values and concepts to opportunities outside of

Seattle University. I hope to further evolve through collaborating with campus ministry,

developing an understanding of multiple religions, and applying Jesuit concepts within future

positions.

Learning Outcome #5

Learning Outcome #5 is utilizing and improving resources, programs, and policies to

better attend to the needs of students and campus cultural. I have experienced this through my

insight from learning outcome two to make adjustment to my department that benefit student’s

development and provide support. My strengths in this learning outcome were gained in my Best

Practices in Student Services (SDAD 5750) course, my Letter of Promise (Artifact E), and

through Graduate Assistantship in orientation. In Best Practices in Student Services (SDAD

5750), I learned about how multiple universities have catered their residence life, conduct, and

Title IX resources to create more restorative and supportive opportunities for students. Artifact E

highlights how I adapted social media and mentorship programs for first generation student.

Lastly, I helped plan and implement Choose Your Own Adventure sessions that allowed students

to find resources that connected to their identity and particular needs.

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One area of improvement for this section is understanding functional areas outside of

first-generation catered resources, residential students, and orientation students and how to cater

resources which is highlighted by Resume and Cover Letter (Artifact A). I know that I can gain

more knowledge about success of catering a resource to a student because I have only touched

lightly on this assessment within my coursework. Lastly, I have never developed a resource on a

college campus. In future practice, I hope to explore new functional areas, research, and develop

my own resource to learn more about the success of catering to student needs.

Learning Outcome #6

I define Learning Outcome #6 as gaining knowledge and experience from the insight of

professionals or working within a team. Applying the perspective and splitting portions of

projects with co-workers to create a better product. I have gained strengths in this learning

outcome through and working with other department on campus. I have experienced these

aspects through group work for our final research in The American Community College (SDAD

5590), creating a workshop with a co-worker which is reflected in my Letter of Promise (Artifact

E), and building relationships and working together with multiple offices in Seattle University’s

iLead committee.

I want to improve in this area by collaborating with professionals from other universities

for the first time in a position, taking a more proactive approach to work with classmates on

educating one another outside of the course structure, and spending time networking with

professions in different functional areas as outlined in my Professional Development and Action

Plan (Artifact F). I hope to grow by networking with professional on and off of my campus and

additionally working with current classmates to become better educated and learn from new

perspectives.
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Learning Outcome #7

I view Learning Outcome #7 as adapting to this ever changing profession by collecting

and analyzing assessment data, determining successes and improvements of an office is a

specific functional area, learning new technical programs, and gaining knowledge from research.

I have personally utilized this definition by the creation of assessment to better understand

peoples experience and the application and research of best practices within technology. My

strengths for this learning outcome have been established through Best Practices in Student

Services course (SDAD 5750), my Graduate Assistantship in orientation, and Letter of Promise

(Artifact E). Through these situations, I have gained assessed resources on other campuses,

created and analyzed assessments for students’ and guests’ experiences and transitions, and

developed recommendation based of social media data.

I have multiple areas of growth for this learning outcome. I have little knowledge and

experience with assessment outside of two orientation assessments, campus computer programs

and technologies within my positions as shown through Resume and Cover Letter (Artifact A),

and research into current technical advancement in higher education within my coursework. To

improve in these areas, I can complete more assessments, gain more experience with student

affairs related computer programs, and research advancements within the field.

Learning Outcome #8

I define Learning Outcome #8 as having the ability to lead a team, facilitate discussion,

and convey information in a clear manner in both written and verbal form. This has been utilized

in all of my Seattle University courses, positions, and extra circular activities. I’ve gained

strengths in this learning outcome professionally and academically. This learning outcome has
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become evident through my experience as a Graduate Assistant in Orientation Programs, my

Distinctive Contribution (Artifact G), and my Leadership and Governance Post-Secondary

Education (SDAD 5760). In these experiences, I have given presentations, vocalized information

in staff meetings, created facilitation guides, and wrote papers to increase my oral and written

ability.

I have three areas of growth that I found through reflecting on my experience at Seattle

University. Firstly, I hope to improve my ability to create visual content for a PowerPoint and

written content for slides for training materials. Secondly, I want to improve my ability to be a

confident presenter and have an appropriate tone which was feedback from my supervisor

regarding my improvement to facilitating Distinctive Contribution (Artifact G). Lastly, I hope to

improve my detail orientation with written documents, projects, and emails within a work

environment. To proactively work on these areas, I hope to gain more experience creating visual

aids for presentations, join toastmasters to improve my tone when public speaking, and continue

gaining skills in producing high quality written materials within my positions.

Learning Outcome #9

I look at Learning Outcome #9 through the lens of staying updated on current concerns

regarding the legal systems, campus policies, budget, and the political climate as it relates to the

student development, higher education, and its impact on your university. I’ve gained strengths

in this learning outcome by understanding of law within a position, developing plans for a

budget, and researching current trends. I have utilized these elements is my residence life

positions listed in Resume and Cover Letter (Artifact A), in my position in orientation, and

Higher Education Law (SDAD 5800). In these opportunities, I enforced campus policies and
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participated in conduct hearings, produced a budget proposal for student leaders’ hours and

payment, and developed an understanding of laws within student affairs.

I’ve recognized multiple areas of growth for this learning outcome. I have no experience

maintaining a budget as shown in in Resume and Cover Letter (Artifact A), have not applied

much of my new understanding of higher education law to the field, and have not personal

created campus policies with a position. In my future position, I hope to gain experience

applying higher education law, maintaining a budget, and develop campus policies.

Learning Outcome #10

I view Learning Outcome #10 as being conscious of your professional strengths and

limitations in order to determine a direction to continuously educate, experience, and develop as

a professional in new areas. I have performed this learning outcome by utilizing new strategies

and leadership styles in order to a stronger overall leader and gain new insight into new

functional areas. I have grown my strengths in my professional identity through Emotional

Intelligence (MGMT 5335), Professional Development and Action Plan (Artifact F), and through

my relationship building during orientation and internship hours. In my emotional intelligence

course, learned techniques in paraphrasing, counseling, and conflict management skills that are

now ingrained in the way I supervise, advise, and present myself. In Professional Development

and Action Plan (Artifact F), I layout my future goals in order to establish a path for the leader

that I hope to some day become. During my time working a Seattle University, I have had lunch

with one new Graduate Assistantship a week to establish rapport in order to learn from new

perspectives and create a more cohesive work environment.

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My areas of growth in this learning outcome include understanding new lens of field

outside of student affairs and emotional intelligence, working to develop stronger relationships

with professionals, and developing through the aspects list in Professional Development and

Action Plan (Artifact F). In the future, I will follow my action plan, research new educational

philosophies and techniques outside of the field of student affairs, and get lunch with campus

partner to establish rapport.

Conclusion

I recognize through my reflections on the learning outcomes that my graduate school

experience has provided me with the tool to build stronger relationships, develop my

professional identity and values, and adapt theories and best practices. However, I know as I

return to the professional world that I must find positions that give me new responsibilities, an

ability to continue exploring ways of thinking, experience different functional areas, and the

opportunity to improve my professional skills through focusing on my areas of improvement.

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References

Gallagher, C.A. (1997). White racial formation: Into the 21st century. In R. Delgado, and J.

Stefancic (Eds.), Critical White studies: Looking behind the mirror (pp.6-11). Temple,

PA: Temple University

Press Strayhorn, T. (2016). Student development theory in higher education: A social

psychological approach New York: Routledge.

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

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

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