LEARNING OUTCOME NARRATIVE SUMMARY SHEET

Learning Outcome Narrative Summary Sheet

Kayla Yahnke

Seattle University
 LEARNING OUTCOME NARRATIVE SUMMARY SHEET
Learning Define LO and how it has
Outcome manifested in your practice
(LO)
1 Knowledgeable around
foundational principles and
theories in Student Affairs
and being able to adapt them
into multiple contexts within
higher education.
Additionally, understanding
the history behind higher
education, and being aware
of current events impacting
the Student Affairs
profession.
From Theory, Foundations,
and conversations with
professionals in internships
and my Graduate
Assistantship position, I
acquired knowledge around
foundational, historical, and
philosophical aspects of
student affairs.
2 Dedicating time to learn
about students, holding
meaningful conversations
with students to help them
further understand their own
identities, understanding
what students need in order
to be successful, actively
listen and mentor students,
and provide students with
tools to have a voice at the
table.
1
Discuss Strengths in Evidence for Strengths Discuss Areas for Evidence for Areas Implications for
LO Growth in LO for Growth Future Practice
Ability to articulate Building and sustaining Learn and listen to Stay connected with  Staying up-to-date
foundational my professional other professionals professionals and on NASPA/ACPA
philosophies, network. regarding issues in organizations. competencies
frameworks, and Student Affairs and  Be informed
theories of the Recognizing when to higher education. As a practitioner, it is around new or
profession. adapt frameworks and my responsibility to changing theories
theories to different Continuously have a think critically about and research in the
Apply theory into student populations. critical lens about the work being done field
practice. higher education and in the field and  Maintaining
Where is this seen: student affairs practices adopt/adapt professional
Understanding Student Development and policies. foundational/emergin development
history & content Administration g theories and best - Divisional &
behind 4-year Department courses, practices to my own departmental
universities, internships, and work in a way. in-services
community colleges, Graduate Assistantship - Local/national
and Seattle conferences &
University’s law Artifacts: A, C, D, E, F workshops
school.
Opportunities to Constructing a survey Finding continuous Dedicate time to  Look for chances
work and understand to figure out who our ways to educate myself having conversations where I can
diverse student adult learners are and around identities and with peers/co- challenge and
populations. what they need. Led to worldviews that are not workers, students, and support students
my recommendations similar to my own after professionals, both in and colleagues to
Value active on how to adapt our grad school. and out of work and enhance their
listening and quality services for this academic settings, development.
time with others. population. Engage students in that do not share  Continue to be a
Goes to show how I cultivating curiosity similar identities and resource and
can support Overlooking the SBA and critiques around beliefs as myself to demonstrate good
individuals in a 1:1 and being on the their experiences on gain new listening skills
setting in order to Working Wellness campus. perspectives. when others are
better understand Group has better helped talking and
their perspective and me understand law
 LEARNING OUTCOME NARRATIVE SUMMARY SHEET
Internship at SS&O working
with first-gen and adult
learners. Internship at the
School of Law working with
law/professional students.
3 Holding true to my personal
values and displaying my
authentic self around
students and professionals in
the workplace. Additionally,
modeling healthy
work/personal boundaries,
asking constructive and
intentional questions as
conflicts arise, and
demonstrating ethical
decision-making.
Being a first-time supervisor
has stretched my ability to
be gentle, yet hold
constructive conversations.
2
guide them through school students needs Figuring out when I am Recognizing when I provide feedback
challenges. compared to traditional the best resource for a am not the best when necessary.
undergrads. peer or student versus resource for an
Help guide, not providing resource individual and guiding
dominate, Graduate Assistantship referrals. them in a direction
individual’s supervise 8 students that will be more
decision-making. and manage 2 spaces beneficial for their
on campus. holistic development.
Advise, mentor, and
supervise students. Fostering trust by Seek out opportunities
knowing when to to enhance knowledge
balance confidentiality and skills around
versus privacy. student concerns.
Artifacts: A, B, C, D,
F, G
Utilizing theory and Being able to apply Establishing healthier Balancing  Consult peers,
applying it into Perry and/or Kohlberg boundaries. transparency and how mentors, and/or
practice. when guiding students much to share with supervisors for
through difficult others about a new perspectives
When I am situations. situation versus when difficult
struggling with a professionalism and situations arise.
situation, I reach out Recognizing students sharing on a need to
for a second opinion. are at different know basis.
developmental points
and figuring out how to Demonstrating a
best help students healthy academic-
reflect on how to the work-life balance for
next step/stage. students.
Discussing difficult
situations with
supervisors and
mentors so I can walk
through my options.
Ethical dilemma
internship interview
 LEARNING OUTCOME NARRATIVE SUMMARY SHEET
4 Responsible and committed
to educating myself to
enhance my multicultural
competence, and support
university initiatives that
encourage myself and others
to reflect upon valuing
diversity, equity, and
inclusion.
Being on the iLead
Committee has helped me
delve into further
understanding Jesuit and
Ignatius values and how
they play into student
leadership on campus.
5 Meeting students where they
are at, advocating for student
issues, supporting students’
holistic development by
recognizing each students’
needs are unique, and
adapting best practices to fit
the university’s culture and
student population’s needs.
Working in Student Success
& Outreach has helped me
to better understand several
3
and discussion with site
supervisor
Artifacts: A, C, E, F
Personal, Reflection is Bringing more Having conversations  Having
professional, and incorporated in my awareness around with students to help conversations with
academic reflection academic work and intersecting and further develop their my peers and
is an important professional work. This privileged identities. own multicultural supervisors to
component in my shows up in reflection competencies. continue taking
life. papers and self- steps to enhance
reporting feedback, my own
Recognizing and evaluating multicultural
valuing diversity and presentations and competency.
inclusion. programs in my work,  Attending
and peer/mentor/ diversity, equity,
supervisor discussions. and inclusion
workshops.
Keeping myself
educated around the
awareness, knowledge,
and skills to improve
my multicultural
competency.
Artifacts: A, C, D, F
Creating and My work focuses on On the note of Figuring out how to  Spend time
fostering a sense of students’ needs and understanding our balance meeting the researching and
belonging. connecting them with student populations, I students needs yet not attending Gen Z
appropriate resources am interested learning making interactions seminars/
Meeting students or services. more about how to feel transactional. workshops to
and student recognize the different better understand
populations where Adapting different generations needs and how to serve this
they are at. theories, practices, and if they are being met or generation of
policies to meet the not. students.
students’ needs.
Dedicating physical
spaces to student
 LEARNING OUTCOME NARRATIVE SUMMARY SHEET
student populations
including first-generation,
transfer students, adult
learners, and our veteran
students. Additionally, my
time here has shaped my
definition of success which
branches into 3 categories-
personal, professional, and
academic- in which all
accomplishments (big and
small) should be celebrated.
6 Understanding your
group/team dynamic’s
strengths and areas for
growth, recognizing when to
step up and when to step
down, empowering and
supporting other’s growth,
holding yourself and others
accountable, and
collaborating professionally
with co-workers and/or
campus partners.
Working on academic group
projects in Theory,
Leadership & Governance,
American Community
College, and Capstone.
Opportunities to collaborate
with peers and campus
partners to host campus
4
populations so they
know they are
welcomed on campus
and can have a physical
area to be comfortable.
Traditional
undergraduate students
need more support and
guidance versus adult
learners and graduate
students tend to be
more autonomous.
Artifacts: A, B, E, G
Active listening. Recognizing when to Vocalizing my opinions Backtrack  Educate myself
share and listen to more. As an internal conversations so if I more on the
Value other’s group/team members. processor and introvert, didn’t have a moment different learning
perspectives and I tend to not share first. to share something and
input. Provide notes or I wait until there is a knowing that it’s okay communication
summary of pause in conversation to re-bring up topics styles.
Take on a notetaker information and send it to share my piece. so I can share my
role. to group members so piece.
we are on the same
Appreciating page and can refer back
campus partners, to what happened
peers, supervisors, during our meetings.
and students.
Knowing that it takes a
lot of time and effort to
make group projects
and campus happening
occur, I find it
important to take time
to recognize and
appreciate individuals
for their work.
Artifacts: A, D, E, F
 LEARNING OUTCOME NARRATIVE SUMMARY SHEET
events in my GA role and
internships.
7 Being committed to asking
questions and utilizing
theory in order to improve
campus culture through
collecting and evaluating
data. Also, using technology
to better engage and support
the student population.
Through both of my
internships, I’ve had the
opportunity to take on
assessment projects. Our
Best Practice course had an
emphasis on assessment in
Student Affairs, where we
had the chance to learn
about various university’s
assessment strategies.
8 Provide clear oral, written,
and verbal communication
and understanding when to
communicate via email or
phone versus in person. This
skill is also complimented
by demonstrating effective
interpersonal skills and both
giving and receiving
constructive feedback.
In the Student Development
Administration and College
of Education courses, we are
given ample opportunities to
do peer reviews on
assignments. This gives me
5
Utilizing Qualtrics Develop questions Figuring out how Take steps to create or  Seek out
and ConnectSU to towards a specific assessment can be develop attainable opportunities for
gather data and population. sustainable and utilized change within a research and
develop surveys. for the department or department or assessment within
Presenting data in ways university. university. my future
Developing a survey that an intended positions.
or assessment with audience will be able to  Interpret data to
an end goal in mind. digest the information, provide
such as infographics, recommendations
Trained in summary reports, or for positive change
TerminalFour and developing at universities or
Maxient. recommendations. departments.
Artifacts: A, D, E, G
Think through Being an internal Work on areas of Practice what points  Be more direct
situations and processor allows me discomfort, such as I’ll be touching on about asking for
process various the time and space to public speaking. before presenting or receiving
outcomes. consider situations speaking in front of constructive
more in depth before Learning how to groups. feedback.
Understanding the expressing my navigate being an
audience of who is thoughts. external processor and Reflect on feedback
being communicated thinking on my feet from previous writing
to. Being able to Through one-on-one regarding time sensitive assignments and
adapt interactions, I am able situations. presentations.
communication to cater conversations
approaches to the towards individuals’ Balance both giving Not every situation
needs of others. needs. and receiving will have a luxury to
constructive feedback. be thought through in
Artifacts: A, B, C, D, depth, so I need to
E, F, G
 LEARNING OUTCOME NARRATIVE SUMMARY SHEET 6

a chance to provide written work on processing in

and oral feedback to peers, the moment.
and additionally hear their
feedback on my work so I
can go back an improve it.
Also, in my GA role at the
end of each quarter we have
evaluations so I have the
opportunity to receive
feedback from my
supervisor.
9 Engage in institutional Knowledgeable In my Higher Gain deeper Continuing to put  Stay up to date
committees to better around foundational Education Law course, understanding around myself in new with higher
understand policy and laws and policies I delve deeper into federal, state, and educational education policies
governance matters within higher researching Title IX institutional laws and environments to and practices.
happening at your university education. and the Clery Act. policies. understand issues Along with
and educate oneself around surrounding laws, NASPA, ACPA,
the updated changes Recognizing higher Advising and sitting in Recognizing how laws policy, finance, and and the Chronicles
occurring within higher education was on SBA weekly impact our work governance. of Higher
education law, all in order to historically not meetings for my differently depending Education.
better understand issues accessible to all. internship. on institutional context.
impacting student affairs
practitioners. Artifacts: A, F
I’ve had the opportunity to
take the Higher Education
Law and Leadership and
Governance courses which
has given me the chance to
expand my knowledge
around policy, law, and
organizational leadership.
Additionally, during my
time interning at the School
of Law, I’ve had the chance
to advise the Student Bar
Association and see
governance in action.
 LEARNING OUTCOME NARRATIVE SUMMARY SHEET 7

10 Continue to build and Reaching out or I meet with a new Finding ways to Take time to get to  Continue to stay
sustain a professional asking for professional on a bi- continue connecting know co-workers connected with
network through the campus professionals that I weekly basis, either with professionals after through one-on-ones. professionals and
community, informational should get to know. I through my internship graduate school. expand my
interviews, workshops, have a want to learn or GA position. This Focus on building network.
conferences, etc. This can about and from has helped me to grow Acknowledging that my relationships by meet  Join and stay
help act as a foundational other’s experiences. my network here in professional identity with professionals on involved with
support system to one’s Seattle. will change overtime. campus when I Student Affairs
continuous personal, Shaping and What may work now, transition into a new and Higher
professional, and academic defining my Professional identity: may not always work in position/campus. Education
growth. professional identity. collective growth the future. organizations.
mindset, autonomous,
Within my internships and accessible, and
GA role, I’ve had the boundaries/self-care.
pleasure to get to know
numerous SA professionals Artifacts: A, B, C, D,
and academic staff. I’ve E, F, G
learned from their
experiences and consider
some of these folx my
mentors.