Learning Outcome Narrative Student Development Administration Portfolio 2016 Seattle University

Learning Outcome Narrative
Student Development Administration Portfolio 2016

Seattle University
CAROLINE MARIE BUBBERS

Faculty Advisor:
Erica K. Yamamura
February 19, 2016
Areas of Growth Learning Outcome Narrative

[LO# 3, 4, 7,9] [Artifacts C2, E, G]
Introduction
In Higher Education Law (SDAD5800) I quickly learned how much growth I needed in
that area of my professional formation (LO#9). Similarly in Leadership and Governance in
Higher Education (SDAD5760) I quickly learned how the decisions I wanted to make in case
studies had grave impacts on communities that I did not intend to impact (LO#3). I have always
had a passion for learning; if something interested me, I would enthusiastically learn everything I
could about the subject to the best of my capacity. Therefore, it was unsurprising to many of my
colleagues and mentors when I expressed interest in electing to do a research project while in
graduate school. As a lifelong learner, I am committed to continuing my education to grow in
learning outcomes 3, 4, 7, and 9.
Sub Area 1[LO# 3, 9] [Artifact G]
The elements of Learning Outcome 3 include empathy, critical analysis, and reflection. The
elements of Learning Outcome 9 include adaptability, communication, and ethical development.
Throughout classes in the SDA program I have been able to discern about what it means to
be an ethical leader and how it intersects with my personal integrity (LO#3). In Student
Development Theory, Research and Practice (SDAD5400) I was able to examine Perrys scheme
of ethical development and how it not only applies to students in discernment but also student
affairs professionals as well (Evans et al., 2010). This was then echoed in Leadership and
Governance in Higher Education (SDAD5760) and Leadership in Education I (EDAD5700)
where through discussions of case studies I was able to create an ideal concept of what ethical
leadership looks like in practice. In Higher Education Law (SDAD5800) I was able to
understand laws and how they directly relate to the practice of student affairs professionals
primarily through crisis management case studies. Analyzing case law and synthesizing the
issues that surround law, policy and governance in SDAD5800 showed me that there will always
be more for me to learn as I move through positions in my career. Further practice of ethical
leadership was evident in Artifact G where as a team, my colleagues and I made several
decisions integrating our knowledge of laws and policies while in character of a specific leader. I
know that theoretical frameworks provide a critical foundation for all the work student affairs
professionals carry out daily; however, theory does not always directly translate to practice. I
know that as an entry level professional I will continue to gain experience that will inform my
practice and formation of exhibiting ethical leadership.
Sub Area 2[LO# 4,] [Artifact C2]
The elements of Learning Outcome 4 include cura personalis, social justice, and
intersections.
Having no context of what receiving a Jesuit education entails was one of the steep
learning curves I transitioned with during my first year in the SDA program. When I applied for
graduate school I remember reading about Seattle Universitys mission and the focus on care for
the whole student. I inherently connected this value to my perspective of what the guiding
principle of what student affairs is. I was specifically able to understand how the Jesuit Catholic
tradition fosters diversity and serves social justice through my first internship in Housing and
Residence Life at Seattle University (LO#4). Artifact C2 shows my assumptions, understanding
and appreciation of transitioning from working at a large, public, state institution to a small,
private, Jesuit Catholic university 3,000 miles away. I have had the opportunity to further my
understanding of the Jesuit Catholic mission in practice through case studies in Leadership in
Education I (EDAD5700) where the central issue of the case has been focused on if an institution
is abandoning their Jesuit Catholic mission. I have a limited formal academic record of
understanding the Jesuit Catholic tradition but my experiences as a Graduate Assistant Resident
Director and working with the Faith and Great Ideas learning community have further bolstered
my understanding. I would like to further develop my understanding of the Jesuit Catholic
tradition by working at other Jesuit institutions to see the different expressions of the Jesuit
Catholic traditions.
Sub Area 3[LO# 7] [Artifacts C2, E]
The elements of Learning Outcome 7 include innovation, student centered change, and
impact.
As a psychology major with a Bachelors of Science degree from a research driven
university I came into the SDA program recognizing the value in both qualitative and
quantitative research but I never recognized how research fosters student centered change,
innovation, and impact. I was first able to gain foundational experience in my internship with
Housing and Residence life where I created an evaluation tool for their current residential
education model. From the assessment data collected during my internship I was able to see the
impact and the student centered change when I transitioned the following academic year into a
graduate assistant role as an Assistant Resident Director. I was specifically able to see how
research is able to improve practice through my Graduate Inquiry Project on Burnout in Resident
Assistants (SDAD5990) (LO#7). My specific growth in understanding the connection between
research and improving practice is detailed in Artifact E. I hope to develop further growth in
assessment, evaluation, technology and research as an entry level professional and eventually in
a doctoral program examining burnout in student leaders building upon Astins Student
Involvement Developmental Theory (Astin, 1999).

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Learning Outcome Narrative

Student Development Administration Portfolio 2016

CAROLINE MARIE BUBBERS

Areas of Growth Learning Outcome Narrative

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