Running head: AREAS FOR GROWTH 1

Learning Outcome Narrative: Areas for Growth

Kara Schwartz

Seattle University
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Learning Outcome Narrative - Areas for Growth

The integrative theme of my areas for growth is enhancing and informed practice.

Throughout my time in the Student Development Administration program, I have learned the

importance of constant growth and development as well as the foundations and emerging nature

of the profession (Learning Outcome #1). This narrative provides insight to areas in which I

have room for continual growth and improvement as I continue my professional development.

Personally and professionally it is important to me that there is always an answer to the question,

why? Being able to answer this question with a thoughtful and informed answer ensures that

programming, policies, and procedures are put in place that will best serve student needs.

In my professional practice, I may hold positions in which I become an expert in a

functional area of the field; however, it is important to be mindful of the constant growth and

changes in research, knowledge, and skills that can influence my work. A professionals practice

and actions that is rooted with the awareness and understanding that there is always room for

improvement in themselves and their professional development ensure that research and

assessment is valued in their work. The theme of enhancing an informed practice for my areas of

growth narrative evaluates my current development and holds me accountable as a professional

who functions through the lens of understanding student needs.

Assessment (Learning Outcomes 2, 3, 7; Artifacts D, F, G)

Defining dimensions. Student issues and needs, ethical leadership, understanding the

foundations and emerging nature of the Student Affairs profession and higher education, utilizing

assessment, evaluation, technology, and research to improve practice

Over the course of my time in the Student Development Administration program, I have

been in constant reflection on my lack of experience with assessment. While I understand and
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value the expectations of Learning Outcome #7 which states that assessment, evaluation, and

research is used to improve practice, my tangible experience with conducting and evaluating

assessment has been limited. Prior to entering the program I had little to no experience with

assessment aside from community and job performance evaluations within my previous work in

residence life and housing. However, it was not until I entered the program did I truly

understand the value and necessity of assessment in our work, specifically for underrepresented

student populations (Learning Outcome #2).

Through courses such as SDAD 5300 Foundations of the Student Affairs Profession, I

learned to importance of assessment in our field and how vital it is to support equitable practices

for diverse student needs. Learning the value of qualitative and quantitative data to understand

and hear student voices across campus was key in my awareness and knowledge as a

professional (Pope, 2004). However, where I lack and aim to gain experience is in my skills set

to conduct and evaluate assessment as expressed in my NASPA/ACPA Competency Assessment

(Artifact E). Identified in my Professional Letter of Promise (Artifact D), my internship site

supervisor expressed my use of previous assessments to evaluate the programming and events of

prior international student orientations. The implementation of this evaluation and the result of

the informed planning is exemplified by my Distinctive Contribution (Artifact G). This limited

experience provided me with insight to future implementation of how to effectively evaluate

assessment to best serve our students.

Assessment and the vital information it provides also develops a professional as an

ethical leader (Learning Outcome #3). Through courses such as SDAD 5750 Best Practices in

Student Services, we learned how professionals in the area use assessment and research to

inform their programming and practices. Understanding how these leaders in the field use data
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to create change and advocate for their students are ways in which I aim to use assessment to

develop as an ethical leader.

Law, Policy, and Governance (Learning Outcomes 9; Artifacts E, F)

Defining dimensions. Student needs and issues, understanding issues surrounding law,

policy, finance and governance

Law, policy, and governance are areas in which I had little formal knowledge of when

coming into the program. My experience with law and policy within higher education was

limited to the context of residence life and housing, planning and implementing awareness

projects regarding current events, and student conduct. However, this knowledge was not robust

or fully informed.

My current work experience as an academic advisor at a community college has helped to

inform my understanding of the laws and policies surrounding FERPA, institutional policies and

procedures surrounding academics and placement (Learning Outcome #9). The experience has

also provided me with deeper insight to governance and organizational knowledge of higher

education in conjunction with coursework. Through SDAD 5760 Leadership and Governance in

Postsecondary Education I gained a deeper understanding of the inner workings of governance

structures and their impact on professional practice at many different levels of the organization.

Through this informed lens I was able to think more critically and have a clear understanding of

the process for change and the procedures in place. In evaluating my own leadership

philosophies and practices through EDAD 5700 Leadership in Education I, coupled with my

knowledge of how leadership functions within the governance of higher education allows me to

be a more informed member of the organization or division. SDAD 5800 Higher Education Law

has allowed me to be a more informed and critical practitioner in understanding how to better
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protect, serve, and ensure legal compliance for all members of the campus community. While

my coursework has better prepared me in understanding these complex systems and their direct

relation to my work and the students I serve, this is an area in which I will constantly be learning.

Throughout my 3 Year Professional Plan (Artifact F) law, policy, and governance is

addressed as an area of growth and action steps are provided to develop in this area. My

NASPA/ACPA Competency Assessment (Artifact E) aided my self-evaluation in this area and

provided me with an opportunity to identify ways that I have already interacted in these areas, as

well as provided an opportunity for me to outline future improvements. Through my internship

experience working with an international student population, I gained deeper insight in the

national laws, policies, and local practice that govern international students on college campuses.

As I continue my growth and development as an emerging student affairs professional, learning

how laws impact policies and practices for campus communities will remain constant, as

addressed and outlined in my 3 Year Professional Plan (Artifact F).

Personal Philosophies and Institutional Philosophies (Learning Outcomes 10; Artifacts B,

D, F)

Defining dimensions. Professional integrity and ethical leadership, communicating

effectively, enhancing professional identity

Throughout the program I have had the opportunity to identify and practice

communicating my philosophies and values, both personally and professionally (Learning

Outcome #10). Courses such as EDAD 5700 Leadership in Education I, EDUC 5200 Social

Justice, SDAD 5400 Student Development Theory, Research, and Practice have been influential

in developing my awareness and knowledge surrounding the qualities I aim to posses as a

practitioner. In developing my leadership philosophy for EDAD 5700 Leadership in Education I,

I was able to use leadership models and frameworks to guide my ability to articulate and identify

my leadership style and what I value in a working community. My Mission Statement (Artifact

B) provides insight to my philosophy as a professional and defines my why for entering this

field and highlights my ability to effectively communicate this aspect of my professional identity.

As I have grown during my time in the program, I have had the opportunity to exercise

my philosophies and evaluate how they align or are askew from an institution or certain offices

philosophies. In my self-evaluation of the NASPA/ACPA Competency Assessment (Artifact F)

I rated fairly high in the competency area in which I feel confident and have evidence to prove

my ability to thoughtfully develop, critique, and adhere to a holistic and comprehensive standard

of ethics and commitment to my wellness and growth (Artifact F). Evidence of this skill is

demonstrated in my Professional Letter of Promise (Artifact D) from a previous internship

supervisor. This artifact speaks to my key commitments outlined in my Mission Statement

(Artifact B), such as building community and advocating for changes that meet the needs of the

students.

I recognize that my philosophies may not always align with an institutions, my practices

and values may differ slightly or vastly. This is an area in which I aim to develop since this can

translate to various working styles of a team or committee I may be a part of and learning how to

navigate that landscape as a professional is vital. While I want to fully develop in the

governance and politics of higher education, I never want to lose sight of or suppress my

passions, values, and philosophies. It is a goal to work in a space and with others where there is

a similar goal and destination in mind where the philosophies and action plans have overarching

themes. Although it is difficult to truly understand an institution's or departments philosophy,

nevertheless it is necessary to develop skills to evaluate and assess due to the important role it

plays on a community as well as ones personal and professional well-being.

Conclusion

My growth and development will always remain a constant as I move through my

professional practice. As I aim to be an advocate for students, and my campus community as a

whole, I seek develop in my assessment skills; my understanding of law, policy, and governance;

and evaluating and aligning philosophies. Through this development I will able to serve as a

more knowledgeable and informed practitioner.

References

Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2004). Multicultural competence in student

affairs. San Francisco: Jossey-Bass.