Running head: LEARNING OUTCOME NARRATIVE STRENGTHS1LEARNING OUTCOME NARRATIVE STRENGTHS7

Learning Outcome Narrative StrengthsBobby HeltonSeattle University

Learning Outcome Narrative Strengths (Learning Outcomes 2, 3, 4, 6, 8; Artifacts A1, A2, B1, C3, D, E, F1, G, J)Integrative Theme: Lifelong LearningOver the course of my time in the Seattle University Student Development Administration (SDA) program, I have been fortunate enough to experience immense professional development through my courses, graduate assistantship, conferences, and summer internship. When I look back on my growth, there is one apparent theme that encompasses the knowledge I have obtained in my time in the SDA program: a commitment to lifelong learning. My experience in the SDA program has pushed me academically, professionally, and personally. As a result, I have learned an immense amount about myself, the field of student affairs, and communities to which I do not belong. This growth, while at times challenging, has taught me the value of pushing myself to continue to learn. When one thinks of what it means to learn, the first idea that comes to mind is in a traditional classroom sense. Certainly, the theories and philosophies I have learned in the classroom have contributed to my knowledge. However, it is also important to note the many ways in which I have learned informally. Specifically, the relationships I have built with colleagues, friends, and students have contributed to the learning process. Through these transformational learning processes, I have gained insight into the importance of a commitment to learning that is holistic and engaging. Albright et al. (1987) state, Learning is not a passive process. Students learn most effectively when they are engaged with their work in the classroom and in student life (p. 10). The notion that learning is an active process has stuck with me as a student, but also carries over into my professional life. As such, my commitment to lifelong learning is most apparent in the following sub-areas: commitment to diversity, leadership development, and effective communication. Commitment to Diversity (Learning Outcomes 2, 4; Artifacts D, E, G, J)Defining Dimensions: multicultural competency, identity development, and theory to practice.In the SDA program, I have had several opportunities to increase my knowledge of the unique needs of marginalized communities in higher education. Before entering the program, I had a general understanding of the barriers that underrepresented populations face, but was not fully aware of the adversity various subjugated groups of people faced regarding access and retention. Several courses I have taken in my time in the SDA program have deepened my understanding of the obstacles marginalized communities face in the world of higher education. Through these courses, I have adopted a new lens to think critically about the role Student Affairs practitioners play in supporting marginalized students. In Teaching to Transgress, bell hooks (1994) states that as educators, our solidarity must be affirmed by a shared belief in a spirit of intellectual openness that celebrates diversity, welcomes dissent, and rejoices in collective dedication to truth (p. 33). Through scholarship, as well as conversations with colleagues, faculty, students, and classmates, I have broadened my understanding of Learning Outcome 4 by deepening my understanding of how diversity impacts ones experience in the academy, but also in the world at large. Artifact G is a noteworthy example of understanding and fostering diversity. Through this professional program, I provided the Transylvania University Resident Advisors with their first ever LGBTQ competency training. Additionally, Artifact E demonstrates a broader context of promoting diversity, in that I worked with a group of SDA students to create a comprehensive leadership development curriculum for LGBTQ community organizers in the Pacific Northwest. Both of these examples lend themselves to my understanding and commitment to diversity both inside and outside of higher education. This commitment is especially apparent in my work at Transylvania University. Before my internship, the student staff had no prior knowledge of supporting queer and trans* students. This program demonstrates my capacity to meet students where they are, and educate them on an unfamiliar topic.A crucial piece of the knowledge I have gained over the course of the program is learning how to translate what I have learned in the classroom into professional practice. My experience as the LGBTQ Program Coordinator for the Seattle University Office of Multicultural Affairs (OMA) has given me the opportunity to take the theoretical knowledge I have gained in the classroom, as well as insight from my colleagues and peers, and directly apply it to my work. Through programming, scholarship, and collaboration, I have been able to grow in my understanding of how to serve diverse populations. In many ways, I see my development in the area of multicultural competence in Popes (2004) model of multicultural competence. As a result of my undergraduate experience, I had an awareness of the importance of diversity and multicultural competence. Through the SDA program, I have deepened my knowledge of the unique needs of diverse student populations. Lastly, through professional practice in OMA, I have gained a set of tangible skills to serve these populations. This understanding is clearly connected to Learning Outcome 2, as it requires me to fully understand students and their issues. Specifically, Artifact D underscores the importance of supporting racially diverse student populations in higher education. Certainly, in order to support such diverse populations, one must have an understanding of these students and their issues and needs. Artifact J highlights a variety of best practices that four distinct institutions are using to serve first generation college students, many of whom are students of color and/or low income. Learning Outcome 2 is highly visible in this artifact, as each institution utilizes a distinct approach to serving these students based on an understanding of the students and their needs. Leadership Development (Learning Outcomes 3, 6; Artifacts B1, C3, F1)Defining Dimensions: identity development, collaboration, and leadership philosophy. My development as a leader over the past two years in the SDA program cannot be understated. Despite being highly involved as an undergraduate, I never considered myself to be a leader. As an undergraduate, I associated leadership with headship. That is to say, my understanding of leadership was that in order to be deemed a leader, one must hold a position of authority over others. Through the various leadership courses I have taken at Seattle University, as well as the practical work I have done in OMA and through my summer internship, I now view leadership differently. In my Leadership Philosophy (C3), I argue that Leadership is not headship, or holding a position of authority regardless of abilities. Just because a person is appointed to a job or position does not make him or her a leader (Witherspoon, 1997, p. 2). This particular assertion connects directly to Learning Outcome 6 because it ultimately changed my perspective on how I view myself as a leader, as well as how I work with students to develop their leadership skills. The Higher Education Research Institutes (1996) A Social Change Model of Leadership Development affirms my belief that leadership should not be equated to ones position by declaring, leadership is inclusive, in that it is designed to enhance the development of leadership qualities in all participantsthose who hold formal leadership positions as well as those who do notand to promote a process that is and actively engages all who wish to contribute (p. 18). This statement is especially noteworthy, as it also ties into my philosophy that education should be active and participatory. Furthermore, my Student Letter of Promise (Artifact F1) provides an overview of the ways in which I prioritize collaboration. Learning Outcome 6 also encompasses an element of shared leadership. Through collaboration with campus partners, it is apparent that I have worked to serve students outside the scope of my office and assistantship.In my Personal Mission Statement (Artifact B1), I note the importance of compassion in my role as a leader in the field of Student Affairs. I aim to always be an empathetic and understanding leader, and I will maintain this sense of compassion as I continue to learn and grow in my leadership beyond the SDA program. Learning Outcome 3 calls for students in the SDA program to always strive for professional integrity and ethical leadership in their roles as practitioners. To some extent, professional integrity and ethical leadership are open to interpretation. For me, an integral part of being an ethical leader is building relationships that respect and validate peoples various identities. In order to effectively lead, I firmly believe that we must take the time to develop relationships with those around us. In doing so, we build a rapport that lends itself to a collective, collaborative vision. In this way, compassion and empathy are an intrinsic quality of professional integrity and ethical leadership.Effective Communication (Learning Outcome 8; Artifacts A1, A2, D)Defining Dimensions: public speaking, written communication, and workshop development. A particular highlight of my experience in the SDA program has been the opportunity to enhance my skills in communication. Although I have generally considered myself to be strong in the area of written communication, I have shown significant development in the realm of communicating effectively in speech. The spoken dimension of Learning Outcome 8 is one of the most noticeable practical skills I have strengthened as a student and practitioner. Artifact D demonstrates one of the first opportunities I had to present on a topic directly related to student development theory. Specifically, this presentation for the Seattle University Learning Assistance Center tutors incorporated a variety of student development theory and best practices that I learned in SDAD 578. Some of these theories include: Community Cultural Wealth, Popes Model of Multicultural Competency, and Kolbs Learning Styles. As a facilitator, I was able to share with the tutors some theoretical ways in which they could support the diverse student populations they encountered on a daily basis. Through several interactive activities, I encouraged the tutors to think of ways in which they could translate the theoretical knowledge they gained into practical, everyday skills. Personally, I learned that I value involvement in the way that I communicate with others. This particular workshops interactive elements serve as a prime example of the way that I value interactive communication.Critically reflecting on my time in the SDA program has ultimately evidenced the immense growth I have experienced over my duration in the program. One reason I was drawn to the SDA program was for the assistantship and internship opportunities. From the beginning of my graduate school discernment process, I knew that I wanted practical experience to complement all that I would be learning in the classroom. These complementary experiences and professional development are perfectly synthesized in Artifacts A1 and A2. My SDA Application Resume (Artifact A1) is stark in comparison to my Polished Resume (Artifact A2). Of particular importance is the way that my development in regard to Learning Outcome 8 is shown. Artifact A2 provides a brief overview of some of the facilitation experience I have gained. The amount of opportunities I have had to facilitate workshops and presentations has built my confidence in communicating effectively in speech. Additionally, through constructive feedback from instructors, peers, and supervisors, I have only continued to grow in my competencies in Learning Outcome 8. ConclusionUltimately, lifelong learning ties into a commitment to diversity, leadership development, and effective communication in that I have a deep understanding that I still have immense opportunities for growth in each of these sub-areas. Embracing a mindset that Im knowledgeable enough would inhibit my own professional development and my ability to understand and connect with students. Consequently, I am committed to pushing myself to continue to grow and learn as practitioner and as a person.

ReferencesAlbright, R., Barr, M., Golseth, A., Kuh, G., Lyons, J., Rhatigan, J., & Sandeen, A. (1987). Aperspective on student affairs: A statement issued on the 50th anniversary of the studentpersonnel point of view. 10.Higher Education Research Institute. (1996). A social change model of leadershipdevelopment:Guidebook version III. Los Angeles: The Regents of the University of California. 18.Hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York, NewYork: Routledge. 33. Witherspoon, P. (1997). Communicating leadership: An organizational perspective. 1-22.