Running head: AREAS FOR GROWTH

Learning Outcomes Narrative: Areas for Growth Erin Lewis SDA Portfolio Professor Diaz Seattle University April 2014

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Learning Outcomes Narrative: Areas for Growth Integrative Theme The macro-theme that I have identified for my main area of growth as I move forward in my professional practice is: social justice advocacy. This theme is critical for me because it is one that I did not start focusing on until later in the game, and I have a lot of improvement areas within this theme. I aspire to be a student affairs professional who works for and with students from all backgrounds and experiences, and at this moment in time I do not feel as if I am as competent in the area of social justice advocacy as I both need to be and want to be. Personally, it has taken me a long time to understand my various identities and the privileges that come with many of them. I began the SDA program in denial about what white privilege meant for me growing up and feeling guilt about some of my other identities that were out of my control. I soon realized that guilt will not get me anywhere, but education will. I have put a great deal of focus on increasing my awareness, knowledge and skills of social justice and advocacy issues, and I also know that I will never be able to understand other peoples experiences and feelings if I do not fully understand how my own experiences and feelings have shaped my life. Social justice advocacy is a macro-theme that I am incredibly passionate about, and I look forward to continuing the challenge of self-awareness, knowledge of others, and eventually developing a competent skillset to be able to be the best educator I can be with and for the beautifully diverse students that I will have the honor of working with. Learning Outcome Dimensions The three unique areas that I will address within the macro-theme of social justice advocacy are: looking globally and beyond campus, supporting different identities, and theory research and review. For my goal of looking more globally and beyond the campus environment,

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I will focus on LO#4 (understanding and fostering diversity, justice and a sustainable world formed by a global perspective and Jesuit Catholic tradition). I have a tendency to look at diversity and social justice on an individual level, focusing in on the identities of each person and how privilege and oppression has affected them rather than looking on a macro or systemic level. Artifact E, the service-learning project that I completed in EDUC 520: Social Justice in Professional Practice, provided me with a eye-opening look at social justice in a community context that I had not considered before. Artifact J, my final report and seminar presentation for SDAD 596: Risk in Education Abroad, gave me a much more global perspective of social justice and diversity issues within the context of study abroad and the privileges that are present. Supporting students with various identities is still something that I struggle with. LO#2 (understanding students and student issues) and LO#5 (adapting student services to specific environments and cultures are two learning outcomes that I do very well in some capacities and not very well in others. I address my desire to focus deeply on learning more about students unique identities and experiences in Artifact I, my 5 year professional development and action plan that I developed in SDAD 579: Student Development Capstone Seminar. Lastly, a continuing area of growth for me is reviewing student development and identity development theory research. I admittedly have not reviewed certain identity development theories since taking SDAD 578: Student Development Theory, Research and Practice. LO#7 (utilizing assessment, evaluation, technology and research to inform practice) is one that I have very little experience with or competency in, and Artifact Hmy NASPA/ACPA Competency Assessment that was completed in SDAD 579: Student Development Capstone Seminar in Winter quarter 2014speaks to this deficit in detail.

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Demonstration of Development in Learning Outcomes Past LO#2: Coming into the SDA program I thought I had a good understanding of students and student issues, but the fact that graduate assistant orientation was the first time I had heard the term white privilege I clearly had a lot to learn about students issues. LO#4: Before coming to Seattle University, I did not have any understanding of what Jesuit education was other than Catholic-based. I had no idea that social justice was one of the cornerstones of Jesuit education. LO#5: Before SDA, I was under the impression that the extent of adapting student services was tailoring curriculum and activities to what students were interested, rather than adapting services to address different specific needs. LO#7: Prior to SDA, my knowledge of assessment, evaluation and research methods was quite limited. I would have not been able to tell you the difference between a survey and an assessment of learning outcomes or needs. Present LO#2: My internships and assistantship played a significant role in furthering my understanding of students and student issues. SDAD 578: Student Development Theory, Research and Practice also helped me develop a better foundational knowledge of students different identities and experiences with privilege and oppression. LO#4: I have greatly appreciated the way that Jesuit values and social justice are woven into every aspect of Seattle University and SDA; from the courses to the assistantships to the conversations with peers, my level of understanding the global scale of social justice has significantly increased. LO#5: Adapting student services to specific environments and cultures isin my opinionthe most important of all of the SDA learning outcomes, and it is the one that I still struggle with the most. I can adapt services to students differing communication, conflict, and learning styles, but I

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admittedly still have difficulty adapting services to students based on some of the needs that come with their salient identities. LO#7: The only real opportunity I had to do research in the SDA program was through my SDAD 596: Risk in Education Abroad independent study, so my competency within this learning outcome is still not where I would like it to be. I was able to participate in the Assessment Certification Program put on by the Division of Student Development over the summer of 2013, so my assessment knowledge has increased significantly. Future LO#2: Looking to the future, one of the ways that I can increase my understanding of students and student issues is to continue educating myself about student development and identity development theories, research and practice. I plan to subscribe to several journals so that I can stay up-to-date on trends and also on specialized areas within student development. LO#4: I plan to spend time studying more about the foundation of the Society of Jesus because it is something that I did not take seriously when I first started the program, but over time I have come to have such respect for the Jesuit values and the role social justice plays in them. LO#5: Adapting student services to specific environments and cultures is the learning outcome that I want to focus on the most. Looking forward, I plan to conduct informational interviews with professionals who work with special populations of students and engage in dialogue with them about strategies they have utilized for adapting services to fit their students unique needs. LO#7: Research informs theory, which informs practice. Practice is then evaluated via assessment. After taking the Assessment Certification Program through the Division of Student Development last summer, I am excited to seek out additional professional development opportunities that will enhance my assessment and research skills.