Running head: LEARNING OUTCOME NARRATIVE: STRENGTHS 1

Learning Outcome Narrative: Strengths

Bopharuth Cheng
SDA Portfolio
April 2014



NOTE: This word count does not include the appendix attached at the end of this document.
(Word Count= 999)



LEARNING OUTCOME NARRATIVE: STRENGTHS 2
The purpose of this narrative is to demonstrate my strengths in one macro-theme with
supporting evidence of my learning outcomes in the Student Development Administration (SDA)
program. This program provided me with opportunities to stretch my presumptions of advanced
degrees and higher learning as well as cultivate a healthy understanding of issues surrounding
Higher Education (HE). My work history in community colleges (CC) combined with the
curriculum from the SDA masters degree program brings me to this juncture of knowledge and
strengths as a Student Affairs professional.
I believe a central theme that encapsulates my strengths is having a global understanding
of community college environments. This theme is important to me because of my personal
experiences in CCs like having attended a CC and having worked in several community and
technical college settings. These experiences played a pivotal role in changing my perspectives
on HE. Additionally, this theme aligns with my professional mission statement on diversity and
advocacy for access to HE (Artifact B2). I truly believe in paying it forward because I could not
have accomplished these milestones without the mentors, believers and community that
supported me throughout my academic career.
This narrative will serve as a platform to appraise my strengths according to the SDA
Learning Outcomes (LO). I will outline general areas of my learning related to the central theme
and provide further depth to demonstrate my development in these learning outcomes.

Learning Outcome Dimensions
I chose three dimensions that support my global understanding of CC environments; they
were pulled from my strongest LOs: 1) understand contexts of leadership and governance 2)
practice from integrative frameworks and 3) understand students and student affairs
LEARNING OUTCOME NARRATIVE: STRENGTHS 3
issues. My strongest LOs and most relevant to this theme are (see Appendix A for a chart of
these LOs and additional key elements supporting each LO):
1. LO#1 Understanding the foundations and emerging nature of the Student Affairs
profession and higher education
2. LO#2 Understanding students and student issues
3. LO#5 Adapting student services to specific environments and cultures
4. LO#8 Communicating effectively in speech and in writing
5. LO#9 Understanding issues surrounding law, policy, finance and governance
I learned to understand contexts of leadership and governance as a valuable factor in
HE environments. In my work at South Seattle Community College (SSCC), supported by
Artifact G, I developed and launched a student success communication pilot project that will be
institutionalized next academic year (Cheng, April 2014, www.bophacheng.weebly.com). Before
jumping into this project, I had to develop rapport and establish relationships with Student
Services stakeholders and have firm understandings of LO#5, LO#8, and LO#9. Key elements
of LO#5 are: knowing unique resources and services available at CCs for different student
populations; recognizing and tapping into unique partnerships; and seeking to understand the
political landscape in various departments and divisions for effective collaboration. Key
elements from LO#8 are: understanding my audience and presenting appropriate content; asking
questions and seeking clarification; and being thorough and concise. Finally key elements from
LO#9 are: making decisions based on the multiple systems that influence institutions internally
and externally; participating in college governance; and knowing departmental, divisional and
institutional budget allocations and processes.
LEARNING OUTCOME NARRATIVE: STRENGTHS 4
The next dimension that supports my strength is to practice my vocation from an
integrative framework. According to my Identity and Leadership Autobiography, Artifact C3,
I developed a bicultural lens to navigate the world. This also translates into my work and my
great ability to understand the big picture as appraised in Artifact F2 (Cheng, April 2014,
www.bophacheng.weebly.com). My strongest LOs that demonstrate this dimension are LO#2
and LO#9. I outlined LO#9 in the above section, so I will list key elements of LO#2. These key
elements are: knowing how to build relationships and connect with diverse student populations;
recognizing, referring to and assisting students with care using student development theories; and
acting with the knowledge, skills and awareness of cultural competencies.
Finally, I have a strong skill set in understanding students and student affairs issues;
LO#2 (above) outlines key elements that contribute to this dimension. Additionally, key
elements from LO#1 are: gaining knowledge of historical institutional contexts; staying current
in Student Affairs (SA) news; and engaging in professional development. Artifacts B2, C1, C2,
D, G, H, I and J supports my evidence of learning and understanding in these foundational
issues in the SA profession and HE. I deepened my understanding of SA through participating in
conferences like the NASPA Western Regional Conference 2013 and interactions with students
from my internship experience.

Demonstration of Development in Learning
Past, Present and Future. Prior to entering the SDA program, I had muddled expectations and
clouded interest for the SA profession. I was mainly exposed to the transactional side of HE and
did not fully understand the transformative experience that practitioners may contribute to a
LEARNING OUTCOME NARRATIVE: STRENGTHS 5
students learning experience. I was resistant to college structures and the hierarchical nature of
institutions and was essentially, blinded by my own ego.
Now, I understand how these forces can help change systemic issues and how I had to
change in order to learn new perspectives and get the bigger picture. Not only have I learned
more about myself, I have learned about others and how we can work together to serve as
resources and allies. I changed my views on structures and systems; I realize these are important
elements in our society. I changed my views on how red tape is enforced, it is actually
enforced by us and we, holistically speaking (administrators, staff, faculty and students), need to
make changes in decisions about breaking down barriers and acting from a place of
understanding at all levels of the playing field.
I hope to enhance my understanding of HE environments by continuing professional
development and seeking out leadership roles on campus. Artifact I speaks to my goals and
action steps to continue growth in this area. I also plan to develop a better understanding of
universities and private colleges. I am looking forward to having a more rounded global
awareness of HE.








LEARNING OUTCOME NARRATIVE: STRENGTHS 6
Appendix A
SDA Portfolio Learning Outcomes Integrative Theme: Strengths
Learning Outcome Dimensions for
global understanding of community college environments

1) Understand contexts of leadership & governance
2) Practice from Integrative frameworks
3) Understand students and student affairs issues

SDA LO

(3) Key LO Dimensions Additional Seminal Content
LO#1 Understanding the
foundations and emerging
nature of the Student Affairs
profession and higher
education

1. Gain knowledge of
historical context,
missions, values and
institutional structures
in relation to
individual roles
2. Stay abreast with
current affairs in CCs,
SA and HE by reading
journals, articles and
literature.
3. Professional
development

SDAD 577, Hirt
(2006) Where You
Work Matters: Student
Affairs Administration
at Different Types of
Institutions
The Personnel Point of
View
Artifacts:
B, C1, C2, D, G, H, I, & J

Reference(s):
NASPA Western Regional
Conference

LO#2 Understanding students
and student issues

1. Know how to build
relationship and
connect with diverse
student populations
2. Recognize, refer to and
assist students with
care using student
development theories a
framework
3. Act with the
knowledge, skills and
awareness of cultural
competency
SDAD 578 Student
Development Theory,
Research and Practice course
shaped my understanding of
student issues on a macro-
level.
Artifacts:
C1, C2 & D

Reference(s):
SDAD 564-565 HCC
Internship, Reflection #3
LEARNING OUTCOME NARRATIVE: STRENGTHS 7
LO#5 Adapting student
services to specific
environments

1. Know unique services
and resources for CC
student populations
that are generally older
and have regular job
schedules.
2. Recognize and tap into
the unique partnerships
and resources that
common in CCs.
3. Seek to learn the
history of departments,
divisions and
institutions in order to
effectively collaborate
and build partnerships
on campus.
In my interview with a
Student Affairs professional, I
learned about the Federal
TRIO program as a best
practices model for targeted
student support services
(Cheng, 2012).
Artifacts:
C1, E, & G

Reference(s):
SDAD 577,
LO#8 Communicating
effectively in speech and in
writing

1. Understand my
audience and
appropriate content
level
2. Ask questions and seek
clarification
3. Be thorough and
concise

Artifacts:
A, D, E, F2, G,

Reference(s):
SDAD 559, Group work

LO#9 Understanding issues
surrounding law, policy,
finance and governance

1. Make decisions based
on the multiple
systems that influence
institutions internally
and externally.
2. Participation in college
governance is

LEARNING OUTCOME NARRATIVE: STRENGTHS 8
Artifacts:
C2, F2

Reference(s):

important; there are
many committees and
taskforce that make up
the voice in CCs.
3. Know departmental,
divisional and
institutional budget
allocations and
processes


LEARNING OUTCOME NARRATIVE: STRENGTHS 9
References
Cheng, B. (April 2014). SDA portfolio | bopha cheng. Retrieved from
www.bophacheng.weebly.com.
Cheng, B. (2012). Reflections of a student affairs professional: Fernando morado a director at
south Seattle community college. Unpublished Paper from SDAD 577, Seattle University,
Seattle, WA.
Evans, N.J., Forney, D.S., Guido, F.M., Patton, L.D., & Renn, K.A. (2nd ed.). (2010). Student
development in college: Theory, research, and practice. San Francisco: Jossey-Bass.
Hirt. J.B. (2006). Where you work matters: Student affairs administration at different types of
institutions. Lanham, Maryland: University Press of America, Inc.
Yosso, T.J. (2005). Whose culture has capital? A critical race theory discussion of community
cultural wealth. Race Ethnicity and Education, 8(1), 69-91.