Running head: LEARNING OUTCOME NARRATIVE: AREAS FOR GROWTH

Evinn Hickey Learning Outcome Narrative: Areas for Growth Seattle University 4/4/2014

LEARNING OUTCOME NARRATIVE: AREAS FOR GROWTH

Learning Outcome Narrative: Areas for Growth Learning Outcomes: #3, 4, 7, 9 Artifacts: B, C1, C2, E, G, H, I, J, K1 Integrative Theme: Developing Practical Leadership Skills The integrative theme that defines my areas for continued growth is developing practical leadership skills. Throughout the SDA program I have been exposed to leadership theories (Bolman & Gallos, 2001; Kouzes & Posner, 2012) and learned about various law, governance, budgetary, and policy issues (SDAD 576, SDAD 580). However, in my internship and professional roles, I have had very little direct experience in these areas. I recognize that these practical leadership skills will be critical if I am to move into supervisory positions. Therefore, I know that I need to continue to seek out opportunities to further develop my skills and knowledge. Learning Outcome (LO) Dimensions The areas that encompass my areas for growth are: gain experience in utilizing research and assessment, gain supervisory and budgeting experience and governance skills, and grow in identity as an ethical leader. Gain Experience in Utilizing Research and Assessment This area for growth addresses LO #7- utilizing assessment, evaluation, technology, and research to improve practice. Using research and best practices to inform my work will ensure that the practices I employ have been demonstrated to support student development and academic success (Artifact G). However, my competency analysis (Artifact H) reveals that I need additional training to better understand the difference between assessment, program review, evaluation, and strategic planning. While I am familiar with these terms, I do not know the

LEARNING OUTCOME NARRATIVE: AREAS FOR GROWTH

proper methodology for or when to use each technique. Finally, I recognize that using technology and systematic inquiry are best practices (Blimling & Whitt, 1999). In my professional role, I have had some experience using technology for program assessment. However, exploring the intersection of assessment, technology, and advising will be important to my future practice; especially if I become a director of academic advising. Gain Supervisory and Budgeting Experience and Governance Skills This area for growth addresses LO #9- understanding issues surrounding law, policy, finance, and governance. While I have gained knowledge through coursework, I have no practice skills or experience in these areas. For example, I demonstrated my understanding of institutional governance structure and policy development through my campus crisis analysis paper (Artifact C1). However, my competency analysis (Artifact H) shows my need to gain experience in developing and managing a departmental budget. My five year plan (Artifact I) outlines my goals to gain supervising experience and to understand the laws and policies that encompass supervision. Grow in Identity as an Ethical Leader This area for growth addresses LO #3- exhibiting professional integrity and ethical leadership in professional practice and LO # 4- understanding and fostering diversity, justice, and a sustainable world formed by a global perspective and Jesuit Catholic tradition. My campus crisis analysis paper (Artifact C1) demonstrates my understanding of the need to address institutional actions that are not aligned with ethical standards. However, I do not have tangible ethical leadership experience. Similarly, my AANAPISI literature review (Artifact C2) exhibits my understanding of the need to advocate for marginalized student populations by understanding their unique needs. These are areas for me to grow in my process

LEARNING OUTCOME NARRATIVE: AREAS FOR GROWTH

of becoming an ethical leader. Finally, I need to continue to develop my confidence in working through ambiguity. As discussed in my portfolio assessment (Artifact K1), I relied on collaboration with peers to work through the ambiguous portfolio process. Developing confidence in my own abilities will aid my leadership in working through similar future situations. In my frame of leadership, ethical leadership also requires fostering diversity and social justice through a commitment to access and equity, as well as multicultural competency (Pope, 2004). In order to become an ethical leader, I must develop social justice leadership and education skills. My theory workshop (Artifact E), which centered on multicultural competency, is an example of the work I must continue to explore to grow in this area. My personal and professional mission statements (Artifact B) delineate my commitment to developing culturally relevant practices and engaging in service to my greater community in the Jesuit Catholic tradition. The Jesuit values of cura personalis, service to others, magis, and self-care are evident in my mission statements and are the result of the Jesuit context of the SDA program. These values will contribute to my development of professional integrity and ethical leadership practices. Demonstration of Development in Learning Outcomes Past Before entering the SDA program, I was unfamiliar with the concept of utilizing research and assessment to improve practices in higher education. Likewise, I have had no experience in supervising, developing budgets, or governance. Therefore, it is not surprising that these emerged as areas for continued growth in my professional development. While I entered the

LEARNING OUTCOME NARRATIVE: AREAS FOR GROWTH

program valuing ethical leadership, I did not hold a vision of myself as an ethical student affairs leader. Present Through academic and co-curricular experiences, I have grown in my understanding, and experience in all of outlined areas for growth. I have utilized research and assessment to improve practices in my role at Edmonds (Artifact J). I have also applied research and theory to my practice, as demonstrated in the professional development proposal I produced for my adult learning course (Artifact G). These artifacts demonstrate my competence in LO # 7. However, as shown in my competency analysis (Artifact H), this remains an area for continued growth. LO # 9 continues to be an area of weakness in my professional skillset. Due to the nature of my professional role, internships, and program of study, I have not developed practical skills in supervising, developing budgets, or governance. While I learned about these topics in SDA courses, I do not feel competent in the application of this knowledge. For example, my campus crisis paper (Artifact C1) demonstrates my understanding of governance and policy issues, but the tangible application was missing for me throughout the SDA program. The fact that these are areas for continued grow is reflected in my competency analysis (Artifact H) and I outline a plan for developing these areas in my five year plan (Artifact I). Finally, throughout the SDA program, I have grown in my identity as an ethical leader. However, I believe that I still have much growth to do, especially around understanding and fostering social justice and multicultural competency. This area for growth addresses LO # 3 and LO #4. I have developed a conceptual understanding of and an ability to analyze ethical leadership (Artifact C1) as well as social justice issues (Artifact C2), but I am still growing in my ability to implement these skills in my leadership. However, I have made a commitment

LEARNING OUTCOME NARRATIVE: AREAS FOR GROWTH

(Artifact B) to be an ethical leader, to work toward social justice in higher education, and gain confidence in leading through ambiguity (Artifact K1). Future As I begin my career, I have many areas to continue my professional growth. It will be vital that I continue to learn how to utilize research and assessment (LO #7) to ensure that the practices I employ are effective in supporting student success and development. Similarly, as I gain professional experience, I will grow in my understanding of law, policy, finance, and governance (LO #9) by hopefully gaining supervisory and budgeting experience and governance skills. Finally, as I become a seasoned professional, I will grow in my identity as an ethical leader by demonstrating a commitment to professional integrity (LO #3) and to fostering diversity and social justice in my practice in the Jesuit Catholic tradition (LO #4).

LEARNING OUTCOME NARRATIVE: AREAS FOR GROWTH

References Blimling, G.S., & Whitt, E.J. (Eds.) 1999). Good practice in student affairs: Principles to foster student learning. San Francisco: Jossey-Bass. Bolman, L. G., & Gallos, J.V. (2011). Reframing academic leadership. San Francisco: JosseyBass. Kouzes, J.M. & Posner, B.Z. (2012). The leadership challenge: How to make extraordinary things happen in organizations (5th ed.). San Francisco, CA: The Leadership Challenge, A Wiley Brand. Pope, R.L., Reynolds, A.L & Mueller, J.A. (2004). Multicultural competence in student affairs. San Francisco, CA: Jossey-Bass.