Running head: AREAS FOR GROWTH

Learning Outcome Narrative: Areas for Gro th E!ia Grenier Seatt!e "niversit#

AREAS FOR GROWTH Learning Outcome Narrative: Areas for Gro th Integrative Theme: Leaning into Discomfort (LO 1, 2 & 4; Artifact A.1, E, & !"

When % &egan ref!ecting on this section of the narrative' % found m#se!f anting to shrug it off ith a favorite !eadershi( dictum: )%f #ou s(end #our !ife tr#ing to &e good at ever#thing' #ou i!! never &e great at an#thing* +Rath , -onchie' $../' (0 1230 4no ing m# areas of strength' h# ou!d % focus on m# !ess com(etent areas5 This reaction he!(ed me decide m# macro6theme is leaning into discomfort' as the state of discomfort is here !earning cree(s in +4e!!#' $..730 These !earning outcomes are difficu!t for me0 % strugg!e ith m# ro!e in student affairs' m# a((!ication of theor# to students' and m# 8ourne# to &ecoming a more socia!!# 8ust (ractitioner0 Though these aren9t m# strengths' the# are im(ortant to the (rofession and % cannot run a a# from their deve!o(ment &ecause it is uncomforta&!e0 Therefore' the areas ithin m# theme are a3 deve!o(ing students' &3 em&racing m# uni:ue (ath' and c3 mu!ticu!tura! com(etence0 #ast ;rior to the S<A (rogram' % as on ver# different (ath0 % have an undergraduate degree in Histor# and after undergrad % e=(!ored food (o!ic# through an Ameri-or(s #ear teaching in Seatt!e e!ementar# schoo!s and a((!ied to a >idd!e Eastern Studies master9s (rogram0 % confronted a tough !earning curve a&out m# hite (rivi!ege through the ;eo(!e9s %nstitute Training on "ndoing %nstitutiona! Racism0 Then' the recession hit' % didn9t get into grad schoo!' and % found m#se!f deve!o(ing students as an e!ementar# afterschoo! tutor0 % as not cha!!enged or ha((#' so % ref!ected on m# most meaningfu! or? e=(eriences@on co!!ege cam(uses0 % sa m#se!f or?ing in higher education outside of teaching' so h# not student affairs5 % !i?e!#

AREAS FOR GROWTH

shou!d have s(ent more time ref!ecting on LO 1 and 2 in m# discernment0 ># commitment' ho ever su(erficia!' to LO 4 made Seatt!e "niversit#' here % as a Su!!ivan fina!ist during m# undergraduate search' a natura! fit0 #resent <eve!o(ing students is &est ca(tured in LO 2' ith the areas of student development theory' direct engagement' and service for students0 % (rogressed in m# ?no !edge of theor# in S<A< A1/' and resonated ith Ba=ter >ago!da9s se!f6authorshi(' Sanford9s cha!!enge and su((ort' 4o!&9s e=(erientia! !earning and <e!gado9s or? ith critica! race theor#' among others ++Evans' Forne#' Guido' ;atton' , Renn' $.1.30 A((!#ing 4ing and Ba=ter >ago!da9s +$..A3 mode! of intercu!tura! deve!o(ment +Artifact 3 to hite fema!e co!!ege students9 identit#

deve!o(ment certain!# enhanced m# understanding of students0 Not ta?ing the course ith <r0 Camamura seemed !i?e a good a# to avoid discomfort' &ut % thin? her strong methodo!ogica! a((roach ou!d have he!(ed me gro 0 % engaged with students direct!# &# co6advising a student grou( and in m# -A;6- (i!ot' &ut through m# (osition ith "niversit# ;!anning' % understand students as (art of a !arger ho!e0 % strive to understand ho the macro !eve! im(acts an individua! student' and attend meetings for a strategic (!an goa! tas?force to &etter a((reciate the com(!e=it# of deve!o(ing ne initiatives0 % thin? a&out increasing surve# res(onse rates' ho ma8ors im(act (ost6career outcomes' and here students cou!d use ne scanners0 % or? ever#da# to su((ort a universit# that serves and develops its students' 8ust on a com(!ete!# different !eve! from most in student affairs0 This is hat % mean &# em&racing m# uni:ue (ath' hich connects to LO 1 ith dimensions of strong colleagues, historical foundations, and functional areas0 % had strong grounding in (rofessiona! student affairs &efore attending the (rogram' as sho n in m# S<A

AREAS FOR GROWTH

a((!ication rEsumE +Artifact A.1"' &ut % ?no m# 8ourne# for ard is more nuanced0 ># Best ;ractices grou( e=amined retention' not a s(ecific student affairs area0 % or?ed in cor(orate event management during m# first #ear' hich hi!e a usefu! s?i!! in Student Affairs' it is not a focus in the (rogram or a NAS;AFA-;A com(etenc# in Artifact !0 % a((reciated !earning a&out the histor# of the (rofession in Foundations' attending and (resenting at NAS;A Regiona!s' and interacting ith e=ce!!ent Student Affairs co!!eagues throughout the region0 Ho ever' % ?no m# strengths i!! &e &est served hen % am fo!!o ing m# (ath to &ridge student affairs ith other areas ithin higher education0 >u!ticu!tura! com(etence is a natura! fit for LO 4' ith dimensions of supporting diversity, social justice in practice' and Jesuit ideology. Strong teams em&race diversit# +Rath , -onchie' $../3' &ut there is often tension &et een the desire to em&race it and the practice of critica!!# e=amining hen voices are a&sent0 Thought % have gro n &# attending conferences on (o er and (rivi!ege' % ?no % i!! continue to strugg!e ith issues such as hite omen savior com(!e=' interna!iGed su(eriorit#' and fighting the c#c!e of o((ression +Toch!u?' $.1.H Harro' $.1.30 % connected ith the Jesuit mission &# engaging in service outside of cam(us and e=amining ho to enact s#stemic change in the area of food insecurit# +Artifact E3 in Socia! Iustice0 Seatt!e "niversit# has he!(ed me gro into a ) oman for and ith others* and commit to see?ing magis@ more ?no !edge' more com(assion' and more commitment +Thon' $.1D30 S" has e=(anded m# ?no !edge of ho to resist the status :uo and use m# (rivi!ege to effect systemic change0 %t is not eas#' &ut it is necessar#' im(ortant or? to do0 $%t%re <uring m# career' % ?no % i!! gro as a mu!ticu!tura!!# com(etent (ractitioner +LO 4" and i!! see? continued (rofessiona! deve!o(ment in these areas0 % i!! focus attention on the

AREAS FOR GROWTH

a#s institutiona! (o!icies and shifts im(act students9 deve!o(ment and &oth advocate for them and &ring them into conversations hen their voices are not &eing considered +LO 2"0 % i!! use m# strengths of context & connectivity to ensure that student affairs' finance and &usiness affairs' and academic affairs do not o(erate in si!os (LO 1"0 % lean into discomfort and em&race m# uni:ue (ath' ?no ing that % have distinct gifts to offer the or!d of higher education0

AREAS FOR GROWTH References Evans' N0 I0' Forne#' <0 S0' Guido' F0 >0' ;atton' L0 <0' , Renn' 40 A0 +$.1.30 Student

development in college: Theory, research, and practice +$nd ed030 San Francisco' -A: Iosse#6Bass0 Harro' B0 +$.1.30 The c#c!e of socia!iGation0 %n >0 Adams' W0 I0 B!umenfe!d' -0 -astaJeda' H0 W0 Hac?man' >0 L0 ;eters' , K0 LMJiga +Eds03' Readings for iversity and Social Justice +$nd ed030 Ne Cor?' NC: Rout!edge0 4e!!#' B0 T0 +$..730 The fina! ord: See? that hich is' &ut is not a((arent0 The !ermont "onnection, #$. Retrieved from htt(:FF 0uvm0eduFNvtconnFv$1Fturner?e!!#.70htm!

4ing' ;0 >0' , Ba=ter >ago!da' >0 B0 +$..A30 A deve!o(menta! mode! of intercu!tura! maturit#0 Journal of "ollege Student evelopment, %&+73' A116AO$0 doi: 1.01DADFcsd0$..A0..7. Rath' T0 , -onchie' B0 +$../30 Strengths 'ased leadership: (reat leaders, teams, and why people follow. Ne Cor?' NC: Ga!!u( ;ress0 Thon' A0 I0 +$.1D30 The )gnatian imperative: Student affairs educators in Jesuit higher education. >i! au?ee' W%: >ar:uette "niversit#0 Toch!u?' S0 +$.1.30 *itnessing whiteness: The need to tal+ a'out race and how to do it. Lanham' ><: R,L Education0