Running head: STRENGTHS NARRATIVE

Strengths Narrative

Willa Kurland

Seattle University
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Strengths Narrative: Collaboration and community as a method of advocacy

Reflecting on my time in SDA, collaboration and community as a method of

advocacy, is the integrative theme of this narrative. Leaning into leadership opportunities,

finding community, and having mentors to guide me to where I am today-- I have learned what it

means to navigate higher education as an undergraduate, graduate student, and now professional.

Counter to my undergraduate experience at a large public university, I knew that I would thrive

in small, project-based classes offered in SDA. As demonstrated through the following narrative,

collaboration and community are at the root of who I am as a person, a practitioner, and student.

Leadership through an equity lens (LO 6; Artifacts A, C2)

For me, leadership and equity go hand in hand, personally, professionally, and

academically. In both research and practice, I believe in the power of collaboration and engaged

pedagogy (hooks, 1994). Education is a pathway to liberation, and student affairs professionals

must be aware of the ways in which their own views and biases effect how they interact with

students, understand the ways in which prejudice, power and oppression influence their own

positionality, as well as be able to effectively translate their awareness and knowledge into daily

practice. As a professional who advocates for marginalized students, leadership through an

equity lens is not optional (Nash, 2010). This notion has framed my intentions in developing

Learning Outcome 6, Developing and demonstrating skills in leadership and collaboration.

Three dimensions of LO 6 include, intentional collaboration in my work in at South Seattle

College, peer leadership and academic collaboration with classmates, and continuous reflection

of my personal leadership style and values in order to grow as a leader.

Prior to SDA, I had little understanding of the history and implications of the American

Community College (CC). Now, my understanding of CCs, particularly as a point of college

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access frames much of my work. I have developed knowledge of the Washington Community

and Technical College system and best practices for serving diverse student populations.

Artifact C2 was a collaborative group project completed in In SDAD 5590: The American

Community College during Winter Quarter 2018. In our, Edmonds Community College Final

Report, we provided recommendations based on-site visits and literature reviews focusing on

supporting Undocumented students and military-connected and veteran students. These

recommendations included; using institutional data to inform campus-wide decisions, increasing

allies and cross collaboration between offices and improving resources for student-led, student-

focused opportunities which advance campus equity (Jackson, Kurland, & Saunders; 2018). I

chose Artifact C2 as a demonstration of LO 6 as our culminative project represents the power of

collaboration in class to further learning of marginalized student populations.

Additionally, my growth is demonstrated by my work at South Seattle College in New

Student Services and the TRiO Educational Opportunity Center (Artifact A). I seek to

understand group dynamics, take initiative when appropriate, and create opportunities for

collaboration among colleagues (LO 6). I developed as a leader by initiating collaborations with

Professional/Technical programs, implementing and revamping Admissions workshops, and

training peer navigators in successful outreach. These experiences taught me how to navigate the

political landscape of the college. When navigating tensions among priorities of departments and

individuals, I remain student centered. I use Crenshaw’s (1981) and Nunez’s (2014) idea of

multilevel intersectionality, the relationship between social identities of students and the

institution is imbedded in historicity, as a framework for centering students.

Lastly, in Spring 2017, STML 5610: Transformational Leadership, I deeply reflected on

my own identity development and self-authorship (Baxter-Magolda, 2001), navigating the

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complexity of my personal and professional experiences as a graduate student of color. I am

committed to leadership that reflects my values and to acting as a leader who moves people,

groups, and organizations toward change.

Communication (LO 2, 4, 7; Artifacts C1, C3)

Communication is a pillar of excellent leadership and collaboration. LO 2, 4, and 7.

Learning outcome 2, Understanding students and student issues, allows me to build a

foundation for working in student affairs. Three dimensions of LO 2 include, centering student

narratives, providing advising and support to diverse students within the CC setting, and learning

to ask questions that promote critical conversations and identity development among students of

marginalized backgrounds.

Artifact C1, Best Written Scholarly Paper, pushed me to grow as a scholar, practitioner,

and graduate student. My ability to develop a qualitative research project, centering students of

color on academic probation within a mission based, Predominantly White Institution is a

demonstration of my commitment to diversity and justice and Learning Outcome 4,

Understanding and fostering diversity, justice and a sustainable world formed by a global

perspective and Jesuit Catholic tradition. Three dimensions include: maintaining and upholding

cultural humility when working with minoritized student populations (such as undocumented,

veteran-connected, formerly incarcerated, foster-youth, students of color, LGBTQ students),

dedication to life-long learning and self-reflection, and creating space (among colleagues) for

critical dialogue surrounding diversity and justice in higher education.

Furthermore, appropriately communicating research and assessment through a social

justice framework, has allowed me to do work that aligns with my professional values and grow

in Learning Outcome 7, Utilizing assessment, evaluation, technology, and research to improve

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practice. Three dimensions include: the ability to conceptualize research projects (developing

research questions, coordinating focus groups, analyzing data), thinking critically about the

impact of my work through the lens of students, staff, faculty, and the university (communicating

and translating research to practice), and effectively utilizing technology (Asana, Slack, Canva,

Excel, Zoom, online advising tools) to advance collaboration and project management.

In Artifact C1, I use a phenomenological approach, aiming to address issues of

institutional racism, oppression and inequity in order to center the experience of students of

color-- students who are often at the margins within a PWI (Creswell, 2014). Not only did this

experience allow me to learn about retention, diversity, equity, and supporting students of color,

I explored two distinct functional areas, Academic Advising and an Office of Multicultural

Affairs—bridging a gap between two departments on a siloed campus. I learned that qualitative

research is a creative and exploratory process that provides meaning to existing constructs and I

was challenged to communicate and translate research to practice, presenting my work to

classmates, staff, and faculty (LO 7). Prior to SDA I understood the importance of theory but did

not have the language to explain how theory informed my practice particularly related to

multicultural competence (LO 4; Pope, Reynolds & Mueller, 2004).

As a final demonstration of both LO 4 and LO 7, Artifact C3 my Best PowerPoint,

Presentation, or Research/Programming Development, AANAPISI Scholarship Over the Last

10 Years, is a research project that highlights Asian American Native American Serving

Institutions and a distinct student population. Taking the lead in research responsibilities

(creating a work plan, conducting an in-depth literature review, writing, revising, and working

collaboratively with doctoral students), I am more confident in my ability to synthesize

information, write succinctly, and communicate the deadlines, needs, and assessments of
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ongoing, collaborative projects. In addition to Artifact C3, I have had the opportunity to co-

author a paper on “Methodological Considerations for Research at Minority Serving

Institutions”. This process has given me a new perspective on research methodologies,

collaboration, and academic publications. Before SDA I did not have the language to discuss

research and academic work in higher education. I am slowly learning about the norms and

culture of research in the academy

Building relationships and creating connections (LO 10; Artifact A, D, G)

Co-curricular activities and involvement in professional organizations have given me the

opportunity to grow in Learning Outcome 10, Establishing and enhancing professional

identity. Three dimensions of this learning outcome include, establishing and validating my

Asian American adoptee identity through involvement in professional organizations, learning

how to network and build mentorship relationships, and creating connections within the SUSDA

community.

Building relationships and creating connections are at the foundation of successful

leadership. Participating in the NASPA Multiracial Knowledge Community (MRKC), which

“seeks to stimulate education, develop knowledge, and promote resources and networking

opportunities related to multiracial and transracial adoptee identity” has allowed me to engage

with professionals of similar identities. Over the last two years, I have been a part of the MRKC

Pre-conference planning team. We have successfully submitted proposals and been accepted to

present at the NASPA Annual Conference in March 2018, as well as March 2019. Artifact G is

the NASPA MRKC Pre-Conference workshop proposal and presentation for the 2018 Annual

Conference. The professional connections I have made throughout this process have been

invaluable, and in this space, I am able to embrace my identity as a transracial adoptee (LO 10).
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This has been important to my profession formation, especially as my identity is often invisible,

nor is it recognized in student development theories or general student affairs curriculum.

I have also served as a Regional Ambassador as part of the ACPA Asian Pacific

American Network (APAN) (Artifact A). Through this community I have explored my identity,

created community with like-minded individuals, and learned how to create relationships that

transcend superficial networking (LO 10). Mentorship has been an important part of my graduate

school experience. I am constantly working to create meaningful relationships as both a mentor

and mentee. Through the NASPA Asian Pacific Islander Knowledge Community (APIKC)

mentoring family, I have built relationships with professionals and peers. It has been important

for me to see representation of professionals with (transracial adoptee) identities similar to mine.

I am particularly proud of my ability to create relationships with colleagues. I hope that I

will maintain the ability to “quickly become an ad-hoc professional staff member” through

“building relationships and skillful communication”, as written in my Letter of Professional

Promise by, Ryan Hamachek (Artifact D). Lastly, as Vice-Chair of SUSDA, I have had the

opportunity to create community among my classmates and peers. In this role, I support the

Executive team in planning co-curricular SDA functions. As the lead in the coordination of the

Fall 2018 SUSDA community retreat, I led a committee in the implementation of day long-

programming. I also facilitated an identity-based workshop in order to create community, share

experiences and create connections. Getting to know my peers and building community with

future colleagues has been an important part of my SDA journey.

Conclusion

Overall, my SDA experience has allowed me to reflect on the ways in which leadership,

communication, and relationship building are how I hope to make an impact in this field.
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Understanding who I am as a professional allows me to align my strengths with the needs of my

community. I hope to further these strengths as I move forward as an educator, committed to

values of leadership, collaboration, and community.

References

Creswell, J.W. (2014). Research design: Qualitative, quantitative, and mixed methods

approaches (4th ed.). Thousand Oaks, CA: Sage Publications.

hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York:

Routledge.

Núñez, A. (2014). Employing multilevel intersectionality in educational research. Educational

Researcher, 43(2), 85-92.

Patton, L.D., Renn, K.A., Guido, F.M., & Quaye, S.J. (2016). Student development in college:

Theory, research, and practice (3rd edition). San Francisco, CA: Jossey-Bass.

Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2004). Multicultural competence in student

affairs. San Francisco, CA: Jossey-Bass.

Yosso, T. (2005). Whose culture has capital? A critical race theory discussion of community

cultural wealth. Race Ethnicity and Education, 8(1), 69-91.