Running head: LEARNING OUTCOME NARRATIVE STRENGTHS

Learning Outcome Narrative Strengths

Bobby Helton
Seattle University

LEARNING OUTCOME NARRATIVE STRENGTHS

Learning Outcome Narrative Strengths (Learning Outcomes 2, 3, 4, 6, 8; Artifacts A1,

A2, B1, C3, D, E, F1, G, J)
Integrative Theme: Lifelong Learning
Over the course of my time in the Seattle University Student Development
Administration (SDA) program, I have been fortunate enough to experience immense
professional development through my courses, graduate assistantship, conferences, and summer
internship. When I look back on my growth, there is one apparent theme that encompasses the
knowledge I have obtained in my time in the SDA program: a commitment to lifelong learning.
My experience in the SDA program has pushed me academically, professionally, and personally.
As a result, I have learned an immense amount about myself, the field of student affairs, and
communities to which I do not belong. This growth, while at times challenging, has taught me
the value of pushing myself to continue to learn. When one thinks of what it means to learn, the
first idea that comes to mind is in a traditional classroom sense. Certainly, the theories and
philosophies I have learned in the classroom have contributed to my knowledge. However, it is
also important to note the many ways in which I have learned informally. Specifically, the
relationships I have built with colleagues, friends, and students have contributed to the learning
process. Through these transformational learning processes, I have gained insight into the
importance of a commitment to learning that is holistic and engaging. Albright et al. (1987) state,
Learning is not a passive process. Students learn most effectively when they are engaged with
their work in the classroom and in student life (p. 10). The notion that learning is an active
process has stuck with me as a student, but also carries over into my professional life. As such,
my commitment to lifelong learning is most apparent in the following sub-areas: commitment to
diversity, leadership development, and effective communication.

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Commitment to Diversity (Learning Outcomes 2, 4; Artifacts D, E, G, J)

Defining Dimensions: multicultural competency, identity development, and theory to practice.
IntheSDAprogram,Ihavehadseveralopportunitiestoincreasemyknowledgeofthe
uniqueneedsofmarginalizedcommunitiesinhighereducation.Beforeenteringtheprogram,I
hadageneralunderstandingofthebarriersthatunderrepresentedpopulationsface,butwasnot
fullyawareoftheadversityvarioussubjugatedgroupsofpeoplefacedregardingaccessand
retention.SeveralcoursesIhavetakeninmytimeintheSDAprogramhavedeepenedmy
understandingoftheobstaclesmarginalizedcommunitiesfaceintheworldofhighereducation.
Throughthesecourses,IhaveadoptedanewlenstothinkcriticallyabouttheroleStudent
Affairspractitionersplayinsupportingmarginalizedstudents.InTeachingtoTransgress,bell
hooks(1994)statesthataseducators,oursolidaritymustbeaffirmedbyasharedbeliefina
spiritofintellectualopennessthatcelebratesdiversity,welcomesdissent,andrejoicesin
collectivededicationtotruth(p.33).Throughscholarship,aswellasconversationswith
colleagues,faculty,students,andclassmates,IhavebroadenedmyunderstandingofLearning
Outcome4bydeepeningmyunderstandingofhowdiversityimpactsonesexperienceinthe
academy,butalsointheworldatlarge.ArtifactGisanoteworthyexampleofunderstandingand
fosteringdiversity.Throughthisprofessionalprogram,IprovidedtheTransylvaniaUniversity
ResidentAdvisorswiththeirfirsteverLGBTQcompetencytraining.Additionally,ArtifactE
demonstratesabroadercontextofpromotingdiversity,inthatIworkedwithagroupofSDA
studentstocreateacomprehensiveleadershipdevelopmentcurriculumforLGBTQcommunity
organizersinthePacificNorthwest.Bothoftheseexampleslendthemselvestomy
understandingandcommitmenttodiversitybothinsideandoutsideofhighereducation.This
commitmentisespeciallyapparentinmyworkatTransylvaniaUniversity.Beforemyinternship,

LEARNING OUTCOME NARRATIVE STRENGTHS

thestudentstaffhadnopriorknowledgeofsupportingqueerandtrans*students.Thisprogram
demonstratesmycapacitytomeetstudentswheretheyare,andeducatethemonanunfamiliar
topic.
AcrucialpieceoftheknowledgeIhavegainedoverthecourseoftheprogramislearning
howtotranslatewhatIhavelearnedintheclassroomintoprofessionalpractice.Myexperience
astheLGBTQProgramCoordinatorfortheSeattleUniversityOfficeofMulticulturalAffairs
(OMA)hasgivenmetheopportunitytotakethetheoreticalknowledgeIhavegainedinthe
classroom,aswellasinsightfrommycolleaguesandpeers,anddirectlyapplyittomywork.
Throughprogramming,scholarship,andcollaboration,Ihavebeenabletogrowinmy
understandingofhowtoservediversepopulations.Inmanyways,Iseemydevelopmentinthe
areaofmulticulturalcompetenceinPopes(2004)modelofmulticulturalcompetence.Asa
resultofmyundergraduateexperience,Ihadanawarenessoftheimportanceofdiversityand
multiculturalcompetence.ThroughtheSDAprogram,Ihavedeepenedmyknowledgeofthe
uniqueneedsofdiversestudentpopulations.Lastly,throughprofessionalpracticeinOMA,I
havegainedasetoftangibleskillstoservethesepopulations.Thisunderstandingisclearly
connectedtoLearningOutcome2,asitrequiresmetofullyunderstandstudentsandtheirissues.
Specifically,ArtifactDunderscorestheimportanceofsupportingraciallydiversestudent
populationsinhighereducation.Certainly,inordertosupportsuchdiversepopulations,one
musthaveanunderstandingofthesestudentsandtheirissuesandneeds.ArtifactJhighlightsa
varietyofbestpracticesthatfourdistinctinstitutionsareusingtoservefirstgenerationcollege
students,manyofwhomarestudentsofcolorand/orlowincome.LearningOutcome2ishighly

LEARNING OUTCOME NARRATIVE STRENGTHS

visibleinthisartifact,aseachinstitutionutilizesadistinctapproachtoservingthesestudents
basedonanunderstandingofthestudentsandtheirneeds.
LeadershipDevelopment(LearningOutcomes3,6;ArtifactsB1,C3,F1)
DefiningDimensions:identitydevelopment,collaboration,andleadershipphilosophy.
MydevelopmentasaleaderoverthepasttwoyearsintheSDAprogramcannotbe
understated.Despitebeinghighlyinvolvedasanundergraduate,Ineverconsideredmyselftobe
aleader.Asanundergraduate,Iassociatedleadershipwithheadship.Thatistosay,my
understandingofleadershipwasthatinordertobedeemedaleader,onemustholdapositionof
authorityoverothers.ThroughthevariousleadershipcoursesIhavetakenatSeattleUniversity,
aswellasthepracticalworkIhavedoneinOMAandthroughmysummerinternship,Inow
viewleadershipdifferently.InmyLeadershipPhilosophy(C3),IarguethatLeadershipisnot
headship,orholdingapositionofauthorityregardlessofabilities.Justbecauseapersonis
appointedtoajoborpositiondoesnotmakehimorheraleader(Witherspoon,1997,p.2).This
particularassertionconnectsdirectlytoLearningOutcome6becauseitultimatelychangedmy
perspectiveonhowIviewmyselfasaleader,aswellashowIworkwithstudentstodevelop
theirleadershipskills.TheHigherEducationResearchInstitutes(1996)ASocialChangeModel
ofLeadershipDevelopmentaffirmsmybeliefthatleadershipshouldnotbeequatedtoones
positionbydeclaring,leadershipisinclusive,inthatitisdesignedtoenhancethedevelopment
ofleadershipqualitiesinallparticipantsthosewhoholdformalleadershippositionsaswellas
thosewhodonotandtopromoteaprocessthatisandactivelyengagesallwhowishto
contribute(p.18).Thisstatementisespeciallynoteworthy,asitalsotiesintomyphilosophy
thateducationshouldbeactiveandparticipatory.Furthermore,myStudentLetterofPromise

LEARNING OUTCOME NARRATIVE STRENGTHS

(ArtifactF1)providesanoverviewofthewaysinwhichIprioritizecollaboration.Learning
Outcome6alsoencompassesanelementofsharedleadership.Throughcollaborationwith
campuspartners,itisapparentthatIhaveworkedtoservestudentsoutsidethescopeofmy
officeandassistantship.
InmyPersonalMissionStatement(ArtifactB1),Inotetheimportanceofcompassionin
myroleasaleaderinthefieldofStudentAffairs.Iaimtoalwaysbeanempatheticand
understandingleader,andIwillmaintainthissenseofcompassionasIcontinuetolearnand
growinmyleadershipbeyondtheSDAprogram.LearningOutcome3callsforstudentsinthe
SDAprogramtoalwaysstriveforprofessionalintegrityandethicalleadershipintheirrolesas
practitioners.Tosomeextent,professionalintegrityandethicalleadershipareopento
interpretation.Forme,anintegralpartofbeinganethicalleaderisbuildingrelationshipsthat
respectandvalidatepeoplesvariousidentities.Inordertoeffectivelylead,Ifirmlybelievethat
wemusttakethetimetodeveloprelationshipswiththosearoundus.Indoingso,webuilda
rapportthatlendsitselftoacollective,collaborativevision.Inthisway,compassionand
empathyareanintrinsicqualityofprofessionalintegrityandethicalleadership.
EffectiveCommunication(LearningOutcome8;ArtifactsA1,A2,D)
DefiningDimensions:publicspeaking,writtencommunication,andworkshopdevelopment.
AparticularhighlightofmyexperienceintheSDAprogramhasbeentheopportunityto
enhancemyskillsincommunication.AlthoughIhavegenerallyconsideredmyselftobestrong
intheareaofwrittencommunication,Ihaveshownsignificantdevelopmentintherealmof
communicatingeffectivelyinspeech.ThespokendimensionofLearningOutcome8isoneof
themostnoticeablepracticalskillsIhavestrengthenedasastudentandpractitioner.ArtifactD

LEARNING OUTCOME NARRATIVE STRENGTHS

demonstratesoneofthefirstopportunitiesIhadtopresentonatopicdirectlyrelatedtostudent
developmenttheory.Specifically,thispresentationfortheSeattleUniversityLearning
AssistanceCentertutorsincorporatedavarietyofstudentdevelopmenttheoryandbestpractices
thatIlearnedinSDAD578.Someofthesetheoriesinclude:CommunityCulturalWealth,Popes
ModelofMulticulturalCompetency,andKolbsLearningStyles.Asafacilitator,Iwasableto
sharewiththetutorssometheoreticalwaysinwhichtheycouldsupportthediversestudent
populationstheyencounteredonadailybasis.Throughseveralinteractiveactivities,I
encouragedthetutorstothinkofwaysinwhichtheycouldtranslatethetheoreticalknowledge
theygainedintopractical,everydayskills.Personally,IlearnedthatIvalueinvolvementinthe
waythatIcommunicatewithothers.Thisparticularworkshopsinteractiveelementsserveasa
primeexampleofthewaythatIvalueinteractivecommunication.
CriticallyreflectingonmytimeintheSDAprogramhasultimatelyevidencedthe
immensegrowthIhaveexperiencedovermydurationintheprogram.OnereasonIwasdrawnto
theSDAprogramwasfortheassistantshipandinternshipopportunities.Fromthebeginningof
mygraduateschooldiscernmentprocess,IknewthatIwantedpracticalexperienceto
complementallthatIwouldbelearningintheclassroom.Thesecomplementaryexperiencesand
professionaldevelopmentareperfectlysynthesizedinArtifactsA1andA2.MySDA
ApplicationResume(ArtifactA1)isstarkincomparisontomyPolishedResume(ArtifactA2).
OfparticularimportanceisthewaythatmydevelopmentinregardtoLearningOutcome8is
shown.ArtifactA2providesabriefoverviewofsomeofthefacilitationexperienceIhave
gained.TheamountofopportunitiesIhavehadtofacilitateworkshopsandpresentationshas
builtmyconfidenceincommunicatingeffectivelyinspeech.Additionally,throughconstructive

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feedbackfrominstructors,peers,andsupervisors,Ihaveonlycontinuedtogrowinmy
competenciesinLearningOutcome8.
Conclusion
Ultimately,lifelonglearningtiesintoacommitmenttodiversity,leadershipdevelopment,
andeffectivecommunicationinthatIhaveadeepunderstandingthatIstillhaveimmense
opportunitiesforgrowthineachofthesesubareas.EmbracingamindsetthatIm
knowledgeableenoughwouldinhibitmyownprofessionaldevelopmentandmyabilityto
understandandconnectwithstudents.Consequently,Iamcommittedtopushingmyselfto
continuetogrowandlearnaspractitionerandasaperson.

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References
Albright,R.,Barr,M.,Golseth,A.,Kuh,G.,Lyons,J.,Rhatigan,J.,&Sandeen,A.(1987).A
perspectiveonstudentaffairs:Astatementissuedonthe50thanniversaryofthestudent
personnelpointofview.10.
Higher Education Research Institute. (1996). A social change model of leadership development:
Guidebook version III. Los Angeles: The Regents of the University of California. 18.
Hooks,b.(1994).Teachingtotransgress:Educationasthepracticeoffreedom.NewYork,New
York:Routledge.33.
Witherspoon,P.(1997).Communicatingleadership:Anorganizationalperspective.122.