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Head: ARTIFACT C

Artifact C Narrative Description of SDA Experience Kelly Alvarado Seattle University

SDAD 579: Student Development Capstone Seminar Professor Swezey April 16, 2013

ARTIFACT C Academic Content

Reflecting on my experience in the Student Development Program (SDA) at Seattle

University, the courses that made the most impact were MBA 510: Leadership Skills and Team Development and SDAD 595: Student Development Graduate Project. The commonalities between these courses was each had less than five other SDA students in them. I enjoyed interacting with diverse perspectives outside of the SDA program. In MBA 510: Leadership Skills and Team Development I had the opportunity to

engage in the experiential learning process. In my professional role, I did not have the opportunity to work with students through outdoor experiential learning (Kolb, 1984, 1985) . As part of the MBA 510 class, I participated in a weekend retreat in high and low ropes courses at Bastyr University. Going off sit to participate in the activities which are the cornerstone of the undergraduate student affairs experience, helped me find the connection between increased a sense of community developing a deeper learning experience. In SDAD 595: Student Development Graduate Project I conducted research on Latino

Student Identity Development When Participating in Ethnic Cultural Groups. Being able to do research on a topic of interest helped me realize the importance of self authorship (Baxter Magolda, 2001). Latino students have a rich history to share and must learn to navigate the collegiate experience by advocating for themselves. Personal Growth An area of personal growth for me has been reestablishing my confidence in my

knowledge, skills and abilities. During my tumultuous marriage, I had lost sight of what I had to offer the world. During my annual performance review, my supervisor said the word

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that describes me is courageous. I did not agree with him at the moment because I thought I was doing what I needed to do in order to survive. When I walked away from the conversation I started to reflect on my time in the program and saw what he was describing. When there were opportunities to express my desire to get involved such as with the Preview Days internship or advocating to become the Puget Sound Colloquium marketing chair I would do my best to highlight the value-added to the team. Internship Experiences My internships as the co-coordinator of the SDA Preview Days and SOCC/Office of

Integrity Formation researcher provided me rich experiences in program development in a high stress and student contact roles. During Preview Days I noticed the amount of growth I made working in a team with Nicholas F. Cubita. Nick was an amazing partner who shared a similar vision regarding the ethic of care. Dean Goodwin, our internship supervisor, was very hands off and allowed us the chance to direct the program. I was working and going to school full-time while engaged in the internship. Nick continually checked in with me as a wonderful accountability partner. He helped me realize the importance of caring for your team and yourself. If I was unable to perform my job because if I was burnt out, he would suffer as well. Ensuring I continue to focus on my own self-care in a team setting will help strengthen the overall team. In my SOCC/Office of Integrity Formation internship, I was very pleased to do best

practices research. Conducting the research provided me an opportunity to connect with professionals across the country regarding their behavioral intervention teams through information interviews. I appreciated being able to engage in my student identity fueled by

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curiosity. Being open to learning about the challenges each institution faced dealing with students in crisis was heavy and reinforced the importance for mental health services. Professional Experience I have not been afraid to care for others during times of need. When the Darrell Goodwin, Associate Dean of Students, approached me regarding an internship with the Students of Concern Committee (SOCC) he explained it had never been done. With both feet I dove right into the SOCC without any previous knowledge of behavioral intervention teams. The challenge provided me an opportunity to use my skills in website development to create a web presence for the committee and better communicate the role the campus community has in insuring all students are cared for holistically. I was courageous in being willing to take the first step towards an improved students in crisis experience. Implications for Future Professional Practice In MBA 510: Leadership Skills and Team Development, I realized how important I

am in the Emotional Intelligence (EQ) quadrant of self-awareness. I am relatively astute when it comes to knowing myself, but I lack in the area of caring for myself. During one of the exercises, we were required to get the team through a jump rope with everyone turning the rope at least once and not letting the middle ever be empty. As a child, jumping rope on the streets was my life. I was able to assess who need skills development and help lead the team through the activity. However, when the opportunity came for me to jump through the rope I froze because I had been putting so much energy into the other team members I did not leave any for myself (Robison, 2004). Ultimately, we failed the activity, but I walked away with a better understanding of how important self-care is in the self-awareness process.

ARTIFACT C SDA Program Critique

The SDA program has provided me a supportive structure to engage with faculty,

staff and students in a professional manner. I have appreciated the opportunity to build a mentoring. My recommendations will be framed by the Seattle University values I believe the program could strengthen through further program development, synergies with other College of Education programs and the Division of Student Development. 1. Professional Formation Portfolio Process a. The current portfolio process has a number of redundancies. Also, the portfolio process is not tied to any particular class. The work that is being done for portfolio feels like an add on and capstone tries to band-aid the portfolio process. I appreciated having additional sessions with faculty to go over the portfolio process. In my opinion, they should all be mandatory and planned out at the beginning of the academic year so students can plan accordingly to attend. Another possibility is to hold a half day professional development event on the portfolio process. 2. Diversity Multicultural Competency a. Being a first generation, student of color provided me rude awaking regarding micro-aggressions in the classroom. I have been a strong voice regarding the student of color experience on campus and have found myself at odds trying to stay engaged when I am being bombarded by microaggressions. The campus climate 3. Care Faculty Interaction

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a. The best part of my experience has been working with faculty who have taken the opportunity to know me. In part, the relationships have developed because of my professional role within the division who partners with the SDA program on various events such as the Friends of Seattle University reception at the NASPA annual conference, capstone mock interviews and careers in student affairs month. However, if it were not for the programs that I was directly tied into I would not have developed such strong relationships with faculty. Group advising has been a great experience because I enjoy the fun atmosphere Dr. Erica Yamamura creates. Peer education is important and having a faculty member help foster that and ask us students to use each other as resources was a helpful skill to develop. I would have liked to get to know my faculty members better through program or attendance at SUSDA events such as the diversity panel or SUSDA meetings. I do not think faculty and SUSDA have to work autonomously. Finding opportunities to connect the student experience with the academic is what the program is teaching us to do for undergraduates, right? Why are we missing the mark for the graduate student experience? Context of Jesuit Education Jesuit education has taught me the importance of mission, faith and holistic

development. During my job search, I focused on institutions who were clear regarding who they were and the communities they served through educating future leaders. Seattle University has instilled in me the importance of human capital and spirit. Through conversations on faith and spirituality I have developed a deeper sense of both because the

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topics were always up for discussion. Being able to talk about faith freely was a great benefit. Holistic development ties together mission and faith through honoring the whole person. I have learned how to celebrate the diverse set of gifts students, staff and faculty bring with a deep sense of commitment to others and improving the world. Jesuit education has helped me find a niche in serving people at the margins.

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References

ACPA, NASPA. (2010) Professional competency areas for student affairs practitioners. Retrieved from: http://www.naspa.org/programs/prodev/ Professional_Competencies.pdf Baxter Magolda, M. B. (2001). Theory of self-authorship. In N. J. Evans, D. S. Forney, & F. Guido (2010). Student development in college: Theory, research, and practice (2nd edition). San Francisco, CA: Jossey-Bass. Kolb, A. Y. (1984, 1985). Theory of experiential learning. In N. J. Evans, D. S. Forney, & F. Guido (2010). Student development in college: Theory, research, and practice (2nd edition). San Francisco, CA: Jossey-Bass. Robinson, C. (2004) How you can excel as a leader focus on your strengths and avoid five fatal flaws. Advanced Leadership Consulting. Seattle, Washington. Schlossberg, N. K. (1984). Theory of marginality and mattering. In N. J. Evans, D. S. Forney, & F. Guido (2010). Student development in college: Theory, research, and practice (2nd edition). San Francisco, CA: Jossey-Bass. 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.