Portfolio Learning Outcomes Narrative: Strengths

(LO 5, 6, 8, & 9; Artifacts A, B, C3, D, J, & K1)

Introduction
Through my time in the Student Development Administration (SDA) program I have
been able to grow and learn so much about myself. Throughout my time in the program I was
able to solidify my passions and define my strengths through trying new things, working at
different institutions, and staying true to my goals. In developing my professional practice, I have
discovered my strength of being a student centered educator. Within this student centered
approach I have recognized collaboration, adaptability, and communication as key components
of this strength. My student centered approach is important to me as I believe in making sure that
all students know they matter. Schlossberg's (1989) Marginality and Mattering reminds me that
"students' perspectives and backgrounds contribute meaningfully to enriching the campus
climate". My time in the SDA program has given me many tools to use in order to continue
focusing on my students and reminding them that they matter to the work I do.
Components of Strengths
Collaboration (LO 6; Artifact A & D)
The key dimensions of learning outcome 6 include dual relationships, establishing a
professional network, and willingness to lead.
In my student centered approach I have been able to find the benefits of collaboration to
my professional practice. Working in Housing and Residence Life has allowed me to find ways
to increase collaboration amongst my peers, colleagues, and other departments in order to better

my approach with students. In my work in this office, I was able to collaborate with one of my
colleagues to create a presentation on self-care for professional staff members (Artifact D). This
presentation focused on the importance of self-care for professionals in order to better serve
students. My collaboration with other staff members in my department allowed me to explore
new ways of sharing my student centered approach with others. This project meets both
dimensions of learning outcome six as I was able to work with someone to create the
presentation as well as take a leadership role by presenting to full time staff members. As a result
of this collaboration, I was able to see how I can inspire others to think about themselves in
relation to their work with students. This has been translated into my professional practice as I
am now very focused on how caring for myself will ultimately allow me to better serve students.
My work on the iLead Implementation Committee at Seattle University also contributed
to my student centered approach (artifact A). I was able to take a leadership role while also
collaborating with others to create a university wide student leader retreat. I was responsible for
organizing the registration for all student leaders as well as confirming their assignments for
various sessions throughout the weekend. My close collaboration with another member of the
SDA program allowed me to think about the needs of students over the weekend. As a result of
this experience I was able to understand what I believe in when it comes to focusing on my
students. Through this I came to understand that working with others is necessary to creating the
best experience for students.
Adaptability (LO 5 & 9; Artifact C3)

The key dimensions of learning outcome 5 include creating relationships, recognizing

student need, and flexibility in practice. The key dimensions of learning outcome 9 include
governmental laws, institutional policies, and impact on students.
In order to do what is best for students, I have developed a strong sense of adapting my
services to meet their needs (LO 5). In my internship at the University of the Pacific, I learned
the necessity of adapting my skills to the students I would be working with. As I did not have
much knowledge about those students, I realized how important it was to get to know the needs
of those students. I have learned to adapt the way I work with students as well as my philosophy
of social justice (Artifact C3). In this internship I was focused on creating a social justice training
for the resident assistants in the department which caused me to question the needs of the
students in the department. I would need to adapt my services to those students as I could not
simply use the same training I was used to with those students. My social justice philosophy
allows me to think about what students need and find a way to educate them that would best
work for that population of students. My philosophy informs allows me to really think about my
students and what they need to grow and learn.
As I work at various types of institutions it is necessary that I realize how important it is
to adapt to the various policies and ways of schools. Working at a Jesuit institution I have been
able to adapt to the function of the institution while remaining critical of its ways. As I interned
for ACPAs Institute on Social Justice, I needed to better understand the laws and policies of
Seattle in order to serve students and the participants of the institute (LO 9). As I worked to
secure gender inclusive restrooms for this institute, I was made privy to a law in Seattle that
prevents placing gender inclusive restrooms on every floor. By understanding this law, I was able
to be more thoughtful about the placement of these temporary restrooms in order to best serve

the students who would be attending. I learned in my Higher Education Law class that
understanding laws would ultimately help me understand the policies a university has in place.
Through my class as well as my hands on experience, I have been able to think about the way in
which I take the time to understand the law and adapt to it in order to be sure that I keep students
at the center of my practice.
Communication (LO 8; Artifact B, F, J, & K1)
The key dimensions of learning outcome 8 include embracing vulnerability, seeking
feedback, and investment of time.
The final component that plays a large role into my student centered philosophy is my
ability to communicate effectively with students and staff (LO 8). Communication is the key to
forming meaningful relationships with my students. I put much time and effort into ensuring that
my students understand I care for them by taking the time to talk with them about their personal,
academic, and social lives (Artifact F). In working with a group of 21 resident assistants, it is
imperative that my students feel as though they can talk to me about anything they have going on
in their lives. The idea of communication between me and my students is something that requires
me being vulnerable with my students in order to show them that it is a two-way relationship. As
a result of my efforts, I have been able to see the positive impact I have on students when they let
me know how much they can see that I care about them (Artifact J). My student centered
approach to my work is based in the effective communication I can have with students.
Although talking with students is an effective way to get my approach across to others, it
is important to me that I also showcase that communication in a written way. As I work on a
professional team, it is important that I use written communication to communicate my ideals

and the work I hope to accomplish. As evidenced in my reflection, I believe I can communicate
better electronically with professionals about my approach to working with students (Artifact
K1). I believe that one I have reflected on my experiences I am able to communicate with my
colleagues about my work in an electronic manner as it is then well thought out. An example of
this type of communication would be my professional mission which states my commitment to
working with students rather than for them (Artifact B). My ability to communicate with
professionals in a written capacity proves to be a strong component of improving my student
centered approach as it allows me to get input from others on how to utilize this approach.
Conclusion
Although I consider my student centered approach a strength of mine, I hope to continue
to better the work I do with students. This approach is one in which I believe will continue to
inform my professional practice and the way I interact with students. The SDA program has
provided me with many opportunities to really create this approach and see growth in the way I
act it out. This strength allows me to remember why I have chosen to be in the Student Affairs
profession and keeps me grounded in the work I love to do. I plan to continue to keep this
strength at the center of my professional practice while also allowing myself to grow and change
in the future.

References
Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Using student
development theory. In N. J. Evans, D. S. Forney, F. M. Guido, L. D. Patton, & K. A.
Renn, Student development in college: Theory, research, and practice (2nd ed., pp. 2241). San Francisco, California: Jossey-Bass.