Running head: STRENGTHS

Learning Outcomes Narrative: Strength

Julius Palaroan

Seattle University
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Strengths

Introduction

The motivating factor that led me back to school and pursue a graduate degree is so I can

further develop myself as a professional, better serve marginalize students, and help them access

higher education. Being in the program I have realized that the work needed for marginalized

students to access college is just as challenging, if not more, when working to retain them on

their campuses. I have deeply looked back on how the Student Development Administration

(SDA) program has challenged me and pushed me to become the professional I aspire to be

through its social justice focus. Through course work, my graduate assistantship, and internship

experience, the program has strengthened my personal and professional development in three

ways: reaffirming my professional identity, improving communication skills, and critical

reflection.

Professional Identity (LO: #4 #10; Artifact: A, B & G)

Working at Seattle University (SU) I became disconnected with the student population

that led me to enter the field, and eventually I lost my motivation. Instead of working with

students who have the same identities and experiences as me, first-generation, student of color, I

was working with students who were the complete opposite. Additionally, I became more

conscious of the outside noise, my personal image as a professional and started altering some

aspects of myself to fit in to my new environment. Relating this to Urie Bronfenbrenner’s theory

of ecological system, the negative experiences in my mesosystems inhibited my development in

the program (Evans et al., 2010, p. 163). My new environment had challenged me mentally and

emotionally.
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Reflecting on my journey to graduate school and the discontent I was experiencing, I had

to remind myself why I entered the field of education and made a conscious decision to go back

and serve marginalized students through my internships. My work experience, Artifact A,

demonstrates my commitment to fostering diversity and justice through education. In relation to

LO#4, I define this outcome as realizing our impact as student affairs practitioners extend far

beyond our work within the campus we serve. We possess the power to have a positive impact

on our students and must use our power and influence to shape future generations. We can

influence our students to hold and live by the values of diversity and justice consequently

making the world a positive place. As Erik Ericson’s stage five of identity development would

argue, my desire to serve marginalized students had reminded me what type of legacy I want to

leave behind, but most importantly helped me reaffirm my professional identity (Evans et al.,

2010, p. 51). LO#4 and Erik Ericson’s identity development helped me re-center my goal as a

professional.

I made a decision staying connected to my community through my work in the Outreach

Center supporting first-gen students at SU. To support this student population, I created a

financial resource guidebook aiding first-gen students to budget and navigate the financial

challenges college entails, Artifact G. Future and current first-gen students at SU can use this

resource to address their financial concerns and the Outreach staff can utilize the guide to

support their students. Working with marginalized students, working with students who mirror

my community, rejuvenated me to continue in the field and gave me a sense of direction for the

future.

Demonstrating LO#10, the dissonance I was experiencing in the field and my desire to

serve marginalized students reaffirmed the work I want to do moving forward. I define LO#10 as
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understanding what motivates me to continue in the field and to continuously reflect how my

work aligns with my personal values and beliefs so I can remain true to who I am. With this in

mind, my mission as a professional, Artifact B, is my commitment to serve marginalized

students and to seek work that creates equitable spaces for them. I have come to realize that

working in spaces that create equitable opportunities for marginalized students is what motivates

me to be in the field of student affairs. Most importantly I will seek work with students who

share some of my identities, a first-generation student of color. By consciously seeking work

with these student populations I will also remain connected to my communities and be able to

connect with students at a deeper level with our shared experiences and backgrounds.

Communication (LO: #7 #8 #9 Artifacts: C3, E)

I define LO#8 as being direct in verbal and written communication, understanding your

audience, and ensuring follow-ups are met. I must ensure communication is direct to eliminate

areas of confusion and discrepancy among other professionals and departments I work with for

effective productivity. In addition, it also entails recognizing that others have different ways of

receiving information and therefore it is also my responsibility to tailor my communication to

their style to ensure work efficiency.

The importance of communication is evident within my work in student conduct. The

language and wording of the student code of conduct as well as the student’s understanding of

state and federal law can put them in violation of the university’s policies. Artifact E,

specifically under LPG & A/S, reflects my knowledge and competency surrounding policies &

law. Relating to Lawrence Kohlberg’s Stages of Moral Reasoning, students in higher education

who are found in violation of the student code of conduct are moving through stage two,

instrumental morality, and deciding whether following rules is in their best interest (Evans et al.,
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2010, p. 103). Incorporating LO#9 to the importance of communication, it is my responsibility

as a conduct administrator to be up-to-date with changes in our code of conduct and state and

federal laws so I can clearly articulate these discrepancies to students. Doing so will help them

make informed decisions moving forward. Providing students with the knowledge regarding

university policies and helping them reflect how their actions may not align with their personal

values and community standards will help them critically assess their actions.

Another experience in which I have demonstrated my development in communication is

through Artifact C3, my Campus Ambassador Mentoring Program presentation for Summer

Search Seattle. Through my research of best practices regarding peer mentoring, I had explained

the difficulties participants face in maintaining a peer mentor relationship. I proposed a year-long

meeting structure guided by student development theory based on my scholarly research to

reduce the risk of failed relationships for the College and Success Team. Combining Astin’s

Theory of Involvement (1984) and Yosso’s Community Cultural Wealth (2005), if students can

work with their mentors to help them stay involved on their campuses then not only will it help

them remain in college but also increase their navigational and aspirational capital as well. This

project helped me meet LO#7. I define this learning outcome as using assessment and research

to help make and support informed decision. This experience was my first time presenting my

literature review and using the knowledge I have gained to develop and articulate

recommendations for their mentoring program moving forward. It gave me great insight on how

research and assessment inform decisions and it was a great experience presenting my findings.

Through research, I was able to identity gaps on the topic of peer mentoring and I witnessed how

research provided a strong basis for my recommendations.

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Critical Reflection (LO #5 Artifact C1, C2)

Coming to Seattle and attending the program, I have been challenged to critically assess

how my upbringing effects my interactions with peers, mentors, and students. Upon entering the

university, I was curious about the issue of race and diversity on the campus as an educator of

color. My Critical Issues Paper, Artifact C2, helped me gauge the political issue on campus. I

interviewed Matinn Miller, a now graduate of SU, regarding the issue of race for my paper.

Throughout our conversation, he expressed his lack of satisfaction among his peers and the

overall university for their lack of multicultural competence. Through this artifact and my

experience on campus, I learned political activism that occurs at SU is through a White lens.

Issues of race and diversity have taken the back seat and other political issues take precedent.

Coming to the university I was introduced to gender pronouns and was constantly

politically corrected by my peers, students and mentors when using heteronormative language.

This was challenging, and at times uncomfortable. Defining LO#5, as student affairs

practitioners, it is our responsibility to learn challenges that effect the student population we

serve to not only understand their feelings and experiences, but to tailor our services and

interactions with them according to their personal challenges. I have critically reflected how my

environments and relationships have shaped who I am, as well as how they maintain the

heteronormative culture. I had to suppress some aspects of my identity and change the way I talk

to connect with students and peers at SU. Astin’s theory of involvement (1984) state that the

connections students make with faculty and staff is an important factor to help them succeed in

college. I must ensure am conscious of my actions in order to effectively serve students and

make meaningful connections with them. I eventually found a middle ground when interacting
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with others and staying true to myself. That entailed taking ownership of aspects of my identity

and engaging in conversation when it made others uncomfortable.

Another way I have engaged in critical reflection is through the program. The coursework

in the program, specifically SDAD 5400: Student Development Theory Research and Practice,

has constantly challenged how learning outcomes and theory show up in my work. Artifact C1,

best written scholarly paper, challenged me to critically think and synthesize several theories.

Upon synthesis, I had to reflect how each theory is present in my work within student conduct

and my experience in the program. It was a unique and challenging experience to find a common

thread among the theories and reflecting how it is present in my practice.

Conclusion

My experience within the program has helped me solidify my professional identity. The

struggles I have experienced within my environment at SU and the coursework within the

program have further strengthened existing skillsets I believe are my strength. However, I

recognize that the growth and development that I have experience within the program is just the

beginning. Holding true to who I am and why I entered the field, I hope to continuously grow

and further strengthen my skillsets to give back to communities like mine and inspire others to

do the same.
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References

Astin, Alexander. (1984). Student Involvement: A Development Theory for Higher Education.

Journal of College Student Development. 40. 518-529.

Evans, N. (2010). Student development in college : Theory, research, and practice (2nd ed.,

Jossey-Bass higher and adult education series). San Francisco: Jossey-Bass.