Running head: STRENGTHS 1

Learning Outcome Narrative: Strengths

Social and Relational Student-Centered Practitioner
Theresa Brostowitz
Seattle University
5/2/2014

STRENGTHS 2

Learning Outcome Narrative: Strengths.
Integrative Theme: Social and Relational Student-Centered Practitioner
The integrative macro-theme I have identified that best describes my strengths and
provides an overarching framework for my professional identity in student development is the
social and relational student-centered practitioner.
The crux of this theme is my ability to connect my preference for extroversion with my
capacity for empathy. This strength is important to my professional identity because it sustains
me in my desire to form deep and meaningful relationships and community where meaning
making and the advancement of self-awareness can occur.
One theory that strongly influences my strengths and the way in which I practice as a
student development administrator is Tara Yossos (2005) community cultural wealth theory. In
order to truly develop and educate students in a holistic and student-centered manner, she
believes that each student must be acknowledged for the strengths they bring with them into the
educational community. I believe that in order to translate this theory to practice, strong and
individual relationships must be created and sustained between educator and student. This
resonates with and compliments my strengths as a social and relational practitioner.
Learning Outcomes 1, 2, 3, 6 & 8
The learning outcomes that I have identified to best display my strengths are the
outcomes that:
1. require a strong understanding of the role of the student development
administrator both within higher education and as it pertains to enhancing the
overall student experience,
2. highlight leading and practicing student affairs with integrity, and
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3. seeing the value in communicating effectively with students and campus and
community partners.
Learning Outcome 1: Artifacts C1, G, H & J
Three key dimensions I have identified as integral to my development in and practice of
Learning Outcome 1 are understanding the history of education in the United States,
understanding the history of student affairs within higher education, and understanding the
current needs and future implication of student affairs work.
The course where I developed the strongest understanding of this content was SDAD
577: Foundations of the Student Affairs Profession. In this course I created artifact C1, one of
my best written works and a demonstration of my commitment to enhancing the college
experience for Pell-eligible and low-SES students. I also explored this learning outcome in my
graduate assistantship as demonstrated in artifacts G and J. Artifact H is a comprehensive
assessment of my strengths and areas of growth as it pertains to all of the learning outcomes
including 1.
Learning Outcome 2: Artifacts C1, G & J
Three key dimensions I have identified as integral to my understanding and practice of
Learning Outcome 2 are helping students, connecting students to resources, and practicing active
and empathic listening.
My understanding and skill in this learning outcome was most heavily influenced by my
coursework in SDAD 578: Student Development Theory, Research, and Practice and COUN
510: Fundamental Counseling Skills. Similarly to learning outcome 1, the artifacts that best
reflect my ability to practice this Learning Outcome are C1, G, and J because they all require an
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understanding of the specific needs of a particular student population and my response to those
needs.
Learning Outcome 3: Artifacts B, C1, C2, C3, & J
Three key dimensions I have identified as integral to my understanding and practice of
Learning Outcome 3 are practicing ethical and value centered leadership, leading with and not at
or for others, and maintaining student confidence by making decisions with the students best
interests at heart.
My understanding and skill in this learning outcome was most heavily influenced by my
experience in MBA 510: Leadership and Team Building Skills. The artifacts that best
demonstrate my skill and commitment to this area are B, C1, C2, C3, & J because they
demonstrate a commitment to student-centered practice and using my skills to lead ethically.
Learning Outcome 6: Artifacts A, E & G
Three key dimensions I have identified as integral to my understanding and practice of
Learning Outcome 6 are enhancing my personal leadership skills and identity through
professional development, collaborating with the campus community, and working in partnership
with students to assist them in achieving their goals.
My understanding and skill in this learning outcome was most heavily influenced by
MBA 510: Leadership and Team Building skills, and my commitment to this learning outcome is
best represented in Learning Outcomes A, E, and G.
Learning Outcome 8: Artifacts A, B, C1, C2, C3, D, E & G
Three key dimensions I have identified as integral to my understanding and practice of
Learning Outcome 8 are communicating intricate thoughts, feelings, and meaning in speech and
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writing, seeking to understand others, and using speech and writing strategically to convey
purpose.
Learning outcome 8, communicating effectively in both speech and writing, I have
expanded to include both personally engaging in effective communication and facilitating
effective communication within groups. I believe that my written communication developed the
most as a result of SDAD 580: Higher Education Law, and my speech communication developed
the most as a result of the presentation requirement during the internship course. The artifacts
that best demonstrate my skills and ability in this Learning Outcome are A, B, C1, C2, C3, D, E,
and G.
Demonstration of Development in Learning Outcomes
Past
Prior to the SDA program, the area where I exhibited the least amount of knowledge was
in Learning Outcome 1. The SDA program gave me an important historical and modern
overview of student affairs as a profession. I assumed that student affairs has always been an
integral part of the higher education experience, however, I have come to see how it has
developed overtime to come to complement and enhance the academic experience.
Present
I have grown to understand and form the opinion that student development is not only
integral to creating an opportunity for students to make meaning outside of the traditional
classroom of the academic content they are learning, but also the most powerful place for
students to have experiential learning opportunities that develop critical thinking skills for use in
life. I think student development is positioned well to embrace Kolbs Experiential Learning
Theory. I have demonstrated this best in artifact J, my distinctive contribution because I realized
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and actualized the great potential to develop student leaders and give them opportunities to make
meaning of on-campus jobs.
Future
I will continue to grow as a social and relational student-centered practitioner by
continuing to build skills in counseling, emotional intelligence, and facilitating community
building. This commitment is outlines in artifact I, my plan for continued professional growth.


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References
Kolb, D.A. (1984). Experiential Learning: Experience as the source of learning and
development. Upper Saddle River, NJ: Prentice Hall.
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.