Running head: LEARNING OUTCOME NARRATIVE: AREAS OF GROWTH 1

Learning Outcome Narrative: Areas of Growth

Kirsten M. Aranas

Seattle University
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Learning Outcome Narrative: Areas of Growth

The primary reason I decided to pursue a masters degree in Student Development

Administration was because I recognized the necessity of having a strong foundational

understanding of the history, theories, and research that informs practice within the field of

student affairs. Although I worked full time in the field prior to entering the SDA program, I

acknowledged I had a limited understanding of the foundational structures that make up the field,

and wanted to invest in pursing graduate school to deepen my academic scholarship and

professional experiences in research, theory, assessment, history, and governance. An

overarching theme that encompasses my area of growth in the program and my focus for growth

in the future is professional knowledge and scholarship. Three areas that I plan to continue

developing in is assessment and research, law and policy, and history of higher education.

Assessment and Research: Learning Outcome #5, #7; Artifacts C1, C3, F

Since I majored in a behavioral science in undergraduate school, I entered graduate

school with a basic understanding of assessment and research. However, I had limited experience

with understanding and applying research specifically to my practice in student affairs.

Although I have intentionally made strides to improve my understanding of Learning Outcome

#7, utilizing assessment, evaluation, technology, and research to improve practice, research and

assessment is an area of development and growth for me in the future. During my first quarter in

the SDA program I completed a group research project in SDAD 5400: Student Development

Theory, Research, and Practice (Artifact C1) which focused on the Seattle University Youth

Initiative housed within the Center for Community Engagement. This project required me to

integrate student development theory, existing literature, and research on similar programs to

provide recommendations how the SUYI can better support middle school students towards
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college readiness. This artifact exhibits my ability to interpret data and research and incorporate

it with student development theory to provide recommendations on promising practices in

student services.

Similarly, during my internship at Community Standards and Student Conduct (CSSC) at

the University of Washington Seattle (Artifact C3) I was tasked to conduct research on peer

institutions and develop proposals and recommendations for improving resources for respondents

and accused students, students withdrawing for medical reasons, and overall learning outcomes

for students going through the conduct process. These three research projects provided me with

the opportunity to expand my experience in Learning Outcome #7 (assessment and research)

and Learning Outcome #5 (adapting student services to specific environments and cultures). I

utilized the research I conducted on resources for respondent and accused students to develop a

written proposal that I presented to the Associate Vice President of student life at the University

of Washington. This proposal was approved and the recommendations I provided are now in the

process of being developed and implemented at the University of Washington.

My SUYI Project research paper and my internship experience with CSSC are two

highlights of how I have grown in my understanding of Learning Outcome #7, however I

recognize this is still a learning outcome I must expand upon. Although I have some experience

conducting research and applying theory, I see the need for me to expand the breadth of

knowledge I have about existing literature across different functional areas and emerging issues

in higher education. Artifact F details my 5 Year Professional Action Plan where I outline my

intentions of pursuing a doctorate degree in the future. I believe that pursuing a doctorate degree

will provide me with the opportunity to intensify my ability to collect, interpret, and disseminate

research as a professional. By doing so, I will not only be increasing my own understanding of
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assessment and research, but also contribute to the field in providing promising practices and

resources for evaluation to improve student services.

Law, Policy, Finance & Governance: Learning Outcome #9; Artifacts A, C3, E

Another learning outcome I identify is an area of growth for me is Learning Outcome

#9, understanding issues surrounding law, policy, finance and governance. Prior to the program,

I had a surface level understanding of the laws and policies that inform the field of student

affairs. In response to this, during the program I intentionally pursued internships that would

provide me with exposure to law, policy, and governance. Artifact A details my resume and the

variety of functional areas and professional experiences I have had prior to and during the SDA

program. Specifically, my Graduate Assistantship in the Center for Student Involvement

allowed me to expand on my experience with understanding how law and policy impacts large-

scale event coordination and student programming, including upholding institutional policies,

understanding risk management and liability, and contract negotiation. In my internship as SDA

Preview Days Coordinator, I served as the primary liaison between admitted students, university

administrators, and faculty. Through this role, I further developed my ability to navigate

between understanding the needs and demands of key stakeholders, while maintaining ethical

leadership and professional confidence. My internship with Community Standards and Student

Conduct at the University of Washington (Artifact C3) required me to understand university

policies, state law, Title IX compliance, and governing structures within a public institution.

These professional experiences have expanded my understanding of law, policy, finance,

and governance; however, this is a competency area I intent to expand upon in the future.

Referencing Bolman & Deals (2003) leadership frame model, I am a structural and political

leader. I believe that for me to be an effective leader, I must continue to expand upon my
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understanding of my role as an administrator and advocate for students. Additionally, although I

have many experiences supporting students in budget management, I do not currently have any

direct experience managing or maintaining a budget. For me to be a successful administrator, I

will need to expand my experience in budget management and understanding the intricacies of

higher education finances. Artifact E details my self-assessment of my skills within the

NASPA/ACPA competencies, and includes my plans to further my experience in law, policy,

finance, and governance. Two highlights to my professional plan is to increase my involvement

in actively advocating on behalf of marginalized identities as laws and policies are being made

and gaining exposure to budget management. This includes holding myself responsible for

staying up to date with laws, policies, and budget shifts that affect students, and consistently

participating in activism to contribute to the growing voice against inequities in the educational

system.

History of Higher Education: Learning Outcome #1; Artifacts C2, E, F

The last area I identify as an opportunity for professional growth is a deeper

understanding of the foundation and history of higher education (Learning Outcome #1).

Although the SDA program provided me with an overview of issues that have historically

impacted higher education, I still feel this is an area I could improve on. Artifact C2 is a

narrative reflection of my own path towards college, and the structural barriers I personally

experienced while pursuing my education. This artifact serves an example of my perspective

and understanding of access to higher education during my second quarter in the SDA program.

Artifact E details my self-assessment in the NASPA/ACPA competencies, and details my

analysis of my understanding of higher education and my plans to improve my comprehension in

the future. Although I was unable to take the new History of Higher Education elective offered
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by the SDA program, I have purchased the required readings and intend on studying the course

content to gain a deeper understanding of the emerging nature of student affairs and the historical

events that continue to influence the operations of institutions of higher education today. By

increasing my knowledge of the history of higher education, I will be able to better identify what

structural barriers still exist today, and strategically consider how I can actively contribute to

eradicating those barriers so access to education is more equitable to marginalized populations.

Additionally, Artifact F details my 5 Year Professional Action Plan where I intentionally

prioritized attending professional development workshops and conferences to increase my

comprehension of higher education and my role as a practitioner. I also believe that by pursuing

a doctorate degree in the future, I will be able to be not only understand and analyze the current

state of student affairs, but also actively contribute to shaping the future of higher education

through research and practice.

Conclusion

As I reflect on the last two years in the SDA program, I am proud and confident about the

strides I have made to grow as a professional, and am also humble and eager to continue my

growth and development. I believe that by increasing my knowledge and competence in

assessment and research, law and finance, and the history of student affairs, I will be more

equipped to better serve my students in my capacity as an administrator and mentor. I also

understand how these areas of development with help elevate me towards my next professional

step, whether that be pursing my doctorate degree or progressing into higher stake positions in

higher education.
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References

Bolman, L.G., & Deal, T.E. (2003). Reframing organizations: Artistry, choice, and

leadership.