Running head: STRENGTHS

Strengths
Kjirsten Eisentrout
Seattle University

STRENGTHS

Integrative Theme: Identity Development (LOs 3, 4, 5, 6, and 10; Artifacts A, E, and I)

Prior to my entrance in the Student Development Administration (SDA) program, I was
confident in my professional place in community with students and higher education
professionals. However, I knew that my identity as a practitioner needed more scholarly review.
I entered graduate school for a few reasons. First, I wanted to confirm my calling in the
field of higher education. Second, in order to advance in the industry, I was encouraged to pursue
a degree in student affairs. Third, I knew I needed to find a new environment in order to
challenge my professional practice. Everything changed when I moved to Seattle University
(SU). Throughout my transition in, through, and out (Schlossberg, 1984) of the SDA program, I
initially struggled with identity development as I moved through each stage of situation, self,
support, and strategies. However, with the help of theories like self-authorship (Baxter Magolda,
1992) and courses like Adult Learning (EDUC 5130), my identity development ended up
becoming my ultimate strength as I leave the program this spring.
My identity development throughout the program has given me a new sense of confidence
and ownership in the work I do, the initiative to be an agent of change in diverse communities,
and to acknowledge my natural get things done leadership instincts. With these characteristics
in mind, and in regard to my strengths established by my experience in the program, specific
learning outcomes and practical application opportunities rise to the surface. The SDA program
has re-affirmed why I entered graduate school in the first place to grow in my practice by
learning the foundations of theory, and developing the skills to enhance my practice.
Whether it was the way I approached my academic setting, graduate assistantship, or
internship experiences, my identity development throughout the SDA program has continued to
strengthen with the guiding help and definitions like the learning outcomes and key dimensions.

STRENGTHS

Through my work on independent or group assignments as well as in every day practice outside
the classroom, I discovered that I develop skills and knowledge through experiential learning
(Kolb, 1984). From learning outcomes #3, #4, #5, #6, and #10, I can confidently share that my
identities have been affirmed and better informed from multiple examples such as artifacts A, E,
F, and I. All in all, they support Schlossbergs (1984) theory of my transition in, through, and
out, offering context to showcase my professional promise moving forward.
I take great pride in the work I do and ownership is played out in my strengths exhibited
in learning outcome #3, exhibiting professional integrity and ethical leadership in professional
practice. Through this learning outcome, key dimensions such as how I show up as a
professional each day, how I approach conflict, and the way I balance task and relationship
management, are essential to support the work I showcase in Artifact A (Resume Development).
As noted in my portfolio, I created two final resumes, to communicate how transferable my skills
and interests truly are. My versatility in the student/academic affairs field and transferable skills
outside of higher education. In addition, it displays the accomplishments in my new professional
identities as a graduate student, a stronger leader, and as a practitioner. I am most proud of the
transformations I have gone through and the new skills and experiences in research I have
added (Eisentrout, 2015).
In Artifacts I (5-Year Plan) and F (Letters of Promise) I feel confident about my identity
as an agent of change. My 5-year plan was established during winter capstone class (SDAD
5900). I applied a diverse array of leadership plans as well as personal benchmarks I look
forward to meeting as I transition in the next few years of my career. All together, they will
enhance and support my identity, passions, and skills. After reviewing the work I incorporated in
my NASPA/ACPA Competencies, I branched outside of the framework student affairs. My

STRENGTHS

strengths exist in relationship management and I look forward to identifying the right fit for me
as I pursue my career options, whether in a student affairs position or not. In addition, I believe
others see this strength and ability to be who I am meant to be, as reflected in my letters of
promise (Artifact F).
Thanks to others sharing their observation of my professional promise as well as my
futuristic optimism of where I will be in five years, I know I still have room to grow, but I
believe I carry a strong identity in my awareness of social justice concepts, how to implement
social justice activism effectively, in my knowledge of diverse populations, and actively want to
learn more so I can apply my skills through the creation of experiences and opportunities for
learning within the means of my job. All of these go hand in hand with learning outcomes #4 and
#5. First, #4 approaches social justice with a Jesuit lens and inclusive of fostering diversity,
justice and a sustainable world formed by a global perspective. In practice, I have lived this
process out through my awareness of social justice concepts in diverse settings, awareness of
who is present and who is missing from the table, and the constant acknowledgement that there is
always room to learn more. Second, I believe my social justice approach supports learning
outcome #5 as I lead with inquiry, through proactive outreach, and simply show care, in how I
wish to adapt student services to specific environments and cultures. This has been best shown in
my work with Career Services, as I work with students on exist strategies and employers on their
needs of student delivery.
Enhancing and living out my leadership instincts is one of the final aspects that support
my strengths and identity development in the SDA program. Thinking outside of my current
community at SU, I am thankful to expand my network and professional identity development
through Artifact E (Beyond Campus). During my experience co-facilitating at the Husky

STRENGTHS

Leadership Conference for example, learning outcomes #6 and #10 can be applied. I developed
and demonstrated my leadership and collaborating skills through learning outcome #6 through
effective planning, the ability to balance challenge and support in diverse settings, and the
willingness to be vulnerable so I can ask for help and feedback in challenging environments. In
addition, I am thankful for the opportunity to establish and enhance my professional identity with
learning outcome #10 through the recognition of professional development wherever possible,
creating space for meaningful connections, and requesting constructive feedback in preparation
in preparation of my career development.
My identity development throughout the program has given me a new sense of ownership
in the work I do, initiative to be an agent of change in diverse communities, and to confidence to
acknowledge my natural get things done leadership instincts. Through each of these strategic
strengths, I can affirm why I entered graduated school and why I am so anxious to leave and reestablish myself in a professional career.

STRENGTHS

6
References

Baxter Magolda, M. B. (2001). Making their own way: Narratives for transforming higher
education to promote self-development. Sterling, VA: Stylus.
Eisentrout, K. (2015). E-Portfolio. www.kjeisentrout.weebly.com
Kolb. (2007). The Kolb Learning Style Inventory. Boston, MA: Hay Group, Inc.
Schlossberg, N. K. (1984). Counseling adults in transition. New York: Springer.