Running head: AREAS OF GROWTH 1

Learning Outcome Narrative:

Areas of Growth

Heather E. Mueller Titus

Seattle University
AREAS OF GROWTH 2

Learning Outcome Narrative: Areas of Growth

Throughout my life, education and the pursuit of knowledge have been extremely

important to me because I have an insatiable thirst for growth, and this value is what drove me to

attend Seattle University as a non-traditional adult learner. Therefore, the integrative theme for

my Learning Outcome Narrative Areas of Growth section is Engaging in Life-Long Learning.

As I reflect on areas I still need to improve before transitioning to a full-time position as a

student affairs professional; I have noticed that, despite my diligent work, there are still

challenges I have to overcome. This is even more apparent as the political landscape rapidly

changes. I also acknowledge that I have a lot of privilege and access to education in ways others

may not, which is why during my time in the Student Development (SDA) program, I actively

worked to build and demonstrate an understanding of a diverse student body population, using

my personal narrative, and student development theories as guides. While I have made

important strides, the areas I can continue to develop include: utilizing assessment and

technology to improve practices (LO 7 & 8; Artifacts D, E, F & G); understanding issues of

law, governance and finance (LO 9; Artifacts C3 & G), and exhibiting ethical leadership for a

diverse student population (LO 3 & 4; Artifacts B, C2 & E).

As a communication consultant, I have previously conducted research and administered

online assessments, however I was not able to see the full impact of utilizing assessment,

evaluation, technology, and research to improve practice (Learning Outcome 7) until my 200-

hour internship. As evident in Artifact G, I demonstrated this ability by developing and

administering the pilot Campus Climate survey on sexual violence and misconduct via an online

tool, Campus Clarity, to the undergraduate population at Cornish College. Afterwards, I

synthesized research, and presented findings and recommendations to senior administrators to

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drive improvements. While I consider this my biggest accomplishment thus far, there is a lot

more to understand within systems of higher education when balancing tensions between the two

purposes of assessment, which are improvement and accountability (Kinzie, 2013). This

includes the pressure of being held accountable to students, school administrators, and

government officials, while accurately capturing attitudes and feelings, and advocating for

under-supported students, faculty, and staff to create an equitable campus environment. Moving

forward, I must use assessment results to create real change, not only to satisfy government

regulations to receive funding, and to stay true to myself and my students in the process.

In the era of accountability, if I fail to prove my success, I could lose funding and

support (Kinzie, 2013). In my work in the Integrity Formation office, as evident in Artifact E, I

continuously strive to facilitate more effective data collection techniques for the TRAC 1 alcohol

education course to ensure students grasp the intended learning goals. To conduct ethical data

collection, I recreated the paper format of the survey to match the original online survey tool,

ensuring the methodology, design, and tool fit with the evaluation questions. While it can be

difficult to maintain evaluation processes with high employee turnover, I must continue to ensure

timely collection of data, and consistency between assessment methods while following Seattle

Universitys institutional procedures, and policies. This allows me to show I have been

successfully facilitating these courses while promoting safe student behaviors, founded in data.

As a social justice educator, it is my responsibility to create a safe campus environment, and my

desire to unceasingly build my research, assessment, and technology skills will help me achieve

this goal to accurately capture the perceptions of students to create positive change, and prove

my ability to do so (McClellan & Stringer, 2009).

AREAS OF GROWTH 4

To further work how I can validate my successes, I must continue to practice

communicating effectively in speech and writing (Learning Outcome 8). One way I have

demonstrated my commitment to honing these skills is evident in Artifact D, when I

successfully communicated the importance of peer-mentor programs during my 100-hour

internship at the University of Washington in the Ethnic Cultural Center, by rewriting and

presenting a peer-mentor training handbook and corresponding workshop. In the written

handbook, I captured the most important information to fill gaps in support, including challenges

that may arise for students in transition, and in the workshop, I clearly presented the most

important skills, communicating the benefits of a peer-mentor program to students coupled with

concrete learning activities (Brookfield, 2015). While I have had many opportunities to improve

my writing and communication skills, as a life-long learner, I recognize there is always room to

grow. Therefore, as evident in Artifact F, I will continuously seek professional development

opportunities to practice my research, writing, and presentation skills at local and national

Student Affairs Professionals in Higher Education (NASPA) conferences, and will continue to

conduct research that can help to increase access and retention for low-income, first-generation

college students, and other historically marginalized student populations.

Understanding issues of law, governance, and finance structures (Learning Outcome 9)

are often skills that come with time, and typically involve decisions made by senior

administrators, not entry-level professionals (Kaplin & Lee, 2014). As evident in Artifact G, I

demonstrated I know a lot about the Title IX Amendment to the Education Act of 1972, and how

similar laws and policies impact practice at Cornish College. However, if I aim to work with a

diverse population of students, I must continue to understand how I can be a leader without a

high-level title, and how I can best support students who are similar and different from myself
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through my knowledge about laws and organizational theory, as evident in Artifact C3. To

stretch my understanding of laws that affect students with identities unfamiliar to me, I wrote a

comprehensive collaborative report in my American Community College (SDAD 5590) course,

evaluating how federal and state laws affect funding and support for Veteran and Development,

Relief, and Education for Alien Minor (Dreamer) students at South Seattle College. Within

Washington state, while there are laws to generate and implement support services for these

populations, these services are often ad-hoc and receive inconsistent funding. As an emerging

professional, I will continue to use my knowledge of laws, governance, and finance to help

under-supported students navigate higher education institutions, and investigate how changing

laws or inadequate funding can significantly impact such students.

As the socio-political landscape rapidly changes, threatening budget cuts to higher

education programs nationwide and therefore reducing support for historically marginalized

students, it is important now more than ever for me to exhibit professional integrity and ethical

leadership in my professional practice (Learning Outcome 3). To me, this means articulating

my values in an authentic way, and committing to supporting those values even in the face of

opposition to ensure the minority voice is heard, while still adhering to laws, policies, and

regulations. As evident in Artifact B, my mission statement highlights my commitment to

engaging with under-supported students who feel voiceless, and highlights my values and ability

to view cultural experiences and skills possessed by socially marginalized groups as advantages.

By using Yossos (2005) theory of community cultural wealth as a lens, I can ethically consider

the needs of a diverse student population (Yosso, 2005). While working at the International

Education Program (IEP) office at Seattle Central College, I frequently interact with students

who have little-to-no English proficiency, requiring me to use sympathetic communication and
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plain language writing skills to ensure students stay in status and navigate ethical and academic

practices that may differ from their own, as evident in Artifact E (Brookfield, 2015). When

students make a mistake that could result in deportation, I use my discretion to find the best way

to help them, even if it means skipping a few procedures. While I am at-times weary of

identifying and resolving such potentially sensitive, complex issues as an entry-level

professional, I would be doing a disservice to myself and the students I work with if I choose not

to advocate for them.

I chose the SDA program is because of its dedication to understanding and fostering

diversity, justice, and a sustainable world formed by a global perspective and Jesuit Catholic

tradition (Learning Outcome 4), as it closely aligns with my commitment to creating life-long

learners and increasing access to holistic education. However, to ethically support a diverse

student population, as I learned in my Social Justice (EDUC 5200) and Multicultural

Perspectives (EDUC 5150) courses, I must step outside of my comfort zone to explore about new

issues, because I cannot move a higher moral consciousness or foster diversity without doing so

(Evans, Forney & Guido, 2010; Kolhberg, 1981). I demonstrated my commitment to listening to

the stories of students who are both similar and different from me to create a more equitable

education system, as evident in Artifact C2. As a woman who has experienced sexual violence

and as a member of the lesbian, gay, bisexual, transgender, queer, intersex, asexual, *etc.

(LGBTQIA*) community, I did not see myself as a leader with a voice until someone believed in

me, and as such I must support students in the same way. This is evident in my work in the IEP

office, when a student worker I supervise originally thought his ability to speak two languages

was a weakness because he did not have high grades in his English classes. However, I quickly

reminded him he is unique, and holds linguistic capital, because he can communicate with
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parents who do not speak English, and explain complex immigration related questions in his

native-language to help new students feel more comfortable transiting to America (Yosso, 2005).

Therefore, I will continue to use the Jesuit traditions of social justice and holistic learning as an

integral part of how I empower students to identify their own strengths, create change, and

advocate for themselves and others.

Conclusion

During my two-years in the SDA program, I identified important areas of growth, but

more importantly I developed immensely as a professional. Prior to arriving, I was passionate

about advocating for issues related to women and LGBTQIA* rights, but I did not have the

multicultural knowledge, awareness, or skills to advocate for students who faced additional

challenges (Pope, Reynolds, & Mueller, 2004). Now, I can use my personal experiences with

oppression and privilege to empower students to continue to push for change by feeling

empowered enough to speak up, with the right amount of institutional support. However, to truly

be a student affairs professional who is committed to social justice, I must continue to utilize

assessment and technology to improve student practices, strive to understand issues of law,

governance, and finance, and discover new ways to exhibit ethical leadership to best serve the

needs of a diverse student population. As a life-long learner, if I dedicate my life to improving

myself, I will be able to help students become life-long learners and change agents as well.
AREAS OF GROWTH 8

References

Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the

classroom. San Francisco, CA: Jossey-Bass.

Evans, N. J., Forney, D. S., & Guido, F. (2010). Student development in college: Theory,

research, and practice (2nd edition). San Francisco, CA: Jossey-Bass.

Kaplin, W. & Lee, B. (2014). The law of higher education (5th ed.). San Francisco, CA: Jossey-

Bass.

Kinzie, J. (2013). In this age of accountability, what counts as good and how do we know if

student affairs educators really make a difference in the lives of students? In P. M.

Magolda, & M. B. Magolda (Eds.), Contested issues in student affairs: Diverse

perspectives and respectful dialogue. Henderson, US: Stylus Publishing.

McClellan, G.S., & J. Stringer. (Eds.). (2009). The handbook of student affairs administration

(3rd edition). San Francisco: Jossey-Bass.

Pope, R.L., Reynolds, A.L., & Mueller, J.A. (2004). Multicultural competence in student affairs.

San Francisco, CA: Jossey-Bass.

Yosso, T.J. (2005). Whose culture has capital? A critical race discussion of community cultural

wealth. Race Ethnicity and Education, 8(1), 69-82.