Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Anna Crow
Seattle University
AREAS OF GROWTH Crow 2
Throughout my two years in the SDA program, I have had the opportunity to reflect on
the professional competencies that I would like to improve. I have developed more self-
awareness of my natural strengths and areas of growth. I was challenged academically and
professionally to grow holistically; I strive to continue this growth. Kegan’s theory of evolution
of consciousness shapes how I have thought about my development, specifically pursuing order
four, the self-authoring mind (Patton et al., 2016). Throughout my time in the SDA program, I
have realized further how important it is to build my awareness. I aim to be a person who is
critical nature. My desire to grow further as a professional, I have chosen the theme of a
continually striving to be better at this. The sub-theme of activating my voice was important for
area for me. However, utilizing my knowledge of theory into professional development practice,
I knew that once I became involved in the program, the more likely I was to be successful and
supported throughout my time (Astin, 1999). Dimensions of LO#10 covered in this section
Over the past two years, my internship experiences in the SDA program have impacted
my professional growth in a variety of ways. Specifically, I was able to explore functional areas
that I wanted to delve in deeper too: college access work and student involvement. Before the
SDA program, I was an AmeriCorps member for two years with City Year Milwaukee.
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Throughout these two years, I developed a passion for working with young adults in
environments that allowed me to challenge educational and racial inequities. These passions
While entering the SDA program, I searched for opportunities to engage in nonprofit
organizations and explore college access work. To satisfy this search, I interned at the Greater
Seattle Business Association with their scholarship fund. Through this internship, I learned a lot
about how I show up professionally and the areas I need to challenge myself. Finding my
confidence and inserting my thoughts was feedback that my site supervisor shared with me
(Artifact D). I recognized at the end of my internship that I missed opportunities to present or
contribute ideas.
development thinking about and putting into practice Kegan’s development theory in many
different spheres and have also recognized that there are places for development (Patton et al.,
2016). I have and will continue to engage in this reflection by asking for feedback more often
and seeking out opportunities to connect me back to my passions for working with young people.
One way I have been able to connect my past experiences and my time in SDA has been through
reflective and social justice driven opportunities to write papers on these issues. I valued this
opportunity in my Leadership and Governance course for a critical issues paper (Artifact C2).
This paper was a pleasure to write on free speech issues on college campuses. This advocacy
piece keeps me tied to the reasons why I am passionate about student affairs work.
effectively. These experiences will help me gain the confidence I need when heading into spaces
that are more challenging for me to raise my voice. Through my GSBA experience as well as my
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Professional Development Chair experience, I have engaged with networking but would like to
go further. Specifically, I will strive to attend more local networking events that will connect me
and allow me to practice valuable communication skills. I believe that this experience will give
me the confidence I need to continue my job search and will assist me in my professional
practice.
Throughout my entire graduate experience in SDA, I have been challenged and pushed to
organize and create effective and efficient goals and timelines for myself. This foundational task
professionally has been difficult for me as I am a visionary leader who may have the vision in
mind.
the timeline set forth for me by my site supervisor and created internship goals around the State
of Undergraduate Student Survey (SUSS). My completion of these goals directly impacts the
success of my students and address student success. My main objective in this internship is to
provide oversite for the SUSS analysis and data presentation (LO#7). My three relevant
and administering the assessment, and leading assessment coding and analysis.
The first dimension of LO#7 addresses the use of theoretical frameworks as a basis of
understanding assessment importance. One of the most challenging courses for myself in the
SDA program was Student Development Theory. In this course, I learned a lot about my ability
to create and adhere to timelines and goals as well as structure papers that support theoretical
frameworks and their layers. Artifact C1 best demonstrates this ability I gained. Because of this
specific knowledge, I was able to write assessment justifications for my created assessment
AREAS OF GROWTH Crow 5
through my GSBA internship. This created assessment was designed to be used by the
organization to assess the needs of the scholars in the scholarship program. I included both
qualitative and quantitative questions. I used the theories of multicultural competence, the theory
of involvement, and community cultural wealth theory (Pope, Reynolds, & Mueller, 2004; Astin,
Through my GSBA internship, creating and administering the assessment I created went
through many different edits and versions until the correct length of the assessment and content
was complete. Kuh, Ikenberry, & Jankowski express that it is essential for the end goal to be at
the forefront of assessment. Also, assessment should be designed to create improvement for the
community it will serve, because of this, discerning what assessment to utilize is important
(2014). My ability to research and understand what other assessments used to ask questions and
the type of questions aided me in providing a quality product along with strong justification. In
addition, using the technology available was a great reminder that utilizing technology does not
need something new. I used a common software to ensure students were able to access the
internship at with SGSU working with the SUSS. I learned about how to code a large amount of
data effectively, presented to SGSU on how to do this, and oversaw a topic group on their
analysis. This dimension hit on many different competencies that are important to me. Mostly, I
Upon reflecting on my GSBA experience and seminar, (Artifact C3) I was able to
demonstrate the learning outcome effectively, the timing and creation of the goals to create these
hope; I can take these experiences in my assessment-based internships and implement goals and
A large part of my time in the SDA program was spent at Cornish Commons supervising
student staff. This experience has intrigued me to become better at that supervision and start to
be more critical of my tactics I may use. To continue this critical nature, I will need to continue
seeking knowledge of current happenings of student affairs and ensure I am taking the time to
adjust my work to that of the student population. Through LO#1 I want to expand my knowledge
education foundations and current news, educate myself further on how to support marginalized
students, and utilize student development theories gained from SDA, specifically my
multicultural competence (Pope, Reynolds, & Mueller, 2004). A goal is to seek out position
theory (Art. F). This commitment demands me to understand current trends and research of
higher education as well as understanding the application of these trends and theories.
My demonstration of LO#9 includes striving to learn more about higher education law,
how to implement the new policy, and stretch my knowledge on higher education finance. In the
class, Higher Education Law, most of what I learned and started to understand was that it is
important to keep up with policies and news that directly impacts both the institution and your
students. This up to date knowledge will be less in my face than it is right now in the program. In
Artifact F, my professional development plan, my goal for my first position post SDA, is to find
others who will help ground me in my work and organization. I will look at these mentors for
In addition to seeking out resources on how to best keep up with current events, I will
continue to seek out theoretical frameworks such as Yosso (2005), Chickering (Patton et al,
2016), Astin (1999), and Multicultural Competence (Pope, Reynolds, Mueller, 2004) to use to
advocate and empower marginalized students. This desire to learn more about strategies and
theories comes from my introduction to uses these frameworks to back up arguments and
Throughout my time at Cornish, I was able to interact and supervise arts students who
had a very different outlook on their educational time than traditional university students. This
time demonstrated LO#2 by working in a specialty school, I can adapt to the needs of students,
was able to create and implement a Resident Assistant (RA) training. This new area pushed me
to understand how the demographics of students would learn and receive new information. I
designed this RA training in my Course Design class (Art. G) and was then able to implement
components of the training with my student staff at Cornish. With help from best practices and
theoretical frameworks, such as Astin’s Theory of Involvement, I was also able to create
initiatives that allowed students to praise and acknowledge each other’s positivity in the
residence hall (1999). Lastly, through the class Best Practices, I was able to connect with
practitioners and draw connections between theories to conclude that understanding students can
Conclusion
My past and SDA experience has grounded me in my passions for student affairs and
young people. After reflecting on how I can grow as a practitioner, I look to reflect on how I will
References
Astin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal
Kuh, G. D., Ikenberry, S. O., & Jankowski, N. (2014). Using evidence of student learning to
Patton, L. D., Renn, K. A., Guido, F. M., Quaye, S. J., Forney, D. S., & Evans, N. J. (2016).
Student development in college (Third edition. ed.). Hoboken: Jossey Bass Ltd.
Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2004). Multicultural competence in student
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community