Running head: LEARNING OUTCOME NARRATIVE: STRENGTHS 1

Learning Outcome Narrative: Strengths

Kirsten M. Aranas

Seattle University
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Learning Outcome Narrative: Strengths

My time in the SDA program has challenged me to build upon my existing skills and

develop new strengths as a student affairs practitioner. The overarching theme that encompasses

my strengths as a practitioner is identity empowerment. Artifact B details my professional

mission statement and how student affairs is where my passion for education, identity

development, and social justice advocacy intersects. Seattle Universitys mission statement and

dedication to educating the whole person, professional formation, and empowering leaders for a

just and humane world has deeply informed my growth in SDA Learning Outcome #10,

establishing and enhancing professional identity. As I consider my identity as an educator and

social justice advocate, three sub-areas articulate my strengths are: leadership, student care and

reflection and meaning making.

Leadership: Learning Outcomes #3, #6, #8; Artifacts A, E

As a leader, I value trust, transparency, compassion, and excellence. Two theoretical

frameworks I use to base my leadership identity are Bolman & Deals (2003) leadership

framework and the Social Change Model (Komives, 2009). My strong ability to strategize and

create structure paired with my focus on advocacy and community building makes me a

structural and political leader under Bolman & Deals (2003) leadership frames. My

professional experiences provided in Artifact A details my leadership in fostering community

and identity formation with colleagues and students through a perspective of care and

intentionality. My growth in Learning Outcomes #6 and #8 and my commitment to leadership

within the SDA program is evident through my involvement as Preview Days Coordinator,

SUSDA Community Development Chair, 2016 NASPA SDA recruitment coordinator, and a

student member on the SDA Advisory Board. These leadership roles have helped me recognize
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my strengths in event coordination and community building, and have empowered me to be more

confident in my unique qualities as a leader. This critical understanding of myself as a leader has

also allowed me to excel in my role as Graduate Coordinator in the Center for Student

Involvement where I advise 30 student leaders and assist in the development of their leadership

identity and potential. Lastly, my role as a student conduct officer at the University of

Washington has expanded my experience in Learning Outcome #3 of exhibiting professional

integrity and ethical leadership in professional practice. Artifact E details how my role has a

student conduct officer exposed me to the importance of ethical leadership when balancing

student care and student accountability. I conducted my hearings with students from a

developmental stance, emphasizing learning and understanding of impact on the community over

punitive punishment. In my role as a student conduct officer, I balanced my skills in structure

and accountability with my dedication to student care and compassion.

Student Care: Learning Outcomes 1,2,4,5; Artifacts A, C3

In my first professional role in student affairs, a student in one of the groups I advised

passed away due to a tragic act of violence on campus. As a new professional, it was that

instance that made me realize what a privilege it is to be invited into vulnerable spaces with

students as they experience hardship and loss. As I continue to reflect and process that incident,

I am continually reminded that as professionals we are often invited into vulnerable spaces with

students as they overcome not only grief and loss, but uncertainty and barriers navigating

through academics, relationships, and understanding their identities. It is for this reason I am

committed to fostering environments that are student centered and focused on compassion,

inclusivity, and care. Throughout my career, I have had the opportunity to see and understand

multiple facets of students within different functional areas. Prior to entering the SDA program,
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I worked in career services, multi-ethnic programs, and student activities. During my time in the

program, I expanded my experience in student activities, and stretched my knowledge of

different functional areas by working in admissions/orientation and student conduct (Artifact A).

My exposure to different functional areas has allowed me to experience and understand the

emerging nature of the student affairs profession and higher education (Learning Outcome #1),

and student issues and concerns (Learning Outcome #2) as students navigate through different

facets of the institution. When guiding students through change and next steps, I utilize

Schlossbergs (1984) theory of transition to frame the way in which I support students as they

face challenges both academically and personally.

Additionally, as a student conduct officer at the University of Washington, I often

worked with international students and gained a better understanding of how to employ

awareness, knowledge, and skills of multi-cultural competency to understand the unique needs of

international students and provide recommendations of how to better support that specific

student population within the institution (Pope et. al, 2004). My interactions with international

students at the University of Washington emphasized the need for student affairs professionals to

be knowledgeable on how differences in cultural backgrounds can impact a students ability to

navigate the college system, and that an understanding of context must be considered before

making judgements about intent of actions. Furthermore, in Artifact C3, I used my internship

seminar presentation to provide insight on the restorative justice model and how I used it to

integrate Jesuit values of reflection and integrity in a large secular institution (Learning

Outcome #4 and #5). Although the University of Washington is a public secular institution, I

used my background in Jesuit education to balance student care and understanding with

accountability and responsibility. I used my knowledge of counseling technique from my

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counseling course to reveal and understand the root of why a student chose to act outside of

expected community standards, and often had restorative and meaningful conversations with

students about challenges in life and academics. Although students were still found responsible

for violating the conduct code, many of them shared that meeting with me was helpful because

they felt they could talk to a staff member who cared about their well-being and success at the

university. My overall experience at the University of Washington helped me gain confidence in

using my skills as a reflective and compassionate professional in a diverse settings and institution

types.

Reflection and Meaning Making: Learning Outcomes 2,4; Artifacts A, B, C2, D

My top two strengths in StrengthsFinder 2.0 are Individualization and Intellection (Rath,

2007). These two strengths show up very clearly in my presence as a student affairs practitioner

because I am very aware and sensitive to the uniqueness and strengths of others, and am

constantly processing and reflecting on my observations and experiences. As a professional, this

makes me a leader who is skilled at facilitating team dynamics and is committed to fostering the

deep development of identity and purpose in others. Artifact A and B is representative of the

various ways I incorporate my ability to understand and support others into my work with

students and colleagues. In my advisement of my students in the Center for Student

Involvement, I often adopt Baxter-Magoldas (2009) theory of self-authorship to challenge them

in reflective goal setting and intentional planning in their student leadership roles, academics,

and personal lives. Artifact D includes a professional letter of promise from my supervisor who

describes how I approach conversations with students by asking open-ended questions and

providing insight of different perspectives. My approach helps students reframe differences in

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leadership styles and personalities as ways to strategically support and complement each other

rather than compete and conflict.

Similarly, in my role as Preview Days Coordinator, I intentionally created spaces for

community and genuine connection by facilitating the online discussion boards prior to Preview

Days, and taking time to sincerely get to know each admitted student during Preview Days. I

accomplished this by creating a schedule of programs that provided opportunities for connection

through open dialogue, while also highlighting the SDA programs emphasis on community

support. I used my knowledge, awareness, and skills in multicultural competency (Pope et. al,

2004) to create and facilitate a panel about salient identities, and was committed to creating

inclusive spaces by normalizing the use of pronouns in introductions and advocating for the

availability of gender-inclusive restrooms throughout Preview Days (Learning Outcome #2).

By ensuring that the Preview Days program and amenities were inclusive, admitted students saw

how much the SDA program values diversity and inclusion, and reflect on how their identities

would be welcomed and accepted in the program (Learning Outcome #4). I believe my work

with Preview Days was reflective of my professional values of inclusivity, reflection, and

community.

Lastly, Artifact C2 serves as an example of how I am a reflective practitioner who seeks

to understand how my own unique identities and background impacts how I encounter the world

and interact with others. In my reflection of my college choice pathway, I discuss how race,

socioeconomic status, and my experience of being a daughter of immigrants influenced my

decisions regarding college choice. My incorporation of theoretical frameworks and research into

my reflection is evidence of my ability to critically think about my own experiences and consider

how they relate to systemic issues and inequities in institutions of higher education.
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References

Astin, H.S., & Astin A.W. A social change model of leadership development guidebook version

III. The National Clearinghouse of Leadership Programs, 1996.

Baxter Magolda, M.B. (2009). Authoring your life: Developing an internal voice to navigate

lifes challenges. Sterling, VA: Stylus Publishing Company.

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

leadership.

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

research, and practice. San Francisco, CA: Jossey-Bass

Komives, S.R. & Wagner, W., & Associates. (2009). Leadership for a better world. San

Francisco, CA: Jossey-Bass.

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

Francisco: Jossey-Bass.

Rath, T. (2007). Strengths finder 2.0. New York: Gallup Press.

Schlossberg, N.K. (1984). Counseling adults in transition. New York: Springer.