Professional Documents
Culture Documents
AREAS OF GROWTH
Integrative
Theme
In
reflecting
back
on
my
SDA
graduate
experience,
I
grew
drastically
in
many
ways.
When
thinking
about
this
assignment
on
the
area(s)
in
which
I
grew
the
most
during
my
time
as
a
student
at
SU,
I
determined
that
my
integrative
theme
was
navigating
political
landscapes
and
multicultural
responsiveness.
There
were
several
learning
outcomes
that
contributed
to
my
learning
in
these
two
areas
and
they
are
listed
below.
Prior
to
enrolling
in
this
program,
although
I
had
experience
working
in
a
department
with
a
large
hierarchical
structure,
I
had
little
understanding
of
what
politics
in
an
organization
meant,
even
smaller
of
an
understanding
on
how
to
navigate
that.
As
far
as
multicultural
responsiveness,
being
enrolled
in
the
SDA
program
really
reframed
my
understanding
of
social
justice
and
being
able
to
look
at
all
of
the
work
I
do
from
that
framework.
Learning
Outcomes
The
following
learning
outcomes
most
closely
contributed
to
my
growth
in
navigating
political
landscapes
and
increasing
my
multicultural
responsiveness:
1.
Understanding
the
foundations
and
emerging
nature
of
the
Student
Affairs
profession
and
higher
education
4.
Understanding
and
fostering
diversity,
justice,
and
a
sustainable
world
formed
by
a
global
perspective
and
Jesuit
Catholic
tradition
9.
Understanding
issues
surrounding
law,
policy,
finance,
and
governance,
and
10.
Establishing
and
enhancing
professional
identity
Learning
Outcome
1:
Artifacts
E
&
H
Understanding
the
foundations
and
emerging
nature
of
the
student
affairs
profession
and
higher
education
was
essential
to
learning
how
to
navigate
politics.
The
three
dimensions
that
encompassed
this
learning
outcome
for
me
were
(1)
understanding
the
history
of
higher
education,
(2)
understanding
of
the
historical
context
of
student
affairs,
and
(3)
understanding
AREAS OF GROWTH
why
student
affairs
is
an
essential
field
now
and
in
the
future.
Artifact
H,
the
NASPA
competency,
showed
my
growth
in
this
particular
area
of
education
over
the
course
of
my
two
years
in
the
program.
I
knew
very
little
about
the
history
of
higher
education
or
student
affairs
when
I
began
this
program,
but
SDAD
577:
Foundations
SDAD
576:
Leadership
and
Governance
were
the
two
courses
in
particular
that
helped
broaden
my
knowledge
of
this
learning
outcome.
The
Leadership
I
and
II
courses
also
contributed
to
my
learning
in
this
area.
Artifact
E,
my
presentation
on
gender
identity
and
trans*
students
that
I
presented
at
the
University
of
Washington,
spoke
to
my
articulation
of
this
outcome.
The
presentation
was
focused
narrowly
on
the
history
of
trans*
student
access
in
higher
education
as
well
as
the
integral
role
that
student
affairs
professionals
can
have
in
advocating
and
creating
access
for
marginalized
student
populations.
Understanding
the
emerging
nature
of
the
student
affairs
profession
helps
give
context
to
understanding
politics
that
are
in
play
on
college
campuses.
My
professional
work
at
the
UW
has
given
me
the
time
and
space
to
really
understand
politics
and
see
them
play
out
live.
While
the
SDA
courses
and
artifacts
helped
me
make
sense
of
institutional
politics,
being
on
the
ground
in
a
large
department
with
a
hierarchical
ladder
was
probably
the
most
valuable
experience
in
terms
of
being
able
to
navigate
political
landscapes.
Learning
Outcome
4:
Artifacts
B,
C1,
&
E
Understanding
and
fostering
diversity
justice
and
a
sustainable
world
formed
by
a
global
perspective
and
Jesuit
Catholic
tradition
plays
exceptionally
well
into
my
area
of
growth
being
multicultural
responsiveness.
The
three
dimensions
that
help
me
make
sense
of
this
learning
outcome
are
(1)
awareness
of
my
personal
identities
and
privilege,
(2)
a
focus
on
holistic
education,
and
(3)
fostering
multicultural
responsiveness
for
myself
and
others.
Being
a
student
at
SU
has
opened
my
mind
to
reframing
the
way
I
think
about
education
and
really
being
astute
to
AREAS OF GROWTH
the
different
people
and
populations
that
are
present
on
our
campuses.
Because
social
justice
in
particular
is
so
important
to
the
SU
campus,
I
felt
as
though
this
learning
outcome
was
fulfilled
in
many
of
the
courses
that
I
took
while
here
including,
most
notably,
in
EDUC
515:
Multicultural
Perspectives,
EDUC
5200:
Social
Justice,
and
SDAD
578:
Theory,
Research
and
Practice.
My
multicultural
responsiveness
and
developing
responsible
student
citizens
was
further
enhanced
through
my
work
as
a
course
instructor
at
UW
for
my
internship
as
well
as
the
opportunity
to
present
various
presentations
during
my
time
in
the
SDA
program.
Artifact
B,
my
mission
statements,
was
an
example
of
my
commitment
to
educating
the
whole
person
and
fostering
diversity
as
a
professional.
This
plays
in
to
my
continued
pursuit
of
multicultural
responsiveness
in
my
future
career.
Artifact
C1
displayed
my
understanding
of
multicultural
responsiveness
and
diversity
through
a
theory
integration
paper.
I
was
able
to
synthesize
two
theories
that
focused
on
racial
identity
and
then
articulate
its
impact
on
the
awareness
of
my
own
identity.
This
spoke
to
the
thought
that
in
order
to
help
individuals
grow,
educators
need
to
participate
in
their
own
self-
exploration
to
better
understand
themselves
and
then
work
collectively
toward
helping
others
do
the
same
(Evans
et
al.,
2010,
p.
270).
Lastly,
artifact
E,
my
presentation
on
gender
identity
and
trans*
students
on
college
campuses,
allowed
me
to
foster
multicultural
awareness
for
others
in
talking
about
a
marginalized
student
population
that
too
few
people
are
aware
about.
This
increased
my
personal
understanding
of
multicultural
responsiveness
because
of
the
amount
of
research
that
I
conducted
to
learn
about
this
student
population
and
resources
available
to
them
on
campuses.
Learning
Outcome
9:
Artifacts
E,
H,
&
J
Understanding
issues
surrounding
law,
policy,
finance,
and
governance
is
a
learning
outcome
that
greatly
contributed
to
me
learning
about
navigating
political
landscapes
and
AREAS OF GROWTH
understanding
policy
and
law
on
university
campuses.
The
three
dimensions
of
this
learning
outcome
that
I
picked
out
were
(1)
understanding
how
institutional
type
affects
policy,
(2)
awareness
of
hierarchical
structures
in
higher
education
and
how
to
navigate
them,
and
(3)
understanding
of
higher
education
law.
This
was
a
topic
area
I
knew
very
little
about
before
entering
the
SDA
program.
There
were
two
classes
in
particular
that
contributed
to
an
expansive
amount
of
the
knowledge
I
gained
and
those
were
SDAD
580:
Higher
Education
Law
and
SDAD
576:
Leadership
&
Governance.
SDAD
576
really
helped
me
understand
political
structures
and
how
they
can
look
different
across
different
institutional
types
and
SDAD
580
highlighted
the
importance
of
knowing
the
law
and
how
to
conduct
oneself
as
a
professional
in
order
to
avoid
getting
in
trouble
with
the
law.
Understanding
policy
and
governance
also
happened
a
great
deal
in
my
professional
practice
at
UW
by
way
of
understanding
the
organizational
chart
of
my
department
and
the
university
and
being
well
versed
in
housing
policies.
Artifact
E,
a
presentation
on
gender
identity,
allowed
me
to
grow
in
understanding
policy
on
campuses
around
trans*
and
gender
non-conforming
students.
I
also
learned
through
developing
that
presentation
the
barriers
that
exist
for
these
students
by
way
of
politics
at
various
institution
types.
Artifact
H,
my
NASPA
competency,
shows
my
tremendous
growth
in
the
area
of
navigating
politics,
law,
and
governance
during
my
time
in
the
SDA
program.
There
is
significant
growth
from
the
first
time
the
analysis
was
completed
in
Fall
2013
and
when
it
was
taken
recently
in
Winter
2015.
Lastly,
artifact
J,
the
career
development
guide
I
created
for
SU
Athletics,
is
an
example
of
understanding
policy
and
having
to
navigate
politics.
Within
Division
I
Athletics,
there
is
significant
NCAA
that
is
crucial
to
know
when
providing
any
resource
to
student-athletes.
This
project
required
me
to
know
who
to
meet
with
and
navigate
various
departments
in
order
to
(1)
gather
all
of
the
correct
information
and
(2)
to
have
the
guides
printed
for
all
of
the
student-athletes
on
the
SU
campus.
AREAS OF GROWTH
AREAS OF GROWTH
While I grew immensely during my time as a student in the SDA program in the areas of
navigating
political
landscapes
and
multicultural
responsiveness,
these
are
area
that
I
will
need
to
continue
to
grow
in
throughout
my
whole
career
in
order
to
be
a
competent
professional.
Especially
if/when
I
were
to
go
to
a
different
institution,
the
political
landscape
would
need
to
be
completely
re-learned
as
it
varies
so
much
from
campus
to
campus.
Multicultural
responsiveness
will
always
be
an
area
of
significant
growth,
but
an
area
for
growth
for
me.
Because
of
the
systemic
privilege
I
carry,
I
need
to
be
diligent
about
further
unpacking
what
that
means
for
me,
but
also
doing
all
I
can
to
not
only
foster
diversity
on
college
campuses,
but
do
my
part
to
dismantle
systemic
oppression.
That
is
a
tall
order
to
fill,
but
one
that
I
am
absolutely
committed
to.
References
Evans,
N.
J.,
Forney,
D.
S.,
Guido,
F.
M.,
Patton,
L.
D.,
&
Renn,
K.
A.
(2010).
Racial
Identity
AREAS OF GROWTH