Running head: AREAS OF GROWTH NARRATIVE

Areas of Growth Narrative

Willa Kurland

Seattle University
AREAS OF GROWTH NARRATIVE 1

Areas of Growth: Becoming a catalyst for change; taking a seat at the table

My development in becoming a catalyst for change; taking a seat at the table is the

overarching integrative theme for this narrative. Flashback to Summer 2017, I was attending my

first meeting at the Seattle Colleges District office, representing the South Seattle College New

Student Services Department. When I arrived in the conference room, I took a seat at the side of

the room. My supervisor, a woman of color, encouraged me to take a seat at the table. In this

moment, I felt a feeling of embarrassment and shame. I knew better, I knew I deserved to be at

the table, yet my instinct was opposite. From that moment on, I made a promise to myself to take

a seat at the table, to value my presence as I hope others will.

As I move forward in my career, as a leader, I hope to empower myself and others to

speak up and own their seat at the table. This narrative portrays areas of growth and

development, and areas for growth and development, through the following three sub-themes:

professional development and identity, understanding policy and assessment, and the power (and

limitations) of theory in practice.

Professional development and identity (LO 1, 5; Artifacts E, F)

I chose Seattle University, and the SDA program because I knew I would be challenged

in ways that would allow me to grow personally, professionally, and academically. I was excited

to be in a practitioner-based program, with opportunities to explore higher education through a

lens of social justice and equity. This graduate school experience has given me the chance to

immerse myself in opportunities to learn from leaders in the field. I have learned that to be a

catalyst for change, I must understand the foundations and emerging nature of the Student

Affairs profession and higher education (LO 1). Three dimensions of this learning outcome
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include, engaging in continuous professional development, a commitment to critical thinking,

and ability to adapt to various different institutional cultures.

Prior to SDA, my higher education experience was largely based on my experience at UC

Davis, a large public institution. During SDA, through part-time work, and internship

opportunities, my growth in Learning Outcome 5, Adapting student services to specific

environments and cultures, has prepared me apply for jobs at community colleges and four-year

institutions, in various functional areas. Dimensions of this outcome include: using my privilege

and positional power to create spaces that are accessible and inclusive, using assessment and data

to inform decisions, and being making space for creativity and innovation in student services.

I have seen myself move through several stages of Chickering’s (1996) identity

development. I have found myself examining the ways in which I am developing, and

(re)establishing my professional identity and the challenges I face balancing the role of student

and part-time professional. However, choosing Seattle University, engaging with my fellow

classmates, and reflecting on my past, present, and future career goals is allowing me to move

through the stage of “developing purpose” as well as “developing integrity” (Patton, et al., 2016,

p. 297). My newfound sense of purpose and long-term goals (Artifact F) are a result of these

developmental stages.

As I entered SDA, I was confident in my ability to work with students, and my passion

for student success. I was excited to pursue a practitioner-based program, building my skills and

competencies in direct-service. This remains true, yet contrary to my expectations, I have found

myself drawn to opportunities to engage with education and student affairs through research,

(re)igniting my passion to make meaning of experiences. I am skilled in asking questions, which

guides me to seek information, and has allowed me to grow as both a practitioner and scholar.
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However, I often feel caught in-between scholar, and practitioner. As I discern my identity as a

scholar-practitioner, I have learned to trust the process, as I move through the stages of self-

authorship, growing into my identity in this field (Baxter-Magolda, 2001).

Understanding policy and assessment (LO 3,9; Artifacts C3, B)

During the SDA program I have grown in Learning Outcome 9, understanding issues

surrounding law, policy, finance and governance through identifying and applying relevant

institutional, local, state, and federal law and policies to my work, understanding organizational

structure and organizational change in higher education, and a commitment to broadening my

scope of knowledge through professional development and informational interviews.

In SDAD 5750: Best Practices in Student Services (national section) I interviewed 12

individuals—ranging from professionals in student affairs, to research associates, policy

specialists, and doctoral students (Artifact E). Most notable was my interview with Rachel

Berliner, a Policy Specialist at the Foundation for California Community Colleges and my

interview with Pooja Patel, a Research Associate at the National Association for College

Admission Counseling (NACAC). Through these conversations, I saw the impact of policy on a

systemic level and in relation to college access and retention. Coupled with SDAD 5800: Higher

Education Law, I have grown in my skills and language to identify how law and policy impact

my day to day work (Artifact E). In the future, I hope to actively engage in higher education

policy and legislation, something that often gets overlooked in student affairs.

Additionally, in SDAD 5750: Best Practices in Student Services (Artifact E) my

culminating paper gave particular attention to the relationship between assessment, student

affairs, and student development. I was particularly interested in the ways that these campuses,

and organizations were able to support students of color. Focusing on assessment practices at
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Seattle University, University of San Francisco, University of Washington, UC Davis, and

Sacramento state, I learned important lessons in conducting assessment that I will carry with me

in the future. In particular, understanding the ways that dissemination of information is

inherently related to campus finances, politics, and governance, and the extent to which

assessment practices are effective (Yousey-Elsener, Bentrim, & Henning, 2015). Moving

forward, I am committed to contributing to the development of a culture of evidence at the

department level.

In Summer 2018, I attended the APIASF Higher Education Summit as an employee of

South Seattle College, an APIASF/GMS Scholar, a Seattle U graduate student, and an Asian

American adoptee, and educator. This experience was a pivotal moment for me in understanding

how federal policies and higher education intersect, on a national level—and developing a deeper

understanding of inequitable and oppressive ways that laws and policies are enacted on

vulnerable student populations. In particular, meeting with the Congressional Asian Pacific

American Caucus (CAPAC) inspired me to be more politically aware and reminded me the

importance of advocacy through policy.

In reflecting on my deeper understanding of research, policy and assessment, Learning

Outcome 3, exhibiting professional integrity and ethical leadership in professional practice

has become a defining aspect of my professional identity. Three dimensions of this include:

creating a culture of feedback, understanding and taking responsibility for the consequences of

my individual actions, and aligning my values with my work. As demonstrated in Artifact B,

“whether it is a paper I write, a student I advise, or a committee I’m part of, my identity as a

scholar and practitioner is rooted in my passion for elevating voices that often go unheard”. In

elevating voices, demonstrating ethical leadership is my ability to confront my own biases and
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assumptions, as well as refine my ability to (oftentimes, quickly) make decisions and navigate

situations that can impact minoritized populations.

The power (and limitations) of theory in practice (LO 8; Artifacts E, G)

In undergrad, as a NUFP, I was briefly exposed to student development theory and

research, and in SDA, I have furthered this knowledge-base. This knowledge has given me the

opportunity to put theories such as Astin's (1999) theory of involvement, Pope, Reynolds &

Mueller’s (2004) theory of multicultural competence, and Chickering’s (1969) identity

development theory--to practice, at both Seattle University and South Seattle College. SDAD

5400: Student Development Theory gave me the space to discuss theory in both an academic and

practitioner context. Campus climates are always changing, and alone theories lack the ability to

address the fact that oppression is malleable, and students are not simple, nor predictable. By

themselves theories are not an end all be all in navigating student interactions (Abes, 2009).

Understanding the development of students on both a micro as well as macro-level is

vital effective advising, mentorship, and leadership. My role is to help students celebrate and

create their own educational narrative, honoring their own identities as well as learning from

each other. With a deeper understanding of student development theories, I aware of how I can

integrate a combination of these theories into their practice, regardless of the functional area.

This has proven to be true in my work in both New Student Services and TRiO EOC at South

Seattle College.

From advising students at a community college (Artifact E), to my position as Vice-

Chair of the SUSDA E-team (Artifact E), or presenting on identity at a national conference

(Artifact G), Learning Outcome 8, communicating effectively in speech and writing has been

central to my time in SDA. Three dimensions of this learning outcome include, my ability to
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communicate with communities both different, and similar to myself, facilitating critical

conversations surrounding power and privilege, and empowering myself and others to tell our

stories.

I believe storytelling is a powerful communication tool that can be used to build bridges

and connect us to humanity. In my work, I use Yosso’s (2005) Community Cultural Wealth

model and Delgado and Stefancic (2013) Critical Race Theory, as a framework for centering the

stories of marginalized groups. Personally, telling my story through writing has always been a

strength. Yet, telling my story and speaking my truth out loud--such as group settings,

conference presentations, or public speaking--is something I’ve challenged myself to do during

my time in graduate school. Artifact G is my commitment to creating spaces to share stories and

be in community, for individuals, particularly those with invisible identities. In future endeavors,

I will work towards using data to inform storytelling and communication.

Conclusion

Developing in, and reflecting on, the SDA Learning Outcomes and the NASPA/ACPA

competencies allows me to take my seat the table, giving me a voice to speak up. These last two

years have grounded me in my own personal narrative and allowed me to develop in both

knowledge and practice. Overall these experiences, alongside peers, colleagues, and mentors are

inspiration for me to “go forth and set the world on fire” as I navigate my new professional

identity.
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References

Abes, E.A. (2009). Theoretical borderlands: Using multiple theoretical perspectives to challenge

inequitable power structures in student development theory. Journal of College Student

Development, 50(2), 141-156.

Delgado, R., & Stefancic, J. (2012). Critical race theory: An introduction

(2nd ed.). New York: New York University Press.

Patton, L.D., Renn, K.A., Guido, F.M., & Quaye, S.J. (2016). Student development in college:

Theory, research, and practice (3rd edition). San Francisco, CA: Jossey-Bass.

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

affairs. San Francisco, CA: Jossey-Bass.

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

cultural wealth. Race Ethnicity and Education, 8(1), 69-91.