Running head: STRENGTHS LEARNING OUTCOME NARRATIVE

Strengths Learning Outcome Narrative

Jeffrey Eng

SDA Portfolio 2017

STRENGTHS LEARNING OUTCOME NARRATIVE

Learning Narrative Outcome: Strengths

Integrative Theme: Theory to Practice

Sub-area: Using assessment and data to inform practice (LO 6, 7; Artifact G, F)

Before starting the SDA program and student affairs in general, my background was in

the sciences. It was not until starting my classes and doing my first internship in Student Life at

South Seattle College that I found a way to integrate my interests in data and research with

student affairs. LO 6 developing and demonstrating skills in leadership and collaboration

occurred during my internship in Student Life when I started over the Summer. The Dean of

Student Life had assigned the project to create an annual report for the office but had left the

office shortly after I arrived, which meant that the vision and direction for the project was my

own. I collaborated with every staff member in that office to first get buy-in and then necessary

information to create the report. I then got feedback on the report from colleagues internally and

externally before finalizing and distributing the report campus wide which can be seen in Artifact

G: Distinctive Contribution. is Development of LO 6 in the future would be to continue to

develop skills and professional network to further collaborate within and across different areas

and departments.

Utilizing assessment, evaluation, technology, and research to improve practice (LO 7)

was the obvious LO that was demonstrated during my internship in Student Life at South Seattle

College. Before starting my internship I had learned the fundamentals of assessment from Best

Practices (SDAD 5750) and Tim Wilsons Canvas Assessment course, which I was then able to

apply from theory to practice. I learned during my internship that although good data was being

collected in Student Life, the data did not inform their practice which was one of the reasons

staff were frustrated with the process of needing to generate individual reports that seemingly
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went nowhere. A recommendation that I had was instead of generating quarterly reports to doing

just an annual report to minimize the energy spent on a process that people didnt have the time

for. During my process of seeking employment, I will be on the lookout for positions that

incorporate assessment as a job responsibility and/or find ways to incorporate assessment into

into my new position, which is highlighted in Artifact F: Professional Development Plan. One

way to develop this LO would be finding ways to conduct assessment of in future by seeking

employment that would offer the opportunity and/or by asking questions of potential employers

on how they value assessment in their work.

Integrating technology to enhance student learning and outcomes (LO 5; Artifact E)

Technology has always been a passion of mine and plays an important part in how I

interact with the world around me both professional and personally. Things like being

technologically literate, using social media to learn and interact with those around me, and

finding ways to integrate technology to improve our life are a few of the ways that I view its

importance. One of the ways that I have been able to integrate technology to enhance student

learning and outcomes was through my graduate assistantship in the Albers School of Business.

A project that I took on during that time was finding a way to implement texting as an alternative

means of communication with students outside of typical means of email and physical mail.

Utilizing data and research conducted by advisors at Texas A&M University-Kingsville, I drafted

a proposal that was later approved the Executive Committee at Albers, and by University

Counsel to start collecting phone numbers from students in Albers. Unfortunately, even with all

the numbers that we had collected, we have yet to test out this potential new means to
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communicate with students. Ideally future development would include gathering data on the

effectiveness of academic advisors texting students.

Historically some students were notoriously hard for advisors to reach through typical

means but the majority of students possess smartphones and therefore the logical next step to

communicate with them via texting. Adapting student services to specific environments and

culture (LO 5) addressed this issue. Artifact E: NASPA/ACPTA Competency Assessment

highlights my self evaluation in the competency area of Technology.

Advising and supporting students (LO 1, 4; Artifact B, C1, H)

As an academic advisor in the Albers School of Business, advising and supporting

students was the key role I played in the Albers Undergraduate Advising office. SDA coursework

such as Theory SDAD 5400 and Foundations SDAD 5300, I gain a solid foundational

understanding of the student affairs profession which I was able to apply directly to advising

students and navigating systems within higher education (LO 1). Relevant theories included

Chickerings & Reisser (1993) Seven Vectors, Yossos (2005) Community Cultural Wealth, and

Magoldas (2001) Theory on Self-Authorship. In my Foundations class we read weekly articles

on source such as Inside Higher Education and the Chronical of Higher Education to learn about

current events in higher education. I was able to relate topics that other students brought up

during class directly to do work that I was doing advising students in Albers. Development of LO

1 will require that I stay current with issues that come up in higher education for example

seeking professional development opportunities and staying up to date on current events in

higher education.
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In the Albers School of Business, a large part of our student population are international

students which was a population that I did not have much experience working with before. I have

learned from advisors and by attending a professional conference for academic advisors

(NACADA) on cultural and language barriers that international students face in America (LO 4).

Many of these students English is not their first language and can have a difficult time

understanding their instructors and how to ask for help. Cultural barriers such as not

understanding the expectations for being a student in America versus their native country, and

difficulty navigating the American higher education system are a few ways international students

struggle with their transition. Development of LO 4 would staying up to date with the student

populations that you serve and continually question your assumptions. It is very easy to get stuck

in a certain way of thinking and be oblivious to your impact that you may have to students.

Artifact B: Mission Statement highlights my approach to working with students and

describes my professional identity as a student affairs professional. Authenticity, evidence-based

practice, and student-centered are core identities that I hold and are necessary to best serve

students. Relevant coursework that have been helpful in developing and enhancing my skills in

working with students include COUN 5100: Counseling Skills, and COUN 5120: Career

Counseling. Career counseling is a functional area that I am interested in exploring during my

professional job search and COUN 5120 provides a solid foundational understanding of Career

Development theories and experience applying them to practice. COUN 5100 have proven

extremely beneficial as an academic advisor when applying various counseling skills especially

when working with students who are on academic probation. The opportunity to have more

developmental conversations with students highlights the value of having counseling skills in

your tool belt.