Portfolio Narrative Area For Growth

Running head: AREAS FOR GROWTH

Learning Outcome Narrative: Areas for Growth Tasmia Moosani Seattle University

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(LO #1, #3, #7, #8 & #9; Artifacts D, E, & F) Introduction Through the SDA program, I have been introduced to a variety of areas for growth and improvement. With the combination of my coursework, assistantships, internships, and personal deliberation, the program has given me the opportunity to be exposed to such areas that further my promise as a practitioner in this academic field. This learning outcome narrative highlights my areas of growth, including research and assessment, leadership styles, and professional development. These underlying sub-themes have contributed to my overarching theme of my commitment to being a lifelong learner. Research & Assessment (LO #7 & #9; Artifact C1, E, & G) As I evaluated the NASPA/ACPA (Artifact E) competencies during my first quarter in the SDA program, I realized that research and assessment were not my strong suit, and were areas in which there was room for improvement. As a result, I made the effort to proactively develop my skills and abilities in such areas, as I had little to no experience coming into the program. As Kuh et al. (2015) stated, institutions need to actively utilize assessment results to guide changes that may ultimately elevate student success. That said, Artifact C1 demonstrates my overall growth in research and assessment through the SDA program. In SDAD 5990: Student Development Graduate Project (Artifact C1), I conducted research via student interviews, and produced an extensive literature review to provide viable recommendations on how institutions can foster a more socially just campus environment where students are more likely to succeed. By realizing and identifying areas for improvement, the use of assessment and evaluation have helped me reflect the needs of the greater community as it is crucial in the

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process of being more inclusive with our overall institutional practices (LO #7). With that being said, the defining dimensions for LO#7 are to continue the use of assessment to reach actionable results, make time to continuing doing research to find areas of improvement in the field, and work towards bettering best practices already in place. In addition, Kuh et al. (2015) determined that student affairs can work towards continuous improvement of best practices through the proper use of research and assessment. Using the data I found through my research and literature review in Artifact C1, I created and developed my Academic Coaching program (Artifact G). As I thought about my departure from Seattle University, however, I wanted to ensure that the Academic Coaching program will continue in the long run. With this mindset, I determined where I stood in the institution’s governance structure, and initiated a conversation with the stakeholders and policymakers to present my research and argue the importance of the Academic Coaching program at Seattle University (LO #9). To me, LO#9 means understanding institutional structures, learning campus laws and policies, and asking questions around law, policy, finance, and governance to ensure I can provide the best support for students. With my overarching theme of being a lifelong learner, I hope to continue fostering my research and assessment experiences, as well as keep on expanding my knowledge regarding the law and governing structures in higher education (LO#9). Leadership Style (LO #3 & #8; Artifact D) Through the SDA program, I also had the opportunity to contemplate and reflect on my unique leadership style. Working in academic advising for the very first time, I was pushed to define my own leadership and advising styles. With initial exposure to this environment, I went through constant feelings of imposter syndrome. That is, being in a predominantly white

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institution, I am surrounded by individuals who have worked in academic affairs for decades, and have significantly more experience and knowledge in their fields. Equally as important, these individuals simply do not look like me. In my SDAD 5400: Student Development Theory, Research and Practice class is where I began to break free from that imposter syndrome feeling; where I began to stop thinking that I am not enough, and changing those thoughts to realizing that I bring a unique and valuable leadership style to this university (Yosso, 2005). As I go through this realization, it was important for me that my salient identities and values were reflected and apparent through my leadership style. Baxter Magolda (2001) determined that the third phase on the journey to self-authorship is defined as developing an internal foundation in which on feels comfortable and grounded in their own identity. Through this experience, my defining dimensions for LO #3 are reflecting on my salient identities, to continue reflecting on my work which was necessary for me to see how my leadership style influences my professional practice, and ensuring the practice of self-care by creating my own support system. Artifact D specifically exhibits a letter of professional promise, written by Leah Quin, Director of Orientation Programs at Seattle University. Leah served as my NODA internship supervisor, and mentions my capacity to adapt my work to different environments, populations and institutions. In addition, Leah mentions that my approach toward team supervision surfaced from an inclusive and ethical standpoint (LO #3). With my self-development during the SDA program, I grew tremendously as a leader, particularly in my leadership style. Through my NODA internship I had the opportunity to lead and supervise the orientation team, which ultimately helped me develop my supervision skills as well. As commencement nears, I reflect on the development of my sense of self, advising style and supervision style, all of which now speak to my leadership.

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Furthermore, there is one more component to my leadership style: communicating and transparency through my professional roles (LO #8). For me, the defining dimensions for LO#8 are having effective written and verbal communication skills, prioritizing transparency, and adapting to communication styles to meet the needs of different student populations. Through my experiences at Seattle University, I have reinforced that value that I have always seen in strong communication and transparency. As an academic advisor, for example, I work with faculty and serve as a liaison between the departments in the College of Arts and Sciences. Through this, I have effectively communicated with staff and faculty to ensure that we all have the same goal and work together to better the experience of students, both short-term and long-term. As a NODA intern, moreover, I also collaborated with campus partners to ensure presentations, workshops and orientation materials were ready to go. Both my experiences as an academic advisor and NODA intern would not have been successful without effective communication on my part, through speech and writing (LO #8). Though I have undoubtedly strengthened my leadership style, it is still meant to be a fluid and dynamic attribute as I continue to learn and seek opportunities for growth and improvement. Professional Development (LO #1; Artifact E & F) Since entering the SDA program, I have grown professionally through opportunities provided to me such as attending my first ever NACADA conference, and being able to contribute to the IMPRINT: First-Gen publication. Opportunities such as the conference, along with my SDAD courses, have helped me understand the underlying structures of higher education and how student and academic affairs are connected to such structures (LO #1). My professional development and action plan (Artifact F), as well as my assessment of the NASPA/ACPA competencies (Artifact E) reflect what opportunities I would love to seek out to

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enhance a better understanding of the foundations and nature of higher education as a whole. In March, for example, I will be attending NASPA in hopes to increase professional engagement and involvement with professional organizations and personnel within higher education. In addition, I hope to strengthen my law, policy and governance competency through the position that I obtain after my time in the SDA program. I hope to seek opportunities that will continue to strengthen my LO#1, which is to continue taking part in opportunities that provide me with an in-depth understanding of the history of higher education, help me build confidence to advocate for marginalized students through mentorship and look at equity and the access to education to break down barriers for underserved populations. As mentioned above, mentorship plays a crucial part in overall professional development. A personal goal of mine is to network with individuals in the field of higher education, who share one or more similar salient identities as me in hopes to grow as a professional (LO#1). According to Carpenter and Peña (2016), role modeling and mentorship has been proven to contribute to the development of self-authorship, strengthening one’s internal sense of self. As mentioned earlier, learning to combat imposter syndrome was a significant part of my growth and journey in the SDA program. My experiences as a woman of color with other intersecting identities, moreover, have also showed me that academic is, at its core, an elite society. That said, this explains why I, as a minority and first-generation professional, felt like I had to change who I am, what I value, and even how I dress and talk. With stronger mentorship, however, I would be able to learn so much from the experienced individuals in the field. As Yosso (2005) stated, for example, we can empower one another, and still continue to empower our students to ensure they feel valued and possess their own sense of belonging in their transition to higher education.

AREAS FOR GROWTH Conclusion The past two years have shown remarkable growth internally, professionally and academically. Through the SDA program, I had the opportunity to grow in a variety of areas, including research and assessment, leadership style, and professional development. These three areas, however, are tools that I hope to not only utilize, but also continue enhancing in my first professional role after SDA.

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Carpenter, A. M., & Peña, E. V. (2017). Self-authorship among first-generation undergraduate students: A qualitative study of experiences and catalysts. Journal of Diversity in Higher Education, 10(1), 86. Kuh, G. D., Ikenberry, S. O., Jankowski, N., Cain, T. R., Hutchings, P., & Kinzie, J. (2015). Using evidence of student learning to improve higher education. John Wiley & Sons. Magolda, M. B. B. (2004). Making their own way: Narratives for transforming higher education to promote self-development. Stylus Publishing, LLC.. Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race ethnicity and education, 8(1), 69-91.