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Areas for Growth (LOs 1, 3, 4, 7, 8; Artifacts C1, C2, C3, F1, G, K, J)

Integrative Theme
Prior to the SDA program I had never heard about privilege and oppression but I have
experienced and observed both. The theme of my learning and most prominent area for growth is
continued exploration of myself. As I have ventured through the SDA program almost all of my
courses had an element of social justice and multicultural competence incorporated into it.
Through this exposure I have been able to critically reflect on my identities and I want to
continue to do so. The three sub-areas for growth are critical reflection on my identities, ways to
increase my personal growth, and how I can integrate my passions into professional practice to
support students (Pope, 2004).
Learning Outcome Integration and Demonstration
Critical reflection on my identities began when I started the program, however I did not
go in-depth until the Spring 2014 quarter. This sub-area includes learning outcomes 1 and 4.
LO 1 three key defining dimensions are professional purpose, privilege and oppression
exploration, and personal values development. LO 1 is represented by artifact C1- Personal
Student Affairs Philosophy and C2 - Organizational Theory Case Analysis Paper. In artifact C1 I
begin to explore my basic understandings of what it means to be a student development
professional and how I fit into the higher education context. This is a critical area to explore and
it is foundational for my continued learning about my students and their backgrounds. Prior to
the SDA program I knew that I loved working with people, being involved in something greater
than myself, and helping people through transitions. While this remains true, I have evolved to
understand that it is my duty as a student development professional to enhance the learning
experience of college students through intentional cross-campus collaboration, active

professional development, and tailoring passive and active programs to fit institutional contexts
(McCellan & Stringer, 2009).
In artifact C2 I explore the emerging nature of systematic oppression and privilege of
Christianity. In this artifact I begin to find dissonance and concern for the student population as I
feel that a college declaring a life style statement will certainly exclude a lot of people. My
views of higher education have always been that college is for everyone, and if there are people
being left out than it is the institutions duty to right this wrong.
LO 4 is represented by artifact C3 Personal Leadership Philosophy and artifact D Academic Service-Learning Team Project (ASLP): Pride Foundation. In artifact C3 I begin to
explore what it means for me to be a woman and upholding justice for this oppressed identity
particularly in the realm of sexual assault. Since writing artifact C3 I have done a lot of personal
development around what it means to be a survivor. I have explored sharing this part of my life
with more people through the course Leading with Emotional Intelligence by first verbally
telling my story and as of recently, rewriting my autobiography to include this part of my life. I
believe that I will only get to the comfort level of helping others when I have made the journey
through this terror myself (Schlossberg, 1984).
Artifact D is a good representation of where my work started in understanding the various
isms and how they play a role in daily life. I have been able to reflect on the privileges I hold
white, cisgender, heterosexual, able-bodied, middle-class, educated and identify my prejudices
(Tatum, 1997). Deconstructing the isms has allowed me to understand how I relate to them and
can make positive change around them for myself and for my students.

Personal growth and development is hallmark to going through various experiences with
critical reflection. Through my time in the SDA program I have intentionally taken courses that
focus on personal development. This sub-area will look at LOs 3 and 7.
LO 3 three key defining dimensions are student influence, personal responsibility, and
institutional responsibility. LO 3 is represented by artifact F1 Letter of Promise from a student.
In the letter Caity describes my abilities to be honest and welcoming to all I encounter. Providing
students and colleagues with a welcoming environment and demeanor I am able to enhance my
influence of student development even if there are unethical practices occurring. I believe it is an
ethical duty of a student development professional to remain true to the values of an institution
while also evaluating ones own actions as they move through their professional practice. This
means being aware of the politics happening on campus but not allowing them to affect how you
work or the students you work with. I have not had to deal with any ethical discrepancies of note
in my young professional career, however it is very likely that I eventually will. In these
instances all I can personally do is remain true to my values and the traditional values of the
institution in order to maintain positive student contact influence. Any ethical issues that happen
at the institutional or professional level should not impact the students as the issues go through
LO 7 three key defining dimensions are research, personal assessment, and selfawareness. LO7 is represented by artifact G - Interpersonal Dynamics: Integration of Yoga in
Emotional Intelligence Practice (proposal) and artifact K Portfolio Process Assessment. In the
Winter 2014 quarter I took EQ for the first time, my second time was in Italy this past summer,
and finally a third time Winter 2015. Artifact G represents the culmination of my energy for
developing EQ in those around me and myself. I have been able to move through many

experiences of EQ becoming more comfortable with the language and confident in myself that I
have done some minor facilitation with the class (Schlossberg, 1984).
Artifact K explores where I have been through the portfolio process and a personal
assessment on the journey. I have to work a lot on self-motivation as it occasionally lacks. I
desire to be more proactive and to be confident in my abilities. With this artifact I have found it
very necessary to continue assessing intrinsic and extrinsic motivating factors and what they
mean for my professional practice. Practicing self-awareness will allow me to make informed
and healthy decisions throughout my career.
Student support has to be met through many avenues but I know that the way I show up
and the energy I give off is going to be a major influence on how affective I am in my job.
Student support is represented by LO 8 with the three key defining dimensions as adapting
student services, sustainable practices, and collaborative education. Artifact J is a solid
representation of my skill in affectively communicating through speech and writing while
meeting the needs of students in Career Services. Prior to working at Trinity Lutheran College I
worked in the Career Center at Texas A&M University. At Texas A&M I gained a strong
foundation for basic career services. Throughout my graduate assistantship work and into an
internship, I adapted some of the information and documents to meet the needs of Trinity
students. In order to meet the specific needs of Trinity students I collaborated across campus by
engaging with faculty. All of the documents and practices I implemented are sustainable and
easily accessible for students even if some of the active programming does not continue after I
am gone. Throughout the development of career services for Trinity my confidence and focus on
affective communication was enhanced. I am more confident with networking within my own
institution and creating cross-departmental bonds. This experience has helped me recognize the

importance of continuously drawing upon my strengths and energy with interpersonal dynamics
to be an efficient student development professional (Pope, 2004).
I have to better understand myself if I am going to be an affective student development
professional. I need to carry some confidence in all that I do in order for students to feel like I
have got their backs. I also need to follow where my energy is in programing, whether that is
through event planning, advising, or, as represented by Artifact J, through Career Services.

McCellan, G.S., & Stringer, J. (2009).The Handbook of Student Affairs Administration
(3rd Edition).Jossey-Bass: San Francisco.
Pope, R., & Reynolds, A. (2004). Multicultural competence in student affairs. San Francisco:
Schlossberg, N. K. (1984). Counseling adults in transition. New York: Springer
Tatum, B. (1997). Why are all the Black kids sitting together in the cafeteria? and other
conversations about race. New York: BasicBooks.