Running head: STRENGTHS

Learning Outcome Narrative Strengths

Amy Clawson
Seattle University

STRENGTHS

Strengths (Learning Outcomes 2,5, 6,7,8; Artifacts B2, C3, D, F1, F2, G, H1)
Integrative Theme: Challenge and Support
Challenge and Support (Sanford, 1966) is an integrative theme that encompasses key
strengths I have developed in the Student Development Administration (SDA) program. My goal
entering the SDA program was to provide students with positive support as they discern their
futures and begin the process of self-authorship, which I felt was lacking from my undergraduate
experience. Balancing multiple roles and identities can be challenging for students, and offering
support is crucial to enhancing a positive environment on campus. My experience as a studentathlete has led me to believe that each student is unique, and deserves personalized support for
the challenges they may face. Academic advising is my functional area of choice to demonstrate
and promote Sanfords (1966) theory of challenge and support. Academic advisors not only offer
academic support, but also help students discern their passions, and help them grow during
moments of doubt, struggle, and difficulty. My undergraduate experience taught me the
importance of finding a balance between supporting students, and providing challenging learning
opportunities. From the moment I arrived at Seattle University, I have been challenged and
supported academically, athletically, personally, and professionally. Not only do I want to
challenge and support others, I also want to continue to challenge and support myself in my
professional journey.
Advising and Student Support (Learning outcomes 5, 8; Artifacts F2, H1)
Sanfords (1966) theory of challenge and support has been a guiding framework in my
professional practice as an academic advisor. Advising is my passion, and I have enjoyed my
time as a Graduate Assistant in the Albers School of Business and Economics, where I get to
advise a diverse population of students. It is my goal to provide academic and personal support

STRENGTHS

to students, and challenge them to grow during their time in college. Artifact H1 contains my
first rendition of the NASPA/ACPA competency assessment completed in Foundations of the
Student Affairs Profession (SDAD 577). As can be seen from this artifact, I demonstrated high
competency in advising and helping upon entering the SDA program. My goals and passions
have been to successfully help students during their college experience, and my strengths lay in
the advising and helping competency. Artifact F2 contains a letter of professional promise from
my advising colleague, Kali Odell. This artifact demonstrates my commitment to supporting
students through academic advising and advocating for student needs.
Learning outcome 5 includes a responsibility to engage in collaboration, understanding
student needs, and a commitment to diversity. Forging educational partnerships that advance
student learning (Blimling & Whitt, 1999) is a promising practice in student affairs that touches
on the importance of engaging in collaboration to provide effective student support. As an
advisor on campus, I have the opportunity to collaborate with a network of individuals, and
numerous offices on campus. Collaboration is one of my biggest strengths, and allows me to
better understand the needs of diverse student populations represented on campus. Artifact F2
also demonstrates my commitment to diversity, and utilizing advising as an outlet to promote
diverse student needs.
Learning outcome 8 includes effective written communication, verbal communication,
and authentic connection. Before entering the SDA program, I had much experience and practice
developing effective communication skills in speech and writing. As a psychology student,
communicating effectively in writing was key to my success in a research-intensive
undergraduate program. As an athlete on the cross country and track team in college,
communicating effectively in speech was crucial to foster a sense of community and goal sharing

STRENGTHS
amongst my team members. Authentic connection is also important in my work as an advisor,
Artifact F2 showcases the communication skills I have demonstrated in my work with the New
Student Mentor program, and one-on-one sessions with students. This artifact also mentions the
compassion and understanding I have while working with students, this encompasses the
importance of authentic connection. I provide authentic empathy and compassion in advising
because I understand the difficulties college can pose on students.
Understanding Students and Student Issues (Learning outcomes 2, 7; Artifacts D, G)
During my time in the SDA program, I have found that one of my strengths is being able
to demonstrate active listening skills, and using that skill to understand students and student
issues. Learning outcome 2 includes these three key dimensions: Understanding transition,
assisting students through transition, and understanding student issues. Chickering and
Schlossbergs (1995) transition theory has been formative in my understanding of students and
student issues. This particular transition theory builds off of Schlossbergs (1989) transition
theory focused on finding meaning in transition. Chickering and Schlossberg (1995) comprise
college student transition into three separate areas, moving in, moving through, and moving out.
Artifact D represents the counseling skills I learned in Career Counseling (COUN 5120) for
individuals who are going through transition. This presentation on career counseling for low
socioeconomic (SES) populations improved my understanding of student needs for low SES
populations, and how this identity can impact their transition to college.
One of my key strengths is identifying the impact transition moving in, moving
through, and moving out (Chickering & Schlossberg, 1995) has on student success. I believe
understanding and demonstrating learning outcome 7 has positively affected my ability to
understand student needs in regards to transition to college. Three dimensions of learning

STRENGTHS

outcome 7 are utilizing research to enhance practice, implementing theory to practice, and
promoting assessment to improve practice. Learning outcome 2 and learning outcome 7 are
intertwined in my SDA experience; Artifact G effectively represents my strength in both
learning outcomes. Artifact G is a group research project focused on first year experience
programs in relation to student retention, and was completed for Best Practices in Student
Services (SDAD 5750).
This paper was accepted for publication in MAGIS volume 9, and encompasses the strong
research background I brought with me into the program. As an undergraduate psychology
student, I conducted two research projects, and engaged in research as a research assistant at the
university of Illinois. These experiences positively impacted my enthusiasm to continue research
on how to improve student transition to college, and Artifact G thoughtfully represents this
enthusiasm. The research presented in Artifact G demonstrates the importance of supporting
students through transition during their first year. Research and assessment is crucial to
developing programs that benefit student transition, and can help practitioners to further
understand student needs.
Leadership Development (Learning outcomes 6; Artifacts B2, C3, F1)
My leadership has blossomed as I have moved in, moved through, and prepared to move
out of the SDA program (Chickering & Schlossberg, 1995). Prior to entering graduate school, I
have engaged in multiple leadership opportunities on my athletic team, and within the
Psychology Department at Lewis University. A question I have reflected on during my time in
the program is, now that I understand student transition and student issues, how can I adapt
student services to fit their needs? This is where my effective demonstration of learning
outcome 5 comes into perspective. The dimensions of learning outcome number 5 are:

STRENGTHS

understanding diverse student populations, collaboration to enhance student services, and

flexibility and adaptability. My leadership style has allowed me to effectively collaborate with
individuals to enhance the advising and mentorship I provide to students. Artifact C3
demonstrates my leadership philosophy, and how my leadership impacts others. In my leadership
philosophy, I identify with the human resource frame of leadership (Bolman & Gallos, 2011),
and also mention the importance of adaptive leadership (Heifetz et al., 2009) to understanding
student needs. Artifact B2, my professional mission statement builds off of the human resource
leadership style that I value, and how my leadership can best support students. In this artifact, I
demonstrate the dimensions of learning outcome number 5 through my promotion of
understanding multicultural perspectives, and engaging students in meaningful conversation to
promote collaboration.
Artifact F1 was written by my site supervisor during my global womens leadership
internship this past summer at Green River College. This internship further developed my
leadership style, and demonstrated my ability to understand diverse student populations, and
promote effective collaboration. As a part of this internship, I mentored 19 women from Central
Asia during a month-long leadership emersion experience. My human resource leadership style
(Bolman & Gallos, 2011) promoted collaboration among students, and staff during the
internship, and was well received. I value human connection in leadership, and hearing students
personal narratives. Engaging with students in a human resource frame has benefited my
practice, and allowed students to identify their authentic selves.
Conclusion
As an educator, I vow to continue challenging and supporting students through advising
and student support, understanding students and student issues, and through my leadership

STRENGTHS

development. My commitment to challenging and supporting students requires that I continue to

stay current on higher education research and best practices for academic advising. Although I
have demonstrated strength in the areas mentioned above, I know that continued reflection and
life-long learning are an integral part of my commitment to challenging and supporting students.
As I move forward in my job search, understanding my leadership style and values has been
beneficial for discerning where my next steps will be. Academic advising requires that support
students in the best way possible, and I know I can achieve effective advising through
demonstration of learning outcomes 2, 5,6, and 7.

STRENGTHS

8
References

Blimling,G.,&Whitt,E.(1999).Goodpracticeinstudentaffairs:Principlestofosterstudent
learning.SanFrancisco:JosseyBass.
Bolman, L. G., & Gallos, J.V. (2011). Reframing academic leadership. San Francisco, CA:
Jossey-Bass.
Chickering, A.W., & Schlossberg, N. K. (1995). Getting the most out of college. Needham
Heights: Allyn and Bacon.
Heifetz, R., Grashow, A., & Linsky, M. (2009). The practice of adaptive leadership: Tools and
tactics for changing your organization and the world. Boston, MA: Harvard Business
Press.
Sanford, N. (1966). Self and society: Social change and individual development. New York:
Atherton.
Schlossberg, N. K. (1984). Counseling adults in transition. New York: Springer.