Running Head: NARRATIVE DESCRIPTION OF SDA EXPERIENCE

Artifact C: Narrative Description of SDA Graduate Studies and Experience Kara Adams Seattle University

NARRATIVE DESCRIPTION OF SDA EXPERIENCE The following is a narrative description of the most important academic content I learned in the Student Development Administration (SDA) program, key learnings gained from my internships and graduate assistantship, my personal and professional formation within a Jesuit Institution, and my critique of the SDA program. Academic Content The most important content I learned from the SDA program was in the SDAD 580 Higher Education Law, EDAD 570 Leadership in Education, and SDAD 591 Research and Assessment in Higher Education courses. In the Higher Education Law course I learned about

foundational constitutional laws that are relevant to legal cases in Higher Education. I learned about the public vs. private dichotomy, tort liability issues, sexual harassment, rights and responsibilities, freedom to religion, freedom of expression, academic freedom, and student privacy. This course particularly influenced my work in service-learning. When students engage in service with the community outside of higher education, there is potential liability of students, community organizations, and higher education institutions. The Higher Education Law course provided me with knowledge and skills to think through the protection of the university, community organizations, and students participating in an academic servicelearning experience. The EDAD 570 Leadership in Education course provided me with valuable leadership frameworks. I utilize the Bolman and Gallos (2011) leadership frameworks (political, structural, symbolic, and human resources) frequently in assessing my leadership as well as when working with a team of colleagues. Human resources and structural leadership come easily to me, whereas I strive to improve my political and symbolic leadership. I work on my symbolic leadership though incorporating more story telling and rituals in my work. I work to improve my political leadership by asking myself, who needs to be invited to the table, what

NARRATIVE DESCRIPTION OF SDA EXPERIENCE outcomes are we constrained to by grant funding, as well as what is the correct timing and who is the correct person to make a request.

The SDAD 591 Research and Assessment in Higher Education course provided me with an opportunity to work collaboratively with a group of students to conduct an assessment project for Student Activities. I learned how to effectively work well with a group to conduct assessment through the use of frequent communication, strong organization and delegation, and by dividing tasks to match each group members strengths. I also learned about the value of conducting a rigorous literature review in order to inform the direction of inquiry, and to influence the questions asked in focus groups. I learned the importance of working closely and effectively with the stakeholder (Student Activities), especially in the process of recruiting participants. I am certain I will utilize all of these assessment skills throughout my future career. A specific theory that has transformed my learning in the Student Development Administration program was Yossos (2005) Community Cultural Wealth theory. Community Cultural Wealth is an assets based framework focused on the accumulation of aspirational, familial, social, linguistic, resistant, and navigational capital. I was first introduced to this theory in SDAD 578 Student Development Theory. I applied this theory in two of my internship presentations, and continuously draw upon it in my professional practice and research. For example, I am presenting my graduate research at the Continuums of Service Conference this spring, and my co-facilitator and I are using Yossos asset based framework to lead a brainstorming activity that focuses on the unique and often undervalued strengths of international students, rather than focus on challenges (which is the more dominate conversation).

NARRATIVE DESCRIPTION OF SDA EXPERIENCE Internships In addition to my course work, I learned a tremendous amount through my three

internships at Shoreline Community College, Universidad del Pacifico (Lima, Peru), and Green River Community College. My Shoreline Community College internship was my first experience working in a community college environment. I learned that I am passionate about working with community college students, and I learned new ways of working with this specific student population. In my learning, I became aware of the assumptions I made about the students knowledge and skill base. For example, a student needed to receive a professors letter of recommendation for a study abroad scholarship. I assumed the student had previously asked someone for a recommendation before, but this student had not, and she was very intimidated by the idea. I walked her through the steps of identifying what information the professor needs about the scholarship and about her background, and to follow-up with a thank you note. The student was eventually awarded the prestigious scholarship, and the whole experience of supporting her, and having my assumptions debunked, was highly rewarding. At my internship with Universidad del Pacifico (UP), I experienced many learning opportunities, but my main take-away was about cross-cultural work differences. I was able to observe the coordination between the lead staff of a Dartmouth Public Health group and the staff in the International Relations office where I was interning. The Dartmouth staff wanted a high amount of pre-arrival communication with the UP staff and faculty, control over the schedule, and was uncomfortable with uncertainty. The International Relations staff coordinated multiple programs at the same time, worked more in the moment rather than thinking through future meetings and deadlines, and needed more trust from Dartmouth that the schedule would come together (which it did). This was a huge learning opportunity for

NARRATIVE DESCRIPTION OF SDA EXPERIENCE me, because I identify with the Dartmouth staff in wanting to be fully prepared ahead of time and maintain a high degree of control when coordinating programs. In this example, I experienced the clash of different work styles, and also how culture influences work environments. At Green River Community College, I interned with the International Programs academic advising team. Through this internship, I solidified my knowledge of international education terminology and acronyms, as well as learn about advising international students. In advising, I learned that it is good to provide open space at the end of an advising appointment, because it is often at the very end, when an international student will bring up more serious questions that he/she had on his/her mind. In addition, many international students experience a high degree of pressure from their parents about choice of major and future career. These tensions are often expressed in the international students admissions personal statements. International students also frequently have a difficult time adjusting to

the culture of teaching in the United States, particularly participating and speaking in class. In addition to academics, I learned that safety issues are a huge concern for international students, and these concerns greatly affect the international students physiological wellbeing. I believe this last internship at Green River will be pivotal if I decide to transition into international education work. Graduate Assistantship Throughout my two years in the Student Development Administration program, I worked in the Center for Service and Community Engagement as the Service-Learning Graduate Assistant. I came into this position with a lot of knowledge of service-learning, but I have learned the most in this position through observing Kent Koths (Director of the CSCE) leadership style. Kent is a great political leader in telling the story of the Youth Initiative to

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grant providers and the SU community at large. He developed the Youth Initiative department liaisons (consisting of individuals from each department at Seattle University) to bring information back to their departments. I think this is a great model for how to think systemically about disseminating information through the structure of a university, and how to tell a story widely. Kent is also a reflective leader. In each of our staff meetings, a different staff member starts with a moment of meaning (ritual of reflection), and Im also always amazed by how Kent facilitates staff meetings in terms of gently moving the conversation and eliciting diverse perspectives from our staff. Kent recognizes individual work through thank you notes, and acknowledges and connects with staff at different levels (from AmeriCorps members, graduate assistants, to assistant directors). Kent takes time to play racquetball with the staff once a week over lunch, showing his investment in community building and the importance of physical health. It has been of great value to observe Kents political, strategic, reflective, humble, social justice conscious, caring, and symbolic leadership style. I hope to take many of these leadership skills that I learned through my graduate assistantship in the Center for Service and Community Engagement into my future roles as a leader. Jesuit Learning I have deeply valued receiving my graduate education from a Jesuit University. The Jesuit values strongly resonate with my personal and professional values. I attended the three day Ignatius silent retreat both years at Seattle University. I also co-facilitated the Jesuit 101 course for the incoming SDA students during my second year. I really appreciated studying and working at an institution that values faith formation that is open and affirming. Seattle University is the first workplace that I have truly been able to bring my whole self. I previously worked for the University of Washington Bothell, and I felt that I could not bring my whole spiritual self to my work at UWB because its nature as a public institution, and

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because of the culture and work environment. It is my hope that I can incorporate more of my spiritual self into my next work environment (whether it be public or private and religious or nonreligious). Personal Growth Throughout the SDA program, I have grown in my ability to network, understand and engage in social justice, and recognize ethical dilemmas. I am not an extrovert, but I am a connector. I came into the SDA program with relative ease in networking, but I have increased my ability to network and gained a deeper understanding in the value of networking. Every quarter, I aimed to do informational interviews with at least three professionals outside of class assignments. Many of these informational interviews were geared to exploring potential internships, institutional types, environmental cultures, and connecting with SDA Alumni in the local area. At the end of my interview, I always ask for recommendations of additional people I should connect with, and now I have a constant list of people with whom I could follow-up. I feel confident in my local job search because of the networking that I have done throughout my time in the SDA program. I also feel really connected professionally once I start full time work, and need people to confide and ask questions of outside of my institution. Throughout the SDA program, I have also grown in my understanding and commitment to social justice. I am a lot more confident in my ability to converse and express myself in writing on issues of social justice, particularly around race. This past year, I initiated the white privilege table talks for the SDA community, and started a book group on antiracism and spirituality within my church community. I am more open and confident in unknown and uncomfortable spaces of social justice. I lean into difficult conversations around social justice, rather than stand back and assess if I can participate or not. Throughout the SDA program, I

NARRATIVE DESCRIPTION OF SDA EXPERIENCE have more fully committed myself to increasing my awareness, knowledge, and practice of social justice. Finally, throughout the SDA program, I have grown in my ability to identify potential areas of ethical dilemmas, understand why problems are ethical dilemmas, and to think through how I might resolve an ethical dilemma. I find ethical dilemmas to be intellectually and emotionally fascinating. I often catch myself saying, ohhh, ethical dilemma, in

excitement whenever I come across one in our readings, internship, or work. I have found the ethical dilemma interview papers to be really helpful in my understanding of how to best resolve ethical dilemmas. A critique of the SDA masters program For me, the Student Development Administrations strengths have been the internship opportunities and structure, care the SDA faculty and students provide to one another, support from Seattle University for the SDA students, graduate assistantship opportunities, and opportunities for deep reflection. Most of my critique of the SDA program has to do with the course requirements. Even though I have grown tremendously in my understanding and practice of social justice through my SDA experience, I think that social justice should be more intentionally woven into each SDA course, and I do not think that the EDUC Social Justice course should be required of SDA students, but rather an elective. I think that there should be an added Higher Education Finance course. I feel extremely underprepared in my understanding of finance, in particular at public institutions. I also think that the Foundations course should be more focused on the history of higher education. In addition, I think there should be an educational policy course taught by public administration and the college of education faculty as an elective option. I came into the SDA program, knowing that I would have to seek out research opportunities

NARRATIVE DESCRIPTION OF SDA EXPERIENCE and skills. Thankfully I was able to find this in the Assessment and Evaluation course and through the graduate project option. I think these options should remain open for students seeking to gain stronger research skills. In reflecting upon my SDA graduate studies and experience, I will take away knowledge in higher education law, student development theories, and higher education

assessment and research. I have a better understanding of my leadership styles and great role models for leadership. I have a stronger commitment to social justice, and a desire to incorporate Ignatius spirituality into my spiritual practice. I have an increased understanding of the value of networking and ethical dilemmas. I also have a greater understanding of the work of international education and cross cultural work environments. I am tremendously grateful for the opportunity to learn and grow in multiple ways throughout the SDA program.

NARRATIVE DESCRIPTION OF SDA EXPERIENCE References Bolman, L., & Gallos, J. (2011). Reframing academic leadership. San Francisco: Jossy-Bass.

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Yosso, T.J. (2005). Whose culture has capital? A critical race discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69-82.