Running head: LEARNING OUTCOME NARRATIVE: IMPLICATIONS FOR PROFESSIONAL PRACTICE

Evinn Hickey Learning Outcome Narrative: Implications for Professional Practice Seattle University 4/4/2014

LEARNING OUTCOME NARRATIVE: IMPLICATIONS FOR PROFESSIONAL PRACTICE

Learning Outcome Narrative: Implications for Professional Practice Learning Outcomes: #1, 5 Artifacts: C2, D, F1, I Integrative Theme: Lifelong Learning The integrative theme that describes my future professional practice is lifelong learning. In analyzing my strengths, areas for growth, and professional goals, it is clear that I am well prepared for academic advising. I will communicate effectively, understand students and student issues, and work collaboratively to support student progression and success. As I do not have aspirations of becoming a senior student affair officer, it is less likely that my responsibilities will require extensive knowledge of law, policy, finance, and governance or assessment, evaluation, and research. While I have been exposed to these concepts through the SDA program, I do not anticipate utilizing them on a daily basis. However, it will be important that I continue to learn about the emerging nature of the student affairs profession (LO #1) and to adapt services to specific environments and cultures (LO #5). This will ensure that I continue to refine my professional purpose (Chickering, 1969; Palmer, 2000) Future To continue learning, it will be very important that I remain professionally engaged. I anticipate doing this is through membership in NACADA. This will provide me with access to knowledge bases, peers and mentors, and conference opportunities. Eventually, I would like to submit a proposal to present at a conference to support my growth in research and applying theory to my practice. In addition, I can stay professionally engaged by intentionally making time to read articles from sources such as The Chronicle of Higher Education or Inside Higher Ed to stay up to date on trends in higher education and best practices (LO #1).

LEARNING OUTCOME NARRATIVE: IMPLICATIONS FOR PROFESSIONAL PRACTICE

Personally, I can engage in lifelong learning through involvement in my campus and greater community. Seeking out opportunities such as lectures, service-learning, or community dialogue groups will allow me to better understand the population I am working with (LO #5) and continue to grow in multicultural competency (Pope, 2004). Learning Outcome Dimensions The areas that encompass my implications for professional practice are: staying up-todate on trends and emerging research in higher education and understanding student populations and institutional culture and climate. Staying Up-to-Date on Trends and Emerging Research in Higher Education This implication for professional practice addresses LO #1- understanding the foundations and emerging nature of the student affairs profession and higher education . Incorporating theory into my professional practice will ensure that work with an understanding of the foundational underpinnings of the profession. My internship seminar (Artifact D) is an example of how I have integrated theory with my practice. I will also continue to grow in my understanding of institutional type and implications for advising practices. Through internships and my professional roles, I have experienced advising in various institutional contexts. However, I must continue to grow in my understanding to find the best fit for me professionally. Finally, my five year plan (Artifact I) demonstrates my commitment to staying current on trends and issues in higher education. This will allow me to stay on the cutting edge of best practices. Understanding Student Populations and Institutional Culture and Climate This implication for professional practices addresses LO #5- adapting student services to specific environments and cultures. Specifically, I must conduct research to adapt my

LEARNING OUTCOME NARRATIVE: IMPLICATIONS FOR PROFESSIONAL PRACTICE

services to my institutional context. My AANAPISI literature review (Artifact C2) is an example of the type of research I may do to inform how I provide services. Similarly, it will be necessary that I understand the diverse student populations I serve. This will require multicultural competency (Pope, 2004) as I have successfully demonstrated in my internship settings and professional role. Finally, I must understand the campus culture and climate (Kuh, 2009) in which I am working. My internship with Seattle University Athletics and professional role (Artifact F1) significantly impacted my growth in this area. Demonstration of Development in Learning Outcomes Past Prior to the SDA program, I had no knowledge of the foundations of the student affairs profession or emerging research in the field of higher education (LO #1). While I recognized the importance of understanding student populations, I did not have a solid understanding of multicultural competency or the role of institutional culture and climate (LO #5). Present I have made significant growth in all of the previously outlined areas. Through the SDA curriculum, I have gained foundational knowledge about the profession and student development theory (Artifact D). I have learned about and experienced, through internships, various institutional types and explored institutional fit. Now I will stay up-to-date on trends and emerging research as I move into a full-time professional position as indicated in my five year plan (Artifact I). All of these factors contribute to my demonstration of LO #1. In order be an effective professional, I must also stay engaged with LO #5. By understanding student populations and institutional culture and climate I will be a more informed and competent advisor. Artifact C2 demonstrates my ability to research specific student

LEARNING OUTCOME NARRATIVE: IMPLICATIONS FOR PROFESSIONAL PRACTICE

populations and their needs. From my internship experiences and professional roles, I have gained experience in working with diverse students and learned to navigate campus culture and climate issues. These skills will be vital as I leave the SDA program and become a professional committed to lifelong learning.

LEARNING OUTCOME NARRATIVE: IMPLICATIONS FOR PROFESSIONAL PRACTICE

References Chickering, A. (1969). Chickerings theory of identity development. In N. Evans, D. Forney, F. Guido, L. Patton & K. Renn (Eds.), Student development in college: Theory, research, and practice (pp. 64-81). San Francisco, CA: Jossey-Bass. Kuh, G.D. (2009). Understanding campus environments. In G. S. McClellan & J. Stringer (Eds.), The handbook of student affairs administration (pp.59-80). San Francisco, CA: JosseyBass. Palmer, P. J. (2000). Let your life speak: Listening for the voice of vocation. San Francisco, CA: Jossey-Bass. Pope, R.L., Reynolds, A.L & Mueller, J.A. (2004). Multicultural competence in student affairs. San Francisco, CA: Jossey-Bass.