Running header: IMPLICATIONS LEARNING OUTCOME NARRATIVE

Learning Outcomes Narrative:

Implications for Professional Practice
Kayla Zobel
M.Ed. Candidate 2016

IMPLICATIONS LEARNING OUTCOME NARRATIVE

Portfolio Learning Outcomes Narrative: Implications for Professional Practice

(LO 1 & 8; Artifacts C1, C2, D, & H1)
Introduction
As we journey towards the end of the Student Development Administration (SDA)
program, I cannot help but reflect on Mary Olivers (2008) poetic request, Tell me, what is it
you plan to do with your one wild and precious life. Building upon the foundational knowledge
provided by the SDA program and the focus on becoming reflective practitioners, we must
evaluate how we are using the privilege this masters degree affords us moving forward, whether
the journey takes us through the world of student affairs or beyond. After reflecting on my areas
of growth and strengths developed throughout the SDA program, along with the content included
in Artifact D, there are three ways in which I foresee myself continuing to develop as a
professional and be a lifelong learner.
Implications
Theory to Practice
(LO 8; Artifacts C2)
While theory has been integrated throughout our coursework in the SDA program, we
cannot neglect to move beyond the theoretical to the practical applications through
programming, training, supervision, and other ways in which we engage students. As
emphasized in Artifact C2, we can expand the theoretical context in which we operate by
evaluating intersections amongst theories, which further allows us to develop programming that
supports a wider range of students and/or targets a specific population of students. Articulating
theories provides an opportunity to develop adequate learning outcomes that serve address the
need for the programming (LO 8).

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Being a student-centered practitioner, there must be an acknowledgement of the need to

balance student wants and needs with developmental processes. We want to engage students on
a variety of levels in order to support their development, like the movement through the 7 vectors
outlined by Chickering and Reisser (1993). Understanding these vectors and tailoring programs
to address student identity development, like resum reviews, Greek life, spiritual direction, or
leadership training, moves us from a solely intent framework to a measurable impact
framework. As a professional in the field of student affairs, I plan on deepening my
understanding on a broad spectrum of theories to improve my ability to critically apply these to
the student population and develop more inclusive and a wider-array of programming.
Holistic Development
(LO 1; Artifacts C1)
One of the defining factors of the SDA program is the focus on education of the whole
person, which has been exhibited through relationships with faculty and the holistic nature of
the coursework (Student Development Administration, n.d.). As discussed within the Strengths
Narrative, inter-office collaboration attempts to provide a more holistic framework with which to
address student needs and passions. Instead of allowing myself to solely focus on one aspect of a
student through supervision, advising, or other interactions, I need to be intentional in providing
space and programming that addresses the wider scope of their identities.
To best care for the whole student, I believe that we must improve our understanding of
the foundations of student affairs, along with the present situation and potential developments
(LO 1). Becoming knowledgeable about the larger context of higher education can improve our
ability to address the diversifying needs of our students. Evidence of this need can be found in
Artifact C1, which discusses a legal case whose findings are foundational to our practice today in

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regards to the overarching responsibility of a higher education institution. These aspects shape
the future of the field and our ability to holistically support our students.
Service & Advocacy
(LO 1 & 8; Artifacts C1)
Meaningful relationships are a core value in my life and have shaped my development
throughout the SDA program. As a Jesuit Volunteer, relational service was integral to my
experience and challenged me to engage with a diverse population of individuals while
advocating for their needs on a larger level. Through service to others, I believe we can learn
more about ourselves and how we perceive the world, thus fostering deeper self awareness.
Artifact C1 offers more insight into this framework through the application of theories to my
own development, including my time in the Jesuit Volunteer Corps.
When stepping outside of what is comfortable, we are challenging ourselves to develop in
new ways. Utilizing this mindset, we are better able to walk alongside our students and be
adequate advocates to address their needs. While interning at Cornish, I coordinated an
opportunity for students to engage the local community through Cornish Gives Back, which
promoted service and self reflection. The students who participated not only built relationships
with one another, but had their biases challenged.
Conclusion
While lifelong learning can incorporate a wider range of sub-areas, these are ways in
which I hope to continue to develop and enhance my professional identity. As discussed
throughout my online portfolio, the SDA program has provided a foundation on which to build
my professional practice and further developed my critical analysis skills, which are vital to
being a multiculturally competent and reflective professional.

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References
Evans, N. J., Forney, D. S., & Guido, F. (2010). Student development in college: Theory,
research, and practice (2nd edition). San Fransisco, CA: Jossey-Bass.
Oliver, M. (2008). The Truro bear and other adventures: Poems and essays. Boston, MA: Beacon
Press.
Student Development Administration (MA, MED). (n.d.). Retrieved from
https://www.seattleu.edu/education/sda/