Implications for Professional Practice (LO #6, #7, #9; Artifacts: A, C.

2, & H)
Introduction
In the first class meeting of EDUC 5200 Social Justice in the Profession, we discussed
social justice as both: 1) a very personal experience and 2) should not be taken as a personal
attack when deconstructing systems of oppression that one may benefit from. For most of my
lived experience, I was filled with righteous anger. I intentionally chose a graduate program that
would strengthen my capacity to be a reflective practitioner and while in the SDA program I
have learned to reframe my activism to bring me joy and healing. My integrated theme for
professional practice is: rooted in love.
Self-Care (LO #7; Artifacts: A, G)
LO #7 Key Dimensions: storytelling as a form of assessment; utilizing technology share
narratives; engage in personal research to better understand student needs.
In EDUC 5130 Adult Learning, I referred to Narrative Learning in Artifact G, the
construction of that narrative is how we see our understanding come together and make sense
the narrativizing of our understanding is how we make our learning visible to ourselves
(Clark, personal communication, July 30, 2005; as quoted by Merriam, Caffarella, &
Baumgartner, 2007, p. 207-216). To my students, I describe a resume as a story. Artifact A is my
story that describes my professional journey thus far. SDAD 5990 SDA Capstone has taught me
that writing a cover letter and tailored resume can be used as a self-assessment tool (LO #7) to
measure my qualifications with a job description. Facilitating a branding workshop through
SDAD 5640 SDA Internship I in the Department of Communication at the University of

Washington has empowered students to use digital and new media to share their story and career
aspirations (LO #7).
Gratitude (LO #6; Artifacts: H)
LO #6 Key Dimensions: lead with human resources approach to leadership, model and expect a
practice of self-care, seek out opportunities for coalition building.
Before the SDA program I knew I was collectivistic oriented, but it was Encouraging the
Heart (Kouzes & Posner, 2003) that gave me the language to explain its application in an
organizational setting. In my recent reflection on the portfolio process (Artifact H), I struggled
to find my meaning to overcome self-doubt. However, I plan to move forward rooted in gratitude
by always making room to return to that I love: for community, for family, for progress. As an
aspiring supervisor, I want to shape a culture for self-care and to lean on each other (both inside
and outside of our department) to build coalitions for more efficient work (LO #6).
Paying it Forward (LO # 9; Artifact C.2)
LO #9 Key Dimensions: using law and policy to protect and advocate for equitable
opportunities; using finance and governance to exercise justice-centered priorities
My faculty adviser, Erica Yamamura, shared that advocacy looks different in every
context. In SDAD 5800 Higher Education Law, Steve Milam, Esq., made constitutional law
relevant in an age of #BlackLivesMatter. I know I will show up for students in different ways: To
create space, to debrief, to inform, and to pave access to tools for empowerment (LO #9). I hope
to maintain a critical eye as demonstrated by Artifact C.2, use my privilege to be an agent for
change to shape policy and budgets for meaningful programs and services, and always provide
compassionate services to students (LO #9).

Reference
Kouzes, J. M. & Posner, B. Z. (2003). Encouraging the heart: A leaders guide to rewarding and
recognizing others. John Wiley & Sons: San Francisco, CA
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A
comprehensive guide (3rd ed.). San Francisco, Jossy-Bass.