Running head: LEARNING OUTCOME NARRATIVE: FUTURE PRACTICE 1

Learning Outcome Narrative: Implications for Future Practice

Bopharuth Cheng
SDA Portfolio
April 2014



NOTE: This word count does not include the appendix attached at the end of this document.
(Word Count= 700)



LEARNING OUTCOME NARRATIVE: FUTURE PRACTICE 2
The purpose of this narrative is to highlight implications of my future practice in one
macro-theme based on my strengths and areas of growth from the SDA Learning Outcomes
(LO). The major theme that resonates with me most for future professional practice is community
building. This is important to me because I value connections and building authentic
relationships.
This narrative will serve as implications for my future practice. After assessing my
strengths and areas for growth, I feel strongly about working in environments that honors
community-building practices. I will outline general areas of my learning related to this central
theme and provide further depth into each LO on how I might bring community building into my
vocation.

Learning Outcome Dimensions
I selected three dimensions that support community building in my career and vocational
practice. These dimensions are: 1) cultural competencies, 2) collaborating and bridging
differences, and 3) holistic programming. The LOs that I will use to guide my next line of
work are listed below (see Appendix A for a chart of these LOs and additional key elements
supporting each LO):
1. LO#3 Exhibiting professional integrity and ethical leadership in professional practice
2. LO#4 Understanding and fostering diversity, justice and a sustainable world formed by a
global perspective and Jesuit Catholic tradition
The SDA program provided me with a framework to deepen my understanding of
cultural competencies. This dimension is important in my future practice because I will be
working with diverse groups of students, colleagues, partners and ideas. I think LO#3 and LO#4
LEARNING OUTCOME NARRATIVE: FUTURE PRACTICE 3
has unique elements that will support my cultural competencies in professional practice from a
Jesuit context. LO#3 key elements are: being authentic; developing relational skills; and
maintaining professionalism. Artifacts F1 and H speaks to my understanding of LO#3. My
internship experience at Highline Community College (HCC) in the leadership-training program
provided me with an opportunity to develop these elemental skills. Additionally, key elements
from LO#4 are: empowering individuals and self; holistic thinking in showing cura personalis
(care of the person) (Stringer and Swezey, 2006); and being intentional for the greater good,
magis. Artifacts C3, E and F1 demonstrates my cultural competencies and understanding of
how my Jesuit education has shaped me. I am blessed to form my worldview with a Jesuit
education because it aligns with my personal values and deepens my understanding of, for whom
and for why I contribute to a just and humane world.
Collaborating and bridging differences as well as holistic programming are also
dimensions of community building. Both LO#3 and LO#4 are relevant in these dimensions and
have been described above. Additionally, my understanding of LO#4, from a Jesuit context, can
be summed up by this quote by Kolvenbach, tomorrows whole person cannot be whole
without an educated awareness of society and culture (String & Swezey, 2006). I think this
quote represents the hallmarks of a Jesuit education, which exhibits need for social justice and
sustainability. Additionally, Artifacts C3, E and J highlights my distinct learning formed by a
Jesuit education. I feel most empowered to know that my Jesuit education reflects personal
values as highlighted in Artifact C3 on my childhood character building. I will extend holistic
practices in my vocation and recognize that I do not have to be a Jesuit to practice from the
hallmarks of this distinct vision.

LEARNING OUTCOME NARRATIVE: FUTURE PRACTICE 4
Demonstration of Development in Learning
Past, Present and Future. Prior to the SDA program, I had little understanding of what
community building truly means. I was apprehensive to commit myself to a masters degree
program that was contextualized in a faith-based institution. I was not practicing community
building. My biases served as barriers to my learning and I did not fully comprehend this until I
fully engaged in my academic experience in SDA.
Now, I feel more open and more reflective in how I engage in interactions. I try to check
my biases and limit my value-based assumptions. An important aspect of my learning is how
language is a powerful tool to change and understand cultures and societies. My hopes are to
continue to develop cultural competencies and leadership skills wherever I may go. I think I will
strive in environments that cultivate holistic learning and growth.








LEARNING OUTCOME NARRATIVE: FUTURE PRACTICE 5
Appendix A
SDA Portfolio Learning Outcomes Integrative Theme: Implications for Future Practice
Learning Outcome Dimensions for
Community building and programming

1) Cultural Competencies
2) Collaborating and bridging differences
3) Holistic programming
SDA LO

(3) Key LO Dimensions Additional Seminal Content
LO#3 Exhibiting professional
integrity and ethical leadership
in professional practice

1. Authenticity
2. Relational
3. Professionalism

Artifacts:
B, C3, D, F1 & I

Reference(s):
Internships
LO#4 Understanding and
fostering diversity, justice and
a sustainable world formed by
a global perspective and Jesuit
Catholic tradition

1. Empowerment
2. Holistic thinking, cura
personalis (care of the
person)
3. Act with good
intention and be aware
of impact, magis (for
the greater good)
Stringer, J., & Swezey, E.
(2006). The purpose of a
student affairs preparation
program within Jesuit higher
education. Catholic
Education: A Journal of
Inquiry and Practice, 10(2),
181-198.
Artifacts:
C3, E & F1

Reference(s):
SDAD 578, Multicultural
Competency in Student
Affairs


LEARNING OUTCOME NARRATIVE: FUTURE PRACTICE 6
References
Cheng, B. (April 2014). SDA portfolio | bopha cheng. Retrieved from
www.bophacheng.weebly.com.
Pope, R.L., Reynolds, A.L., & Mueller, J.A. (2004). Multicultural competence in student affairs.
San Francisco: Jossey-Bass.
Stringer, J., & Swezey, E. (2006). The purpose of a student affairs preparation program within
Jesuit higher education. Catholic Education: A Journal of Inquiry and Practice, 10(2),
181-198.