Running head: IMPLICATIONS

Learning Outcome Narrative: Implications for Professional Practice

SDA Portfolio
Luisa M. Lora
Seattle University

IMPLICATIONS

Learning Outcome Narrative: Implications for Professional Practice

(LO #1, 3; Artifacts I, F)
Introduction
As I prepare to enter into the world of student affairs as a professional, I take both my
strengths and areas for improvement as an indication of my growth and development in the SDA
program, as well as a reminder to never stop being a student. As illustrated in my areas for
development narrative, it is important for me to continue furthering my intrapersonal skills
around empathy and reflection, as well as the technical skills of presenting and public speaking,
in order to be successful in this field. Additionally, utilizing my strengths around advocacy in the
work that I do will be essential to promote social justice and access within higher education.
A theme for the implications for professional practice is life-long learning. Both LO #1
and LO #3, have been essential for my growth and development in SDA. In particular,
understanding the history of student affairs (LO#1), including institutional types, theories, and
missions, has been important in discerning where I see myself working and the purpose of my
education. My professional integrity and ethical leadership (LO#3) will continue to be priorities
in the work that I do to ensure I am honoring my values and commitment to student
development.
Learning Outcomes Dimensions
History (LO 1; Artifact I)
To know where you are going you must know where you come from. LO #1,
understanding the foundations and emerging nature of the Student Affairs profession and higher
education, is an integral part of being an educator in his field. Key dimensions of this LO are
history, utilizing a critical lens, and promoting change. Artifact I reflects my understanding of
LO #1 by highlighting where I would like to develop to keep up with the emerging nature of the

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field and higher education. This is important for me to consider because if we are not
challenging the ways of the past, we are not allowing room for innovation to better serve the
needs of a growing diverse student population. In Pedagogy of the oppressed (2000), Paulo
Freire writes, Looking at the past must only be a means of understanding more clearly what and
who they are so that they can more wisely build the future. I see this as a powerful message for
professionals to consider the history of the field in order to take action when change needs to
occur.
Professional Identity (LO 3; Artifact F)
A fundamental part of establishing my professional identity is networking and
collaborating with colleagues in the field. In my interactions with students, colleagues, and
supervisors, I aim to be professional and respected. Exhibiting professional integrity and ethical
leadership in professional practice (LO# 3) is crucial to my success in the field. Dimensions of
LO #3 are setting professional standards, accountability, and modeling the way. The letters of
promise (Artifact F), written by my supervisor and a former colleague and classmate, reflect my
commitment to this profession and ability to work collaboratively with others. Specifically, they
address my ability to jump in to a role and manage the uncertainties, my energy around working
with students, my genuine care for the work that I do, and my leadership.
My Role in Education
In Foundations (SDAD 577), we were challenged to consider what our role in education
was through a personal philosophy. After reading text from Paulo Freire and bell hooks, I
concluded that education if about freedom. This freedom allows you to live life as you
imagined, choose a career that best suits your interest, and use your education as you see fit. For
me, my education has been a key to freedom and a privilege that I recognize not everyone has.

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When considering ethical practice, I understand that the role of an administrator may
come with the privilege and power to make decisions that affect others immensely. In particular,
with my role within housing and issues of conduct, it is important that I always consider my
values and morals when making decisions that affect the lives of others. For example, when I
hear cases of students that feel entitled, or are privileged due to their financial status or racial
identity, I must remember to sanction the behavior not the person. I have learned that in these
situations, it is best to use the hearing as a learning opportunity for the student and talk about
their values, the mission of the institution, and how they can improve. I must also remember that
they are students, and as an educator, I need to work to help them develop and understand their
actions and impact, not judge them.
With this privilege of freedom and education, I chose the field of Student Affairs to
support students through their journey of higher education as I was once mentored, and ensure
more opportunity for those of marginalized identities. I plan to use my education and position in
this field to advocate for the needs of students and educators, model integrity and ethical
leadership, to foster a community that cares about social justice, and to continue growing as an
individual and professional.
Conclusion
Being in the SDA program has challenged me in many ways, some that I expected, and
others that surprised me, but both contributed to my growth, development, and professional
identity. As I look forward, I hope to continue on a path of life-long learning where challenges
lead to skill development and strength. I hope to never stop analyzing the history of our society,
profession, or my identity, in order to make informed decisions for the future.

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5
References

Freire, Paulo (2000). Pedagogy of the oppressed: 30th Anniversary Edition. [New York]: Herder
and Herder.