Running head: IMPLICATIONS

Learning Outcome Narrative: Implications for Professional Practice

Kari Berkas
SDAD Portfolio
Professor Thai-Huy Nguyen, PhD
Seattle University
April 22, 2016

IMPLICATIONS

Learning Outcome Narrative: Implications for Professional Practice

Theme: Professional Formation (LO 1 & 10; Artifacts E1, E2, F & H1)
The common thread through my Strengths and Areas for Growth narratives is my
burgeoning professional identity. Throughout the SDA program, I had opportunities to utilize my
core strengths, but I also had opportunities to define and redefine the direction I want to go and
gain vital professional knowledge. In order to continue to be intentional (my strength) and
contribute to student empowerment (my area for growth), there are steps I will take to continue
this process of professional formation.
Professional Engagement (LO 1; Artifacts E2 & F)
The main implication for my professional formation is professional engagement. I now
have a much clearer idea of who I am as a professional, as I know that I value coaching and
mentoring roles as well as opportunities for innovation and research. With these priorities
identified, I must take my place in the profession and increase my level of engagement so that I
can continue to grow and contribute. Artifact E2 shows that while I have gained knowledge of
the profession through SDAD 5300: Foundations of the Student Affairs profession, I still have
not joined professional associations or contributed in other ways (ex. attending conferences,
presenting, or writing). Artifact F outlines the efforts I plan to make in this area.
This is important to me because I need to be engaged in order to stay current with issues
and developments in higher education and to develop a strong support network of colleagues
who will help me with my own development as well as in our shared professional pursuits. This
ultimately benefits the students and campuses that I will go on to serve. While we primarily
consider Astins (1999) theory of involvement in terms of our work with students, I also believe
that we as professionals can apply the lesson that involvement enhances success to ourselves as

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we seek ways to improve our own practice. I relate this goal to Learning Outcome (LO) 1:
Understanding the foundations and emerging nature of the Student Affairs profession and higher
education, which I have interpreted as understanding and also engaging with the student affairs
profession. Three dimensions are understanding past, present, and future, becoming involved,
and contributing to the profession. I can accomplish this through involvement with research and
professional associations, but I can also accomplish this through involvement on my future
campus, serving on committees, advising student groups, and simply showing up for events. As I
continue to build upon the professional identity I have worked to clarify, I believe the next step is
to become more involved in these ways.
Competency Development (LO 10; Artifacts E1, E2 & F)
Developing my competencies is an important implication for my continued growth in the
profession. I must continue to increase my professional knowledge, especially in areas of law,
finance, human and organizational resources, and mental health issues. Artifact E2 shows that
although I made strides in these areas since completing Artifact E1, these remain weaker points
for me. Part of my action plan for these items is included in Artifact E2. I also include some of
my action plan in Artifact F, especially my priority in learning about legal issues. Since there are
certain crucial competencies for the profession (shown in Artifacts E1 and E2), strengthening
these will further my growth in LO 10: Establishing and enhancing professional identity. I noted
in my Areas for Growth narrative that LO 10 involves knowledge, self-confidence, and
reflection, and these same dimensions apply as I work to improve my professional knowledge.
I believe that professional knowledge includes our continued commitment to increasing
our multicultural competence, and this is an area I must continue to work on. As someone who
holds many privileged identities, it is imperative that I continue to examine how my identities

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impact my interactions with students and other professionals and how I can work harder to make
sure that I am fostering inclusive environments. As Pope, Reynolds, and Mueller (2004) call for
our awareness, knowledge, and skills, I must continue to develop each of these areas. I included
a specific mention in Artifact F of activities I can engage in to further develop my multicultural
competence, because I believe it is one of the most important steps I must take in enhancing my
professional identity and ability to effectively serve students.
Type of Work (LO 10; Artifacts F & H1)
Finally, I must discern what type of work I want to pursue in light of my strengths and
interests. I am most passionate about supervising, advising, research, teaching, and program
improvement (these are incorporated in Artifact F). In the portfolio process, identifying this has
been a major point of reflection for me, and I describe how I came to the realization that job
functions are more important to me than functional areas in Artifact H1. Although I have enjoyed
international education (though internships, academics, and a professional position) and career
advising (through my Graduate Assistantship), I believe I am versatile. This relates to LO 10
because while I have increased my knowledge, confidence, and reflection in the overall
profession, I must translate these overarching accomplishments to whatever functional area I am
working in. My identity will continue to form with influence from that area, but I must always
retain my overarching identity with a focus on intentionality and student empowerment.
One theory I have been particularly drawn to is Baxter Magoldas (2008) theory of selfauthorship. I have enjoyed trusting my own internal voice as this program has progressed, and I
am confident that my enhanced professional identity will help me identity and contribute to
meaningful work. I have strengthened my internal foundation (Evans, Forney, Guido, Patton,
& Renn, 2010, p. 186) and will draw upon this as I enter the student affairs profession.

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5
References

Astin, A.W. (1999). Student involvement: A developmental theory for higher education. Journal
of College Student Development, 40(5), 518-529.
Evans, N.J., Forney, D.S., Guido, F.M., Patton, L.D., & Renn, K.A. (2010). Student development
in college: Theory, research, and practice (Second Edition, Chapter 10). San Francisco:
Jossey-Bass.
Pope, R.L, Reynolds, A.L., & Mueller, J.A. (2004). Multicultural competence in student affairs.
San Francisco: Jossey-Bass.