Running Head: IMPLICATIONS FOR PRACTICE NARRATIVEIMPLICATIONS FOR PRACTICE NARRATIVE3

Learning Outcome Narrative Implications for PracticeBruce B. Mann

Implications for Practice (Learning Outcome 10; Artifacts A, B, C1, C2, F, H, I)Almost two years ago, I entered the Student Development Administration master program with five years of professional experience and a solid belief in my knowledge and skills as an effective student affairs educator. I understood at that point that I still had much to know and many areas in which to improve, but I could not have anticipated how deep my learning and development was going to be. As I reflect back on my program of study, my co-curricular experiences, and the countless reflections, I recognize that I already am a much better educator that I was before I started the program. Where the strengths and areas of growth narratives serve to illuminate and detail my skills and knowledge development in the program, this narrative is focused on the implications of that growth in increasing my future impact and vision for change as a professional. Learning Outcome 10; Artifacts A, B, C1, C2, F, H, IFor me, the exploration of my future impact and vision for change as an educator is best presented through LO10, establishing and enhancing professional identity which includes the dimensions of understanding self as a leader and an educator, empowering and caring for others, and developing a commitment to continuous personal and professional improvement. I came to this conceptualization of professional identity from the holistic combination of my coursework, internships, graduate assistantship, and continuing conversations with colleagues and mentors. This approach is informed by my identity as a social justice educator (1997), my constant interrogation of my dominant identities, and a belief in my role in fostering meaning-making (Nash & Murray, 2010) and self-authorship (Baxter-Magolda, 2001) opportunities for students. Through classes such as SDAD 5770: Foundations, SDAD 5780: Student Development Theory, and SDAD 5900, I have gained a more clear understanding of who I am as educator by refining skills around self-awareness, developing deeper relationships with mentors, and identifying my personal and professional framework and philosophy. The first sub-area in enhancing professional identity for me is understanding self. I believe that in order to be an effective, culturally competent education, I must continue to do personal work around my identities and their impacts on others. As a white, cis, heterosexual male I have a lot of privilege in this world and enter spaces with a lot of dominant identities. My level of engagement with my dominant identities has a direct implication to my role as an educator. Artifact C2, my social justice philosophy, demonstrates my commitment to the work of being a social justice educator committed to a liberatory form of education. It shows my growth in naming my identities and how I plan to engage them to improve my self and the world around me. My professional philosophy (Artifact C1) developed in SDAD5770: Foundations, also is evidence of improved self-awareness and commitment to personal exploration and improvement. Working for others makes up the next sub-area of implications for practice. As an educator and a leader, I work in service to others in order to improve outcomes, experiences, and larger society. This can be seen explicitly in my resumes (Artifact A), which illustrate my work and focus around justice and equity. In looking at both resumes, there is a stark contrast between the first at the start of the program and the current one. Where once there was a generalist thrust there is now an emphasis on working with improving educational environments for students with underserved and marginalized identities. My work with College Access Now and the Office of Intercultural Engagement at Puget Sound have provided opportunities to enhance my skills as an advocate and a leader engaged in equity and inclusion work. These experiences along with reflection and work in SDAD5900: Capstone have helped solidify my personal and professional purpose. This is best demonstrated in my mission statements (Artifact B) and in my letters of promise (Artifact F) which both illustrate in different ways my commitment to serving others. These experiences and artifacts are continued evidence of my growth as a professional and will guide my approach in my future professional roles. The final dimension of LO10 for me is continuous improvement of self. I believe that being competent in student affairs and social justice is a continuous process in addition to being a goal. We are never done improving, learning, or developing as professionals or people. Artifact H, the NASPA/ACPA professional competency assessments show exactly how far I have come since the start of the program but also illustrate those areas in which I still have much work to do. I plan on revisiting these competencies once a year in future roles to identity areas in which I can focus future development. By understanding where I am on the competency continuum I can be a more honest and effective educator. Artifact I is my five-year professional development plan and it demonstrates how I plan to improve and grow as a professional in the future. Taken together these two artifacts (and these narratives) represent my improved skill development in identifying strengths and opportunities, as well as committing to a plan for continuous improvement. My professional identity is clearer as a result of the SDA program. I not only have the tools to assess and examine my identity and professional impact, but I now have a greater set of skills to serve students with humility, empathy, and validation in order to improve our collective experience on campus and in the world.

ReferencesAdams, M., Bell, L. A., & Griffin, P. (1997). Teaching for diversity and social justice, NewYork, NY: Routledge. Baxter Magolda, M. B. (2001). Making their own way: Narratives for transforming highereducation to promote self-development. Sterling, VA: Stylus.