Running Head: IMPLICATIONS FOR PROFESSIONAL PRACTICE

Learning Outcome Narrative:

Implications for Professional Practice
Mary Lopez
Seattle University

IMPLICATIONS FOR PROFESSIONAL PRACTICE

2

(LO 3, 10; Artifacts: A, B, C1)

Introduction
Now that I have almost completed the SDA program, I feel very proud
of everything that I have learned, accomplished and contributed to the
program. As the only international student in the program, I was able to
share my experiences, ideas and values. This experience has impacted, and
will continue to impact, my professional practice, primarily in three areas:
Reflection, Advocacy and Identity.
Reflection (Artifact A)
During the Student Development Theory, Research and Practice (SDAD
5400) class, I wrote my first reflection paper, which was about my autoethnography. In the beginning, I did not understand what the purpose of the
homework was because I usually do not reflect or think about my childhood
or why I am the way I am. Now, I am able to see the value of reflection and
understand how useful it is to understand my identity.
Creating my resume and cover letter for the Student Development
Capstone Seminar (SDAD 5900) made me reflect on my contributions,
experiences, volunteer opportunities and the theories and practical
implications of what I learned from the SDA program. My last class in the
program, Capstone, was a very good way to finish my masters because it

IMPLICATIONS FOR PROFESSIONAL PRACTICE

3

allowed me to take the time to think about my journey as a student and how
I have evolved professionally and personally (Artifact A).
SDAD-5640 Internship in Student Development I, SDAD-5650 Internship
in Student Development II and SDAD-5660 Internship in Student
Development III provided additional opportunities to continuously reflect
about my experience. After completing my internships, I did not realize how
much I had learned until I wrote my papers connecting my internship
experience with the learning outcomes. For example, I was able to
understand how institutions in higher education can differ from one another
depending on its type and size. As mentioned by Kuh, the college
environment can affect students through two frameworks, one of them being
the substantive frame, which refers to the size and age of the institution
(McClellan & Stringer, 2009). I was able to see this notion working in the real
world during my internships at Cascadia and Green River community
colleges.
Advocacy (Artifact B)
I have mentioned how passionate I am about helping international
students. In my mission statement (Artifact B), I express this passion with
my values. I have noticed that most professionals in student affairs are
focused on other groups of students because they may not realize that
international students face many challenges that can affect them beyond
academics.

IMPLICATIONS FOR PROFESSIONAL PRACTICE

4

As an international student myself, I know the feeling of not being able

to make yourself understood, beyond the language barriers. Many
international students feel isolated and find it hard to make American
friends. On the other hand, domestic students, according to their own
comments, feel more comfortable with other domestic students. My
experience as international student and professional in student affairs in my
country and in the US helps me understand these two groups. For this
reason, I decided to be an advocate for international students in two ways: 1)
teach them how to adapt better to the US and make their transition
smoother and 2) educate professionals in higher education to help them
understand the challenges and opportunities international students face so
as to avoid misconceptions and discrimination.
Identity (LO 3, 10; Artifact C1)
Before starting my Leadership in Education I (EDAD 5700) class, I did
not know what type of leader I was. In this class, I learned what type of
leader I was, what my strengths are and what I need to keep working on to
be a better leader. I worked on my Leaders on Display project and my work
was chosen to be shown as a model in another class. I felt so proud that my
work clearly shows my professional identity (LO #10). Using a closet display,
I demonstrated three leadership instruments I possess: I am organized and
follow a plan; I am a Woo person - people do not feel intimidated and they
feel easy to approach me; and values of justice and family.

IMPLICATIONS FOR PROFESSIONAL PRACTICE

5

At work, I consider myself a leader who likes to include people and

listen to their opinions. On the other hand, I do not want to follow blindly
what a leader says. I also always include my core values in everything I do. I
firmly believe that people at work can become your family, people who you
can trust, work together, follow the same goals and share the success (LO
#3). Finally, other classes such as Leading with Emotional Intelligence
(MGMT 5335) helped me to understand better other people, students who I
work for and people I work with, be better leader and teach me to take
advantage of the opportunities to learn something new every time I meet a
new person.
Conclusion
I am very excited about everything I learned in the SDA program and I
am positive that reflection will help me to make decisions that will directly
benefit my students. I am convinced that my values and beliefs to advocate
for international students will be taken into consideration. Finally, my identity
as a Latino woman, an international student and a student affairs
professional will make international students to feel they have someone who
can understand and help them to feel welcome in their new home.

IMPLICATIONS FOR PROFESSIONAL PRACTICE

6

References
McClellan, G. S., & Stringer, J. (2009). The handbook of student affairs administration.
San Francisco, CA: Jossey-Bass.