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Learning Outcome Narrative: Implications for Professional Practice

Alexa Forster

Seattle University

April 10, 2015

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Integrative Theme

The integrative theme that best represents the implications for my professional practice

is leadership through a socially just lens. Looking at my strengths and areas of growth
articulated in my other narratives, I felt as though viewing my future leadership and
professional identity through a social justice lens will allow me to serve the students that I work
with in the best way possible. As we see our student bodies become more diverse every year, it
is imperative that I continue my work as a socially just leader. To do this, I must first continue
self-exploration to understand my salient identities and how I present myself as a leader and a
professional. I must also encourage my future students to do the same. I also want to push
students to not only to find passion in their work, but also to strive to be outstanding and
responsible citizens. After all, we are talking about our future generations. Socially just also
encompasses my desire to be of sound ethical integrity and have my values serve at the center
of my work. A professional ethics grounded in an ethic of care for students holistic welfare
emphasizes that the well-being and development of every student are a central purpose of
professional practice (Dalton, Crosby, Valente & Eberhardt, 2009).

Learning Outcome Dimensions

Learning Outcomes 3 & 4: Artifacts B, C1, C3, E, & I
In looking at which learning outcomes best articulated my desire to be a socially just

leader and a professional who values ethical integrity, the two that come into focus are learning
outcomes 3 and 4.
Learning outcome 3, exhibiting professional integrity and ethical leadership in
professional practice, is at the core of my implications for professional practice. The dimensions

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of this learning outcome that I have identified as being important to my future work in the
student affairs field are (1) having a basic understanding of right versus wrong, (2) having a
clearly defined set of personal values that I abide by, and (3) understanding appropriate times
to seek additional support when experiencing ethical dilemmas. The artifacts that I have chosen
to represent these dimensions are C3: my leadership philosophy paper and I: my 5-year
professional development plan.
Learning outcome 4, understanding and fostering diversity, justice, and a sustainable
world formed by a global perspective and Jesuit Catholic tradition, is very clearly tied to my
implications for future practice in the field. I want to strive to not only foster my own cultural
responsiveness and diversity, justice, and sustainability, but also do the same for my students.
The three dimensions of this learning outcome that speak to my intentions as a professional are
(1) fostering my personal identity and the identity of diverse others, (2) integrating Jesuit
catholic education principles at a large public institution, and (3) developing responsible
citizens. The artifacts that best articulate this outcome are B: my professional mission
statement, C1: my theory synthesis paper, and E: my presentation on gender identity and
trans* students at the University of Washington.
Past
To be honest, social justice and being an ethically minded leader were not things I
thought about prior to entering this program. Growing up in an affluent town and identifying in
many ways with the majority, I had the privilege to not think about oppression and social
justice. I have always considered my ability to decipher right versus wrong, but did not think as
to how this would play into my identity as a professional.

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Present
I was able to explore both of these learning outcomes in a significant way while in the
SDA program. As discussed in my narrative on areas of growth, I gained a tremendous amount
of knowledge in several courses including SDA 578, EDUC 515, and EDUC 520. Specifically in
SDA 578, I was asked to name and discuss my own privilege and discussed this and racial
identity in Artifact C1. I had the opportunity to foster dialogue around diversity with the
presentation represented in Artifact E. SDAD 577 and EDAD 570 served me particularly well in
flushing out my professional code of ethics. As written in Artifact C3, effective leaders must
possess a clear set of ethical standards which can be communicated and understood (Brown,
2006, p.8). I challenged myself to establish a code of ethics to be the foundation of my identity
as a leader. I will say that I do not necessarily feel as though I have faced an ethical dilemma
that has tested my values system either in my course work or in my capacity as a Housing
professional. Towards the end of my graduate experience, I created Artifact B, which will serve
as the establishment of my professional mission which embodies both of these learning
outcomes.
Future
In regards to social justice and working to challenge students to excel not only as
students, but as world citizens, these are practices that I want to be at the center of my
professional work. With regards to ethics, I think once I am challenged with an ethical dilemma
is when I will discover how truly strong my values are rooted. I think preparing to face difficult
decisions is important and knowing, when they do arise, when to seek the support of others to
make an ethically sound decision is vital.

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References
Dalton, J.C., Crosby, P.C., Valente, A., & Eberhardt, D. (2009). Maintaining and modeling
everyday ethics in student affairs. In McClellan and Stringer (Eds.). The Handbook of
Student Affairs Administration, 166 186.
Brown, D.G. (Ed.). (2006). University presidents as moral leaders. Westport, CT: American
Council on Education and Praeger. Series on Higher Education.