Implications for Professional Practice

(Learning Outcomes 1 & 10; Artifacts A, B, C1, C2, C3, E, F, H, I)

The SDA program has taught me much about the Student Affairs field, as well as my
personal and professional identities. As my knowledge and self-awareness grow, it is clear that I
will always be learning (Pope, Reynolds, & Mueller, 2004). Over time, students needs change,
new technologies emerge, best practices are refined, and my own identity develops (McClellan &
Stringer, 2009). This fluidity makes lifelong learning a critical part of my professional practice,
and vital to serving my students and institutions effectively. (Ardoin & Baxter Magolda 2014).
Understanding the Profession: Learning Outcome #1; Artifacts C2, E, H, & I
LO #1, understanding the foundations and emerging nature of Student Affairs and
Higher Education has been a focus in my learning. Before the SDA program, my vague
knowledge of the field came from my experiences as a peer advisor. In the program, my
immersion in classes and practical experiences deepened my understanding of the past, present,
and future of the field. In SDAD 577, Foundations of Student Affairs, and SDAD 576, Leadership
and Governance, I learned about the historical contexts of higher education and my profession,
the exclusion of some groups, and the importance of always considering who, as a result, is
marginalized by current practices (Geiger, 2011).
To ground myself in the present, I learned about the competencies intrinsic to the field. In
SDAD 577, I completed Artifact H1, my competency assessment, and recognized the need to
develop my skills beyond advising. Since then, I have intentionally pursued opportunities to
enhance my abilities, particularly as a leader and student advocate. By the time I created Artifact
H2 in Capstone, I had grown in all 10 competencies. My development is ongoing, though, and
Artifact I, my professional development plan, is my commitment to continued learning, especially
in leadership, multicultural competence, building professional relationships, and research.

The other piece of LO #1 is engaging with emerging issues in our field. Student Affairs is
dynamic, and examining our professions history, as well as current issues like the status of
student athletes, sexual assault, and adjunct unionization, in SDAD 576 have challenged me to
consider my role as an advocate. As a woman and a professional, I am especially inspired to
address sexual violence on campuses. Artifact C2, my research on sexual assault at the University
of Montana, and Artifact E, which represents my work with Title IX at the University of Puget
Sound, demonstrate my commitment to understanding and working with this emerging issue. As I
move into my next professional role, I look forward to learning how I can continue this, and other
social justice work, at a new institution.
Understanding My Personal Identity: Artifacts B1, C3, H, & I
Knowing and understanding myself is critical to doing my best work with others (Pope et
al., 2004). The SDA program has taught me that frequent self-reflection is vital to the lifelong
process of learning about myself and my implicit biases. Artifact B1, my personal mission
statement, contributes to this process by identifying my core values and how I approach
relationships with others. Artifact C3 reflects on how my privileged identities influence me as a
social justice practitioner and how I can continue the hard work of dismantling my prejudices.
Because I and my practice change with new experiences and interactions, self-understanding is a
lifelong process. Artifact H documents my commitment to continue self-reflection as part of the
Personal Foundation Competence, and Artifact I outlines my plans to honor this commitment
through professional development, personal journaling and intentional conversations with
colleagues.
Understanding My Professional Identity: Learning Outcome #10; Artifacts A, B, C1, & F
I have done critical learning in the SDA program around LO #10, establishing and
enhancing professional identity. My prior professional experience was limited, so I have valued the

chance to explore my professional values, abilities, and community. Developing Artifact C1, my
Student Affairs Philosophy, and Artifact B, my mission statements, allowed me to express why
and how I do my work in the field. Because my previous conception of professionalism kept the
personal and professional separate, it was challenging for me to articulate how my personal
beliefs and values shape my professional mission. Now, though, my professional identity is firmly
grounded in the recognition that my dedication to service and global citizenship motivates me to
help students discover who they are and how they can contribute to the world.
Establishing my professional identity has also meant learning to embrace my personal
vulnerabilities and challenge myself to explore a range of opportunities. I have learned to accept
that being successful does not mean being infallible, which has given me the courage to stretch
my professional horizons. Artifact A, my resume, demonstrates how I have explored my role as
an advisor, as well as positions in new student orientation and student conduct, to develop my
skills as a leader and advocate. Through these experiences, I learned that I particularly value roles
that allow me to engage in multiple functional areas. I look forward to discovering how I can
make this part of my next professional role and leverage it to improve my service to students.
Learning to build strong, reciprocal relationships with colleagues has also enhanced my
professional identity. I love working with others, but have always been far more comfortable
giving support than asking for it. With its emphasis on collaboration and mentorship, the SDA
program has encouraged me to buck my resistance so that I can benefit from the wisdom and
experiences of others. Artifact F, my letters of promise, speaks to my success in developing these
relationships with my peers and colleagues. Asking for help is still not second nature, but I
recognize that I owe a large portion my professional success to my colleagues support. As I
continue in the field, I will be looking to my colleagues, present and future, to continue helping
me learn what it means to be an exemplary professional (Ardoin & Baxter Magolda, 2014).

References
Ardoin, S., & Baxter Magolda, M.B. (2014). The strategic guide to shaping your student affairs
career. Sterling, VA: Stylus.
Geiger, R. L. (2011). The ten generations of American higher education. In P.G. Altbach, P.J.
Gumport, & R.O. Berdahl (Eds.), American Higher Education in the Twenty-First
Century: Social, Political, and Economic Challenges (pp. 37-68). Baltimore, MD: The
Johns Hopkins University Press.
McClellan, G. & Stringer, J. (Eds.). (2009). The Handbook of Student Affairs Administration.
San Francisco, CA: Jossey-Bass.
Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2004). Multicultural competence in student
affairs. San Francisco, CA: Jossey-Bass.