Running head: LEARNING OUTCOME NARRATIVE: IMPLICATIONS

Learning Outcome Narrative: Implications for Professional Practice Sophie J. Boyer Seattle University

LEARNING OUTCOME NARRATIVE: IMPLICATIONS Implications for Professional Practice (LO 6, 10; Artifacts A1, A2, F1, I, J) Integrative Theme

The integrative theme that provides an overarching framework for my future professional practice is: ENGAGEMENT AND IMPACT. I want to continue to stay engaged with my peers, colleagues, and the community. I wish to help donors and volunteers envision the impact they can have for students and the institution as a whole. I am beginning to trust and listen to my own internal voice (Baxter Magolda, 2001, as cited in Evans, Forney, Guido, Patton, & Renn, 2010, p. 186) as I move forward in my professional journey. Future After graduation in June, my personal goal revolves around dedicating more time to my spouse, friends, and family. I have felt pulled in a multitude of directions for the past two years, and I am ready to have the necessary time to commit to those around me whom I care for and love. Professionally, I will seek to continue to establish my identity and develop my purpose (Chickering, 1969, as cited in Evans et al., 2010) within the world of work. I hope to continue my relationships with my current professional mentors and create new mentoring connections. Learning Outcome Dimensions My first area is a commitment to holistic engagement and addresses LO6. The key dimensions of LO6 include: leadership, collaboration, and working toward a common goal. My final internship experience with University Advancement (SDAD 566: Internship III) provided me with a deeper look into how to holistically engage donors and volunteers while working to develop my skills in leadership and collaboration. My site supervisor and I worked closely on multiple presentations (Artifact J) and focused on the best practice of donor-centered fundraising (Burk, 2003). Artifact F1 further demonstrates my development of LO6.

LEARNING OUTCOME NARRATIVE: IMPLICATIONS

My second area that speaks to my calling is about creating a lasting impact. This area is tied closely to LO10. The main components of LO10 include: professional network, professional development, and community involvement. Much time in SDAD 579: Student Development Capstone Seminar was dedicated to discussion around LO10; how do I want to establish, develop, and maintain my professional identity. The text by Palmer (2000) utilized in this course addressed the importance of professional and personal authenticity; our deepest calling is to grow into our own authentic self, whether or not it conforms to some image of who we ought [original emphasis] to be (p. 16). Artifacts A1, A2, and I demonstrate my growth in developing my professional identity and my plans in how to continue this process. Demonstration of Development in the Learning Outcomes Past (Prior to SDA Program) The key areas described in this narrative, holistic engagement and lasting impact, were vague commitments I held prior to entering the Student Development Administration Program. I used the language, but did not necessarily understand how I could facilitate the development of both areas. Present (During SDA Program) Throughout my time in the SDA Program, I had many opportunities to address and develop LO6 from classroom assignments to professional opportunities. In Artifact F1, my peer, Evinn Hickey, states I [Evinn] am excited to see [Sophies] next steps as she completes the SDA program and know that she will continue to lead with great confidence and ability. Chickerings (1969, as cited in Evans et al., 2010) vector of developing mature interpersonal relationships was key to my understanding of and growth in this learning outcome. I have

LEARNING OUTCOME NARRATIVE: IMPLICATIONS

learned more about what makes an effective leader and had the opportunity to practice in various contexts (i.e. internship, conference workshops, graduate assistantship, group projects). LO10 has been an ongoing process since beginning the SDA Program. For much of my time at Seattle University, I have felt lost and unsure of my professional calling and identity. Through my internship in University Advancement and reflection in SDAD 579: Student Development Seminar Capstone, I have utilized Baxter Magoldas (2001, as cited in Evans et al., 2010) theory of self-authorship to begin to define my professional identity. The comparison between my initial and current resumes (Artifacts A1 and A2) demonstrates this growth and Artifact I outlines my intended professional plans for the next five years. I know I will continue to develop, grow, and change my professional identity, and I look forward to this process.

LEARNING OUTCOME NARRATIVE: IMPLICATIONS References

Burk, P. (2003). Donor-centered fundraising: How to hold on to your donors and raise much more money. Canada: Cygnus Applied Research, Inc. Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2nd edition). San Francisco, CA: Jossey-Bass. Palmer, P. J. (2000). Let your life speak: Listening for the voice of vocation. San Francisco, CA: Jossey-Bass.