Running head: LO NARRATIVE IMPLICATIONS FOR PRACTICE

Learning Outcome Narrative Implications for Practice

Becca Van Drimmelen
Portfolio Spring 2015
Seattle University

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Integrative Theme: Holistic Living (LO #3 and #6 and Artifacts H1, H2, I, B1, B2, F1, F2,
K)
My integrative macro theme for my implications for professional practice is holistic
living. This is important to me because after everything I have done and learned in the SDA
program, I have come to the conclusion that I want to be a balanced individual who takes care of
themself in order to be able to care for their students in the best possible way. It is important for
me to remember what keeps me grounded as a person and what feeds my soul in the field in
order to maintain a positive and productive manner in my professional life.
Learning Outcome Dimensions
Lifelong Learning encompasses learning outcome #6. Three key dimensions of learning
outcome #6 are understanding when to step up and when to step back as a leader, working well
with others towards a common goal, and continually developing skills in leadership and
collaboration. In order for me to continue being an effective leader and team member, I must
continue to learn. I have to acknowledge that I will never be done learning and refining my
skills, and that there are always ways that I can improve my practice to better serve my students
and my colleagues. I believe that I must keep my curiosity alive in order to feed my passion for
working with students and advocating for access and equity in my practice and in systems of
higher education.
Artifacts H1 and H2 show my commitment to learning and growing from my first
course in the program to my Capstone course. These two artifacts represent my personal
assessment of my growth in the NASPA/ACPA competencies. As one can see in Artifact H2, I
still feel that I have many areas that I can continue to grow in and improve upon. Even the areas
that I have marked as being competent in, I still feel I can always gain more knowledge and work

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towards higher levels of confidence in using those skills to the best of my ability. Learning is a
process and it is never complete (EDUC 5130 Adult Learning Course). This concept is also
reflected in my Artifact I, which is my five-year professional development plan that was
developed in SDAD 5900: Capstone. This artifact reflects my vision for my continued learning
in the field after obtaining a full time position and well into my career as a young professional.
This artifact also connects with Artifact H2 in that I assessed the areas that I need to still grow in
from artifact H2 and used them to guide and create my 5-year professional development plan.
The NASPA/ACPA competencies have helped me to identify future areas of growth for my
professional development.
Meaningful Relationships encompasses learning outcomes #6 and #3. Three key
dimensions of learning outcome #3 are exhibiting integrity in ones actions, using ethical
decision-making, and using others in the field to come to ethical solutions to issues in the field.
Deep relationships have always been important to me on a personal level. I have come to learn
that it is important for me to have colleagues in the field that I have worked to develop
meaningful relationships with in order to have people that I trust to turn to when things get
murky in my work. I value relationships where I can ask questions without fear of looking naive
or incompetent and where I feel that my values are respected and considered. This also
encompasses learning outcome #6 that was explored above because it takes effective skills in
collaboration in order to come to these kinds of meaningful relationships in the work place. This
is where the Human Resources View of Academic Leaderships (Manning, 2013) vision of a
currency of care really makes sense to me. In order to develop meaningful relationships that will
allow us to do our work in better ways, we must be able to care for one another in reciprocal and
valuable ways.

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Artifact B1 emphasizes the importance of these kinds of relationship in my personal

mission statement. I actively choose to believe in the power of kindness and compassion. I
think that being in full community with other human beings is one of the most powerful things
that we can do. Artifact F2 shows that my value of care is something that my colleagues can
obviously see in me and appreciate about me as a colleague. Kjirsten also points out in this
artifact my ability to be an honorable professional that strives for high levels of integrity and
ethics in my work and relationships. Lastly, Artifact K, which is my reflection on the portfolio
process itself, shows how being in meaningful relationship is what got me through the process in
the first place!
Student Centered Practice also encompasses learning outcomes #6 and #3 and their
respective three key dimensions. Students are at the center of my work. They are why I work in
the field, why I am motivated to advocate for access and equity in higher education, and what
gives me life. I enjoy the puzzle that is academic advising and trying to meet such a diverse
body of students needs. I also know that I would be unable to work for and with students
without skills in leadership and collaboration. I would not be able to do right by my students
without a commitment to integrity and ethical decision making in my work.
Artifact B2, my professional letter of promise, emphasizes many of my skills in being
able to lead, while also knowing when to step back and be able to collaborate on a team. Diane
also points out my growth in making hard decisions in situations that may not be ideal, but being
able to get through them and come out with ethical solutions and hold integrity and also hold true
to my values that always leave students at the center of my work.
Holistic living is a process that I will need to continually revisit throughout my life. I
will need to find balance between my work life and the other parts of my life in order to create a

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life that is meaningful and that doesnt burn me out. By understanding that I am a life long
learner, that meaningful relationships are important to my practice, and that students are what
give me life in the field, I am better able to go into my future career and practice emphasizing the
skills and habits that will allow me to be the best server of students and of my colleagues that I
possibly can be.

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References
Manning, K. (2013). Organizational theory in higher education. New York: Routledge.