Running head: LEARNING OUTCOME NARRATIVE: IMPLICATIONS FOR PROFESSIONAL PRACTICE

Learning Outcome Narrative:

Implications for Professional Practice
Daniel Espinoza-Gonzalez
Seattle University

NARRATIVE THEME: Student-Centered Approach

LEARNING OUTCOME NARRATIVE: IMPLICATIONS FOR PROFESSIONAL PRACTICE

Holistic Development
(LO 2 & 3; Artifacts B, D & G)
Upon graduating from undergrad after five exhausting years, I left feeling proud, yet
filled with unanswered questions. Although I was happy with my educational experience and my
two degrees, I still felt lost in terms of finding a career. My education up to that point was filled
with self-reflection and creating art, which led to coming to terms with how heavy some of my
most significant past experiences were weighing on me. I needed art to lighten the weight, but as
I prepared for graduation, I knew my next path post-graduation was to make peace with those
experiences. After attending a 10-day intense meditation course with extremely strict rules, I left
achieving what I had sought after: peace, happiness, and a desire to pursue student affairs.
What I had learned after this entire educational experience is the power of connection
connection to self, to community, and to the world. When I entered the Student Development
Administration program, I found theories supporting the importance of holistic learning and
development. Acknowledging there are multiple ways of knowing somatic, spiritual,
emotional, moral, experiential, and social with learning perspectives from other cultures has
been one of the most significant forces driving my leadership style. This is reflected in both my
Letters of Promise (Artifacts D & G) written by my direct supervisor in University Recreation
and the two student leaders I have worked closest with since attending Seattle University. My
Mission Statement (Artifact B) highlights the journey I have taken to discover my priorities,
focus, and values within the student affairs field, such as my appreciation for holistic
development along with providing student support centered in hope and respect.

Theory to Practice for Advocacy & Support

LEARNING OUTCOME NARRATIVE: IMPLICATIONS FOR PROFESSIONAL PRACTICE

(LO 2; Artifacts C1, C2 & C3)

Having the opportunity to learn theories from knowledgeable professors in the program
has drastically benefitted my professional development since joining the SDA program. I have
relied on theories in important moments when working with students and colleagues. This is
knowledge I wish I knew during my undergrad experience in order to better support and
advocate for the students of color who consistently came into my office looking for guidance.
Regardless, I now feel more prepared to be the advocate students deserve.
There are a variety of theories I have relied on from Dirkxs non-rational perspective on
transformative learning requiring the inclusion of emotion and soul work (2012) to Kolbs
Experiential Learning Cycle and Basic Learning Styles (1984). The one I have used consistently
and has had the most influence on my supervisory approach has been Yossos model of
Community Cultural Wealth (2005). Throughout the program, there have been several instances
when working with students and colleagues when unfair, harsh labels were placed on other
students, particularly those of color. I used this as an opportunity to educate my peers about
perspective; changing our outlook and impression of students to be more mindful and inclusive
of their strengths earned through their experiences with marginalized identities.
Using theory and putting it into practice is emphasized in each of my best academic
works (Artifacts C1, C2 & C3). For example, a theory paper I wrote for SDAD 5400: Student
Development Theory, Research, and Practice (Artifact C1) discusses the intersections between
Kohlbergs theory of moral reasoning development, Baxter Magdolas theory for self-authorship,
and DAugellis sexual identity development model. I describe how students sexual identity
development may be influenced by moral development and self-authorship, while also voicing

LEARNING OUTCOME NARRATIVE: IMPLICATIONS FOR PROFESSIONAL PRACTICE

critiques between the theories. Each artifact uses a variety of theories as well as reveals
intersections and critiques in order to create realistic solutions to student issues.
Continued Learning
(LO 2 & 3; Artifacts E & F)
While I feel confident to serve students effectively as a student affairs professional, the
biggest lesson I have learned in the program is that there is always more to learn. I will remain
humble and honest as a practitioner, admitting when I lack the knowledge people may be looking
for. Continuing to consider myself a lifelong learner will push me to learn what I already do not
in order to be as fully prepared as I can be for any questions that may come my way.
The functional group I am a part of in the Division of Student Development at SU has
repetitively referenced the one-door policy: students needing to only enter one office or
department to have all their questions answered. While this may be unrealistic at the moment, I
believe we are headed in the right direction. In order to serve students best, student affairs
professionals should not send students to another office when we supposedly cannot help them
with the hope that they will eventually be helped appropriately. Even taking our students
ourselves to other campus resources to answer questions not only ensures they will be helped,
but also improves our own knowledge.
This is the type of resource I would like to be for students, which is demonstrated in my
NASPA/ACPA Competency Analysis (Artifact E) and my 5-year Professional Development &
Action Plan (Artifact F). In Artifact E, I state my current strengths and areas for improvement in
student services and support, such as interfacing with specific populations within the college
student environment (e.g., student veterans) and identifying when and with whom to implement
appropriate crisis management and intervention responses. Artifact F demonstrates my plan for
strengthening those areas in the next 5 years by immersing myself within various student groups,
perhaps by becoming an advisor or mentor for a club.

LEARNING OUTCOME NARRATIVE: IMPLICATIONS FOR PROFESSIONAL PRACTICE

REFERENCES
Dirkx, J.M. (2012) Nurturing soul work: A Jungian approach to transformative learning. In E.W.
Taylor & P. Cranston (Eds.), The handbook of transformative learning (pp. 116-130). San
Francisco: Jossey-Bass.
Merriam, S. B. & Bierema, L. L. (2014). Adult learning: Linking theory and practice. San
Francisco, CA: Jossey-Bass.
Merriam, S.B. & Kim, Y.S. (2011) Non-western perspectives on learning and knowing. In S.B.
Merriam & A.P. Grace (Eds.), The Jossey-Bass reader on contemporary issues in adult
education, pp. 378-389. San Fransisco: Jossey-Bass.