Implications for Practice (LO 1, 4; Artifacts C, D, G, H)

Introduction
As I near the end of my experience at Seattle University, I must now direct my focus
to how I will move forward into the field and put these lessons into practice. The
overarching theme I would like to hold myself accountable for is self-education. It is my
responsibility not only to myself, but also to the students I work with, to continue growing
in my awareness across a multitude of spectrums. In thinking of this theme, I see an
intersection between Learning Outcome 1 Learning Outcome 1 is separated into the
domains of institutional context, field expertise, and self-education. Learning Outcome 4
consists of the domains of serving students, peer education, and self-education.
Multicultural Competency Development (LO 1, 4; Artifact C, F, H)
One of the most crucial lessons I have learned from working with the students I
supervise this year and my peers in class has been that it is a dire responsibility of those
with power and privilege to education themselves on issues relating to social justice and
multiculturalism. Too often are folks of color and other marginalized identities relied upon
to do the educating themselves. This not only continues a cycle of unchallenged
socialization and prejudice, but it also often results in folks feeling exhausted and further
excluded. I need to hold myself accountable in pursuing awareness, education, competency,
and action in working towards a more just and human world. Artifact C:1 and C:2
demonstrate how I have started this work in my graduate experience, particularly when it
comes to reflecting on the context I am bringing with me up until this point. I cannot allow
an end of my formal education to be an excuse for me to reach a plateau and stop learning.

This is why it has been important for me in my job search to articulate my desire to work in
a team and department that values these conversations and has a culture of team
accountability and a willingness to challenge from a place of care. I have been critical of
the opportunities for professional development and ongoing training that exists where I
have been looking for my job search. This is my way of figuring out how to best set myself
up for not falling into complacency and comfort regarding my privilege and responsibility
to act.
Artifact F demonstrates the commitment I have made in the next five years to
maintain a framework of ongoing education and professional development. This draws in
the necessity of maintaining awareness of emerging issues and trends in the field because it
is my responsibility to actively seek out resources and skills in pushing myself as an
educator for a just and humane world. I have outlined a few specific areas that I want to
focus in on my education, particularly out of saliency. Artifact C:4 and Artifact F highlight
those options.
Artifact H names the dynamic of my resistance to always connecting practice back
to theory. Particularly in this arena of multiculturalism and responding to student needs, it is
crucial that I continue working through my natural overlooking of theory. I need to continue
pushing myself to viewing theory as a filter and lens through which to view my work.
Focusing on integrating frameworks regarding critical race theory and other identity
development theories will be crucial in navigating how to be the best professional for
students of a variety of identities. This must be complemented with getting to know them

on an individual level so that I know how to best serve them beyond the assumptions of
generalized theories.
Institutional and Professional Understanding (LO 1, 4; Artifact C, F)
On a similar note, it is paramount that I continue my education in the field of
Student Development overall. Not only will this aid in my desire to continue my
multicultural competence, but it will expand the breadth in which I can holistically view my
work. Professional development has been an area of my education and growth that I have
not been able to intrinsically latch onto yet, but I know that when I leave the classroom, this
cannot be an excuse to stop learning. I again must hold myself accountable to
understanding the institutional and professional forces that aid in oppression or systemic
injustice so that I can be an active participant in working against them. Artifact F highlights
my plan for using mentors, regional organizations, and task forces for expanding my
awareness on these issues.
Title of Educator (LO 1, 4; Artifact D, G, H)
Thirdly, I must continue my sincerity in claiming the title of educator. While I may
not be able to teach formally in a classroom at this point in my career, I still have the ability
to teach and learn alongside students. As I have mentioned in my opening Narrative
Description and About Me section, I believe in intentional development of skills across a
huge varietynot just those that exist within a classroom. Students need intentional
development in conflict management, integrity, professionalism, honesty, and relationship
building. These are only some examples of the way I can be an educator. I plan on carrying
with me the same intention described in Artifact G as I move through the field. Even more

so, I can use the capital I have to educate my coworkers on the ideas I have self-educated
myself on in order to hold my team and field to a higher standard. I promise to myself that I
will uphold the vision of myself as an educator, regardless of how administrative my
positions may be. It is my duty to the students I work with.