Running Head: IMPLICATIONS FOR PRACTICE NARRATIVE

Learning Outcome Narrative Implications for Practice

Bruce B. Mann

IMPLICATIONS FOR PRACTICE NARRATIVE

Implications for Practice (Learning Outcome 10; Artifacts A, B, C1, C2, F, H, I)

Almost two years ago, I entered the Student Development Administration master program
with five years of professional experience and a solid belief in my knowledge and skills as an
effective student affairs educator. I understood at that point that I still had much to know and
many areas in which to improve, but I could not have anticipated how deep my learning and
development was going to be. As I reflect back on my program of study, my co-curricular
experiences, and the countless reflections, I recognize that I already am a much better educator
that I was before I started the program. Where the strengths and areas of growth narratives serve
to illuminate and detail my skills and knowledge development in the program, this narrative is
focused on the implications of that growth in increasing my future impact and vision for change
as a professional.
Learning Outcome 10; Artifacts A, B, C1, C2, F, H, I
For me, the exploration of my future impact and vision for change as an educator is best
presented through LO10, establishing and enhancing professional identity which includes the
dimensions of understanding self as a leader and an educator, empowering and caring for
others, and developing a commitment to continuous personal and professional improvement. I
came to this conceptualization of professional identity from the holistic combination of my
coursework, internships, graduate assistantship, and continuing conversations with colleagues
and mentors. This approach is informed by my identity as a social justice educator (1997), my
constant interrogation of my dominant identities, and a belief in my role in fostering meaningmaking (Nash & Murray, 2010) and self-authorship (Baxter-Magolda, 2001) opportunities for
students. Through classes such as SDAD 5770: Foundations, SDAD 5780: Student Development

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Theory, and SDAD 5900, I have gained a more clear understanding of who I am as educator by
refining skills around self-awareness, developing deeper relationships with mentors, and
identifying my personal and professional framework and philosophy.
The first sub-area in enhancing professional identity for me is understanding self. I
believe that in order to be an effective, culturally competent education, I must continue to do
personal work around my identities and their impacts on others. As a white, cis, heterosexual
male I have a lot of privilege in this world and enter spaces with a lot of dominant identities. My
level of engagement with my dominant identities has a direct implication to my role as an
educator. Artifact C2, my social justice philosophy, demonstrates my commitment to the work
of being a social justice educator committed to a liberatory form of education. It shows my
growth in naming my identities and how I plan to engage them to improve my self and the world
around me. My professional philosophy (Artifact C1) developed in SDAD5770: Foundations,
also is evidence of improved self-awareness and commitment to personal exploration and
improvement.
Working for others makes up the next sub-area of implications for practice. As an
educator and a leader, I work in service to others in order to improve outcomes, experiences, and
larger society. This can be seen explicitly in my resumes (Artifact A), which illustrate my work
and focus around justice and equity. In looking at both resumes, there is a stark contrast between
the first at the start of the program and the current one. Where once there was a generalist thrust
there is now an emphasis on working with improving educational environments for students with
underserved and marginalized identities.

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My work with College Access Now and the Office of Intercultural Engagement at Puget
Sound have provided opportunities to enhance my skills as an advocate and a leader engaged in
equity and inclusion work. These experiences along with reflection and work in SDAD5900:
Capstone have helped solidify my personal and professional purpose. This is best demonstrated
in my mission statements (Artifact B) and in my letters of promise (Artifact F) which both
illustrate in different ways my commitment to serving others. These experiences and artifacts are
continued evidence of my growth as a professional and will guide my approach in my future
professional roles.
The final dimension of LO10 for me is continuous improvement of self. I believe that
being competent in student affairs and social justice is a continuous process in addition to
being a goal. We are never done improving, learning, or developing as professionals or people.
Artifact H, the NASPA/ACPA professional competency assessments show exactly how far I
have come since the start of the program but also illustrate those areas in which I still have much
work to do. I plan on revisiting these competencies once a year in future roles to identity areas in
which I can focus future development. By understanding where I am on the competency
continuum I can be a more honest and effective educator. Artifact I is my five-year professional
development plan and it demonstrates how I plan to improve and grow as a professional in the
future. Taken together these two artifacts (and these narratives) represent my improved skill
development in identifying strengths and opportunities, as well as committing to a plan for
continuous improvement.
My professional identity is clearer as a result of the SDA program. I not only have the
tools to assess and examine my identity and professional impact, but I now have a greater set of

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skills to serve students with humility, empathy, and validation in order to improve our collective
experience on campus and in the world.

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References
Adams, M., Bell, L. A., & Griffin, P. (1997). Teaching for diversity and social justice, New
York, NY: Routledge.
Baxter Magolda, M. B. (2001). Making their own way: Narratives for transforming higher
education to promote self-development. Sterling, VA: Stylus.