irene ziemba learning outcome narrative - implications

8/20/2019 Irene Ziemba Learning Outcome Narrative - Implications

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Running head: IMPLICATIONS NARRATIVE

Learning Outcome Narrative: Implications for Professional Practice

Irene Ziemba



IMPLICATIONS NARRATIVE !

Implications for Professional Practice (LO 1, 3; Artifacts E1, E2, F, H)

When I enrolled in the SDA program, my greatest hope was that I would learn

foundational knowledge and guidelines that would shape me into a more effective and

confident professional. In my professional roles before the SDA program, I often worried

that I was making incorrect decisions, and struggled with my professional self-

confidence. Throughout the SDA program I have gained knowledge and confidence, but

perhaps most importantly I have come to understand how continued learning and

engagement with trends, standards, and emerging research and practices will positively

inform my work far past my graduation from the program. I have come to highly value

the fact that I am a part of a larger field informed by scholarship, and to see the

importance of using “professional standards... as a means of self-regulation” throughout

my career (Arminio, 2009). The implications for my future professional practice are that I

always hope to practice informed leadership in any position.

Staying Informed of Current Events and Trends (LO 1; Artifact E2)

A significant factor that will contribute to my informed leadership throughout my

career is staying informed of current events and trends. This goal is informed by LO 1,

understanding the foundations and emerging nature of the student affairs profession and

higher education. Three key dimensions of this learning outcome are understanding how

student affairs contributes to the goals of higher education, educating oneself on salient,

timely issues within the field, and analyzing changes that occur within higher education.

Concrete skills – developing needs of students and institutions

My understanding of this area is supported by Artifacts E1 and E2, my

ACPA/NASPA competencies. This artifact demonstrates the growth in comprehensive



IMPLICATIONS NARRATIVE #

understanding of higher education and student affairs. Upon entering the SDA program, I

had very limited knowledge about the different skill sets, issues, and areas of knowledge

that I would need to become familiar with to be an effective professional. Throughout the

SDA program I have gained a more holistic understanding of the role of student affairs

professionals within higher education, and how student affairs intersects with the rest of a

university. My competencies also demonstrate my commitment to continued learning and

growth in different areas. While I have learned a significant amount, it is clear that I have

much more to learn in, particularly in the context of a field that is developing quickly.

As I move forward into my career, I will prioritize keeping up to date in the field,

both in terms of scholarship and news around the changing issues within higher

education. Reading the Chronicle of Higher Education and attending conferences has

shown me how valuable learning about the challenges other professionals have faced can

prepare me to better solve similar challenges if they come up in the course of my career.

Utilizing Professional Standards (LO 3; Artifact F)

To be an informed leader in higher education requires one to effectively ground

their work in the good practices of professional standards. This is supported by LO 3,

exhibiting professional integrity and ethical leadership in professional practice. The key

dimensions of this learning outcome are understanding principles that undergird good

professional practices, using professional principles to inform one’s choices and actions,

developing a personal ethical code informed by professional standards.

My commitment to and learning around this area began in Foundations of the

Student Affairs Profession, where I first learned about ACPA and NASPA standards, as

well as the CAS standards for individual functional areas. The fact that I had a concrete



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set of standards to work towards was incredibly helpful as I conceived of my areas for

growth throughout the program, and by reviewing standards I learned how to set concrete

goals for myself, and identify experiences I wanted to have to build skills. This

commitment is emphasized in Artifact F, my five year development plan. My plan

includes being affiliated with and trained by different professional organizations that

inform the work of student affairs, particularly around ethics, assessment, law,

multicultural competence, and other areas I know to need growth in. This artifact

exemplifies that I have learned the importance of basing my work on professional

standards and knowledge, rather than my gut instinct, as I move forward in my career.

Learning from Colleagues (LOs 1, 3; Artifact H)

The final essential area of informed leadership is learning from the experiences

and expertise of one’s colleagues. This area is supported by both LO 1 and LO 3, as

learning from those within the field allows one to better understand issues that

professionals face within student affairs, and develop a sense of what ethical leadership

looks like in practice. Not every professional within student affairs will encounter every

challenge, or experience, but many of the issues professionals deal with have been faced

by others in the past. One’s professional identity and leadership can thus be vastly

improved by relying on the good practices and experiences of others.

My commitment to continuing to learn from others is present in Artifact H. In

my portfolio reflection, I emphasize that throughout the portfolio process I gained

awareness that much of what I learned in graduate school came from the professionals I

worked with and met. My reliance on my colleagues for support and knowledge will

continue to inform my professional practice.



IMPLICATIONS NARRATIVE %

References

Arminio, J. (2009). Applying professional standards. In McClellan, G. S., & Stringer, J.

(Eds.), The handbook of student affairs administration (pp. 187-205). San

Francisco, CA: Jossey-Bass.

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