Running head: IMPLICATIONS FOR PROFESSIONAL PRACTICE 1

Implications for Professional Practice: Life-long Learning

Katie Gast
Seattle University










IMPLICATIONS FOR PROFESSIONAL PRACTICE 2

Implications for Professional Practice: Life-long Learning
The integrative theme that encapsulates the implications of my strengths and areas for
development is life-long learning. This theme can be understood through the lens of the
following dimensions: a) learning with/from others and b) learning from experience. Each of
these dimensions is explored and illuminated by key SDA learning outcomes, pertinent course
work, experiences (past, present, and future) and relevant portfolio artifacts.
Future
As I seek to develop the life-long learner within me, I must find spaces to expand and
grow. Finding mentors that can assist me in developing my ability to identify points of praxis
and to engage in research informed practice are important goals for my development. It is
understood that mentoring is an incredibly important phenomena. The term mentor is an age-old
concept that comes from Greek mythology. Mentor is the companion of King Odysseus, who
was entrusted with the responsibility guiding and teaching Odysseus son, Telemachus, to
become a competent successor to the kingdom (Gutirrez2012).
For millennia people have sought out mentoring relationships as they seek to grow and
develop and this is no less relevant to me. I will seek out this professional space in my next
place of work and will also draw upon the mentors I am blessed to already havethey will be a
source of personal strength. These relationships empower me to utilize all of my identities and
to recognize strengths in untraditional ways (Yosso, 2005).
Learning Outcome Dimensions
As Paulo Freire (1993) shares knowledge emerges only through invention and re-
invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in
the world (p. 319). There can be no deepening and broadening of experience and betterment of
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self without the pushing of boundaries and exploration. Life-long learning is part of who I am.
Education, and a passion for learning, are what drew me to the field of student affairs. I am
called to serve students and to support their learning and growth.
Learning with/from Others
[Past] I have always sought to be a team player and to collaborate effectively. I have
worked in many team settings and always strive to carry my weight in any given environment. I
did not know, though, that there are frameworks for engaging with others that can help
professionals to lead and collaborate. I just assumed that either people were adept leaders and
collaborators, or they werent. [Present] I am far more equipped, now, to engage and respond to
the demands of leadership and collaboration because I know such skills can be taught, learned,
and refined.
A key learning outcome that embodies and exemplifies this approach (learning with
others) and my calling is Learning Outcome #6: developing and demonstrating skills in
leadership and collaboration. Three key themes that illuminate this outcome are emotional
intelligence, respect and reflection. One of the most important experiences I have been blessed to
have in the SDA program is the opportunity to take Leading with Emotional Intelligence
(MGMT 575). In this course I learned how to manage emotions, how to name, articulate, and
address four aspects of interaction: needs, feeling, story and fact. We are not often aware of these
things within a given situation and identifying themconnecting with themhas made me a
more effective collaborator. I am able to respect others through my awareness of my own
emotional and intellectual processing and I am able to reflect on (and learn from) my interactions
with others in a way that brings me greater understanding, awareness, empathy, and growth.
These skills have enhanced my abilities as a professional [Artifact(s) F1-2].
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Learning from Experience
[Past] Throughout my life I have been a diligent student. I have a strong ethical compass
and have sought to be a reflective and introspective person. These tendencies have enabled me
to develop foundations for collaboration and for developing an identity of integrity. In many
ways these are the skills that lead me into the student affairs professionthey enabled me to
identify my vocation. [Present] As a result of my experience in the SDA program, however, I
am far more equipped to articulate this.
Learning Outcome #10: establishing and enhancing professional identity, is
foundational to this dimension. The three key themes that are important to this outcome are
challenge, grace, and reflection. Life-long learning demands challenge. Without challenge there
cannot be growth. This is one of the key concepts explored in Course Design for Adult Learners
(AEDT 510). Finks Taxonomy of Significant Learning (2013) describes six categories of
significant learning. Among those categories is the concept of Integration (Fink, 2013). This
category highlights the importance of integrating and applying knowledge with experience. My
life experiences [Artifact(s) A1-2], especially as they relate to career, are all contexts in which I
have been able to implement my learning and to grow.
Growing and stretching often involves some measure of painmistakes are often made
as we try on our knowledge and understanding. It for this reason that grace and reflection are
important to this dimension. One must reflect to internalize and review experience, and one
must have grace for self and grace for others to move through mistakes. In addition, a
commitment to life-long learning means identifying gaps in experience and areas for
improvement [Artifact I] to allow for continued personal growth.

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References
Fink, L.D. (2013). Creating significant learning experiences (2nd ed.). San Francisco, CA:
Jossey-Bass.
Freire, P. (1993). Pedagogy of the oppressed. New York, NY: Continuum Publishing Company.
Gutirrez, L. M. (2012). Recognizing and valuing our roles as mentors. Journal of Social Work
Education,48(1), 1-4. doi:10.5175/ jSWE.2012.334800001
Yosso, T.J. (2005). Whose culture has capital? A critical race theory discussion of community
cultural wealth. Race Ethnicity and Education, 8, 69-91. doi: 10.1080/1361332052000
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