ACPA/NASPA Competency Area

Skill

Specific Rating

Evidence of Learning

Future Improvement & Development

Advising & Helping The Advising and Helping competency area addresses the knowledge, skills, and attitudes related to providing counseling and advising support, direction, feedback, critique, referral, and guidance to individuals and groups.

Overall Rating: 0 1 2 3 4 5

Exhibit active listening skills (e.g., appropriately establishing interpersonal contact, paraphrasing, perception checking, summarizing, questioning, encouraging, avoid interrupting, clarifying). Establish rapport with students, groups, colleagues, and others. Facilitate reflection to make meaning from experience. Understand and use appropriate nonverbal communication. Strategically and simultaneously pursue multiple objectives in conversations with students. Facilitate problem-solving. Facilitate individual decision making and goal setting. Challenge and encourage students and colleagues effectively. Know and use referral sources (e.g., other offices, outside agencies, knowledge sources), and exhibit referral skills in seeking expert assistance. Identify when and with whom to implement appropriate crisis management and intervention responses. Maintain an appropriate degree of confidentiality that follows applicable legal and licensing requirements, facilitates the development of trusting relationships, and recognizes when confidentiality should be broken to protect the student or others. Recognize the strengths and limitations of ones own worldview on communication with others (e.g., how terminology could either liberate or constrain others with different gender identities, sexual orientations, abilities, cultural backgrounds). Actively seek out opportunities to expand ones own knowledge and skills in helping students with specific concerns (e.g., suicidal students) and as well as interfacing with specific populations within the college student environment (e.g., student veterans).

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W, C, I In my GAship, I meet with a student multiple times through the quarter/year, developing rapport with the student as well as with faculty and staff representatives who are also advising the students. I facilitate meaning making experiences for students when they are not selected for the scholarship they applied for. We explore how the skills they gained through the application process will transfer over to other areas of their academic and professional life In COUN 510, I gained the skills necessary to support students through times of indecision and crisis. I can serve as a sounding board for students to work through tough situations, allowing the student to find their own solution When advising studentathletes, I referred struggling students to faculty and academic support services when issue was outside of my skill set

Become a member of NACADA and attend conferences for professional development Network with fellow advisors in my functional area to gain understanding of best practices in the field and create a support network. Research and implement theories that are directly applicable to advising in my functional area Receive training in crisis management and intervention responses Actively seek out opportunities to help and advise marginalized student populations on campus

ACPA/NASPA Competency Area

Skill

Specific Rating

Evidence of Learning

Future Improvement & Development

Gain additional training in quantitative research methods, and stay up to date in new technology methods for assessment Gain familiarity on the institution and departments procedures and policies regarding assessment Attend trainings and/or conferences on assessment, evaluation, and research methods and best practices

Differentiate among assessment, program review, evaluation, planning, and research and the methodologies appropriate to each. Assessment, Effectively articulate, interpret, and use results of Evaluation, & AER reports and studies, including professional Research literature. Facilitate appropriate data collection for system/department-wide assessment and The Assessment, evaluation efforts using up-to-date technology Evaluation, and Research competency and methods. area (AER) focuses Assess trustworthiness and other aspects of on the ability to use, quality in qualitative studies and assess the design, conduct, and transferability of these findings to current work settings. critique qualitative Assess quantitative designs and analysis and quantitative AER techniques, including factors that might lead to analyses; to manage measurement problems, such as those relating to organizations using sampling, validity, and reliability. AER processes and Explain the necessity to follow institutional and the results obtained divisional procedures and policies (e.g., IRB from them; and to approval, informed consent) with regard to shape the political ethical assessment, evaluation, and other research and ethical climate activities. surrounding AER Explain to students and colleagues the processes and uses on relationship of AER processes to learning campus. outcomes and goals. Identify the political and educational sensitivity of raw and partially processed data and AER results, handling them with appropriate confidentiality and deference to the organizational hierarchy. Overall Rating: Align program and learning outcomes with organization goals and values. 0 1 2 3 4 5

W, I, C

In EDUC 500, I completed a quantitative research assessment analyzing potential successful advising best practices for student veterans in the community college setting. This required a meta-analysis to see if themes of best practices emerged In my internship with the International Student Center, I conducted a qualitative survey and focus group to assess transfer students satisfaction with ISC services. This analysis required ethical and confidential evaluation of students responses. I had to evaluate the sample size, response rate, and other measurement issues to determine the validity of responses

ACPA/NASPA Competency Area

Skill

Specific Rating +

Evidence of Learning

Future Improvement & Development

Complete coursework such as Social Justice and Multicultural Perspectives Research and implement EDI theories that are directly applicable to programming and policies in my functional area Attend conferences and training that focus on social justice and advocacy for marginalized and underrepresented populations Assess the current EDI methods, outreach, and programming in my place of employment and improve programming accordingly

Equity, Diversity, & Inclusion

The Equity, Diversity, and Inclusion (EDI) competency area includes the knowledge, skills, and attitudes needed to create learning environments that are enriched with diverse views and people. It is also designed to create an institutional ethos that accepts and celebrates differences among people, helping to free them of any misconceptions and prejudices. Demonstrate fair treatment to all individuals and Overall Rating: 0 1 2 3 4 5
change aspects of the environment that do not promote fair treatment.

Identify the contributions of similar and diverse people within and to the institutional environment. Integrate cultural knowledge with specific and relevant diverse issues on campus. Assess and address ones own awareness of EDI, and articulate ones own differences and similarities with others. Demonstrate personal skills associated with EDI by participating in activities that challenge ones beliefs. Facilitate dialogue effectively among disparate audiences. Interact with diverse individuals and implement programs, services, and activities that reflect an understanding and appreciation of cultural and human differences. Recognize the intersectionality of diverse identities possessed by an individual. Recognize social systems and their influence on people of diverse backgrounds. Articulate a foundational understanding of social justice and the role of higher education, the institution, the department, the unit, and the individual in furthering its goals. Use appropriate technology to aid in identifying individuals with diverse backgrounds as well as assessing progress towards successful integration of these individuals into the campus environment. Design culturally relevant and inclusive programs, services, policies, and practices.

W, I, C, O Through my experience as an intergroup dialogue facilitator for white students in the SDA program, I have been able to deeply challenge my understanding and beliefs of my privilege. We have also participated in activities to enhance our multicultural awareness, such as attending the RACE exhibit at the Pacific Science Center, which further contributed to awareness of social

Analyze the interconnectedness of societies worldwide and how these global perspectives impact institutional learning.

systems and their influence on people of diverse backgrounds. In SDAD 578, I cocreated a workshop titled: Assets-Based Approach to Working with Students of Color. Incorporating Yossos (2005) Community Cultural Wealth theory, we presented a best practice method to elementary school tutors working with low-income students of color at a local elementary school.

ACPA/NASPA Competency Area

Skill

Specific Rating

Evidence of Learning

Future Improvement & Development

Work with mentors to establish a personal code of ethics that I can often refer to and assess my effectiveness in incorporating these values in my work Continue professional development opportunities through JASPA, NASPA, NACADA, etc. to challenge my professional and personal values and identity Consult with colleagues when ethical issues arise in my job. Apply best practices from The Handbook of Student Affairs Administrators (2009) When seeking employment in a new position/institution critically assess the institutions values for alignment with my own personal and professional values

Articulate ones personal code of ethics for student affairs practice, which reflects the Ethical Professional ethical statements of professional student Practice affairs associations and their foundational ethical principles. Describe the ethical statements and their The Ethical foundational principles of any professional Professional Practice associations directly relevant to ones working competency area context. pertains to the Explain how ones behavior embodies the knowledge, skills, and ethical statements of the profession, particularly attitudes needed to in relationships with students and colleagues, in understand and apply the use of technology and sustainable practices, ethical standards to in professional settings and meetings, in global ones work. While relationships, and while participating in job ethics is an integral search processes. component of all the Identify ethical issues in the course of ones job. competency areas, Utilize institutional and professional resources this competency area to assist with ethical issues (e.g., consultation focuses specifically with more experienced supervisors and/or on the integration of colleagues, consultation with an associations ethics into all aspects Ethics Committee). of self and Assist students in ethical decision making and professional practice. make referrals to more experienced professionals when appropriate. Overall Rating: 0 1 2 3 4 5 Demonstrate an understanding of the role of beliefs and values in personal integrity and professional ethical practices. Appropriately address institutional actions that are not consistent with ethical standards. Demonstrate an ethical commitment to just and

W, I, C In SDAD 564 and 565, I interviewed current student affairs professionals on ethical dilemmas that occurred during their career. Through this, I had the opportunity to evaluate their decision with NASPA and ACPAs ethical guidelines and consider how I would have acted if I were in the situation In my GAship, I have faced ethical dilemmas in terms of how much support to provide to scholarship applicants before the application is no longer their own, and whether putting an applicant forward who may not be competitive will be a waste of the applicants time or a positive learning experience In my internship with SU athletics, I needed to become familiar with the ethical standards of the NCAA and remain in compliance with these regulations to ensure that the students I advised remained qualified to play

ACPA/NASPA Competency Area History, Philosophy, & Values

Skill

Specific Rating

Evidence of Learning

Future Improvement & Development

Describe the foundational philosophies, disciplines, and values on which the profession is built. Articulate the historical contexts of institutional types and functional areas within higher The History, Philosophy, and Values education and student affairs. competency area Describe the various philosophies that define the involves knowledge, profession. skills, and attitudes that Demonstrate responsible campus citizenship. connect the history, Demonstrate empathy and compassion for philosophy, and values student needs. of the profession to Describe the roles of both faculty and student ones current affairs educators in the academy. professional practice. Explain the importance of service to the academy This competency area and to student affairs professional associations. embodies the Articulate the principles of professional practice. foundations of the profession from which Articulate the history of the inclusion and exclusion of people with a variety of identities in current and future higher education. research and practice Explain the role and responsibilities of the will grow. The student affairs professional associations. commitment to Explain the purpose and use of publications that demonstrating this incorporate the philosophy and values of the competency area ensures that our present profession. and future practices are Explain the public role and societal benefits of informed by an student affairs and of higher education generally. understanding of our Articulate an understanding of the ongoing nature history, philosophy, and of history and ones role in shaping it. values. Model the principles of the profession and communicate the expectation of the same from Overall Rating: colleagues and supervisees. Explain how the values of the profession 0 1 2 3 4 5 contribute to sustainable practices.

W, I, C Work: In SDAD 577, through the completion of my archetype project, I gained foundational knowledge of different institutional types, with extensive knowledge of large, 4-year public institutions, based on my research and interviews at University of Washington Through my internships in student development and my previous and current positions in academic affairs, I have gained experience with different student affairs philosophies, institutional types, and the roles and responsibilities of student affairs administrators. In SDAD 578, I gained knowledge of the foundational theories that help to define the student affairs profession such as Chickering, Kolb, Delgado and Stefanic, etc. that inform the practice of the student development field, as well as emerging theories that are changing the way student affairs professionals interact with students and create programming

Review foundational readings on the history and formation of Student Affairs Research and gain familiarity of guiding philosophies and values of Student Affairs Participate in service for a professional development committee at my institution or within NASPA, NACADA, etc.

ACPA/NASPA Competency Area

Skill

Specific Rating

Evidence of Learning

Future Improvement & Development

Seek out experience through my work or internship with budgeting, hiring committee review, creating meeting agendas, and crisis response Complete SDAD 576 Leadership and Governance in Post-Secondary Education Stay current in professional development readings through The Chronicle of Higher Education and other professional association publishing Attend training workshops and webinars through my employment institutions Human Resources office Research campus protocol for significant incidents and crisis management

Human & Organizational Resources

The Human and Organizational Resources competency area includes knowledge, skills, and attitudes used in the selection, supervision, motivation, and formal evaluation of staff; conflict resolution; management of the politics of organizational discourse; and the effective application of strategies and techniques associated with financial resources, facilities management, fundraising, technology use, crisis management, risk management, and sustainable resources.

Describe appropriate hiring techniques and institutional hiring policies, procedures, and processes. Demonstrate familiarity in basic tenets of supervision and possible application of these supervision techniques. Explain how job descriptions are designed and support overall staffing patterns in ones work setting. Design a professional development plan in ones current professional position that assesses ones strengths and weaknesses in ones current position, and establishes action items for fostering an appropriate level of growth. Explain the application of introductory motivational techniques with students, staff, and others. Describe the basic premises that underlie conflict in organizational and student life and the constructs utilized for facilitating conflict resolution in these settings. Effectively and appropriately use facilities management procedures as related to operating a facility or program in a facility. Articulate basic accounting techniques for budgeting, monitoring, and processing expenditures. Demonstrate effective stewardship and use of resources (i.e., financial, human, material) Use technological resources with respect to maximizing the efficiency and effectiveness of ones work. Describe environmentally sensitive issues and explain how ones work can incorporate elements of sustainability. Develop and disseminate agendas for meetings. Communicate with others using effective verbal and nonverbal strategies appropriate to the situation in both one-on-one and small group settings. Recognize how networks in organizations play a role in how work gets done. Understand the role alliances play in the completion of goals and work assignments. Describe campus protocols for responding to significant incidents and campus crises. Explain the basic tenets of personal or organizational risk

W, C, O Through EDAD 571 and 571 I have defined my leadership style, as well as how I wish to preform as a supervisor and what qualities I look for in a supervisor In SDAD 579, and through Artifact I, I have developed a 5 year plan that includes how I will continue my professional development based on my assessed strengths and weaknesses Through my participation in development committees outside of my work responsibilities, such as the Environmental Sustainability Committee and Pluralism in the Hiring Committee Human Resource training, I have gained knowledge of how networks in organizations work together to bring about change on campus

Overall Rating: 0 1 2 3 4 5

ACPA/NASPA Competency Area

Skill
Explain the differences between public and private higher education with respect to the legal system and what they may mean for students, faculty, and staff at both types of institutions. Describe the evolving legal theories that define the studentinstitution relationship and how they affect professional practice. Describe how national constitutions and laws influence the rights that students, faculty, and staff have on public and private college campuses. Explain the concepts of risk management and liability reduction strategies. Explain when to consult with ones immediate supervisor and campus legal counsel about those matters that may have legal ramifications. Act in accordance with federal and state/province laws and institutional policies regarding nondiscrimination. Describe how policy is developed in ones department and institution, as well as the local, state/province, and federal levels of government. Identify the major policy makers who influence ones professional practice at the institutional, local, state/province, and federal levels of government. Identify the internal and external special interest groups that influence policy makers at the department, institutional, local, state/province, and federal levels. Describe the public debates surrounding the major policy issues in higher education, including access, affordability, accountability, and quality. Describe the governance systems at ones institution, including the governance structures for faculty, staff, and students. Describe the system used to govern or coordinate ones state/province system of higher education, including community college, for-profit, and private higher education. Describe the federal and state/province role in higher education.

Specific Rating

Evidence of Learning
W, I, C In my work in Enrollment Services, I have gained extensive knowledge of FERPA policies and what student information can and cannot be shared, as well as exceptions to the policy with student waivers, etc. Through COUN 510, I have learned the appropriate times to disclose information a student shares in confidence to proper authorities, such as when a student is being harmed or is thinking of harming themself

Future Improvement & Development

Complete SDAD 580 Higher Education Law Research and implement legal theories regarding student affairs and student development Seek out experience through my work or internship to understand how policy shapes and influences departmental protocol Gain familiarity with the institutions legal counsel Stay current with prominent legal policies at the institutional, state, and federal level and understand the impacts that it will have on the institution and my functional area Research and understand the organizational system of governance at my institution and institutions similar to it

Law, Policy, & Governance The Law, Policy, and Governance competency area includes the knowledge, skills, and attitudes relating to policy development processes used in various contexts, the application of legal constructs, and the understanding of governance structures and their impact on ones professional practice.

Overall Rating: 0 1 2 3 4 5

ACPA/NASPA Competency Area

Skill

Specific Rating +

Evidence of Learning

Future Improvement & Development

Create a personal leadership philosophy that outlines my beliefs, values, and goals within my leadership style Seek professional development leadership opportunities within my institution and professional societies Seek out informational interviews with leaders whose styles and methods I would like to incorporate in my own leadership Volunteer to participate in leadership support roles in departments/functional areas I dont have leadership experience in Empower staff and colleagues to seek out leadership opportunities of their own

Leadership The Leadership competency area addresses the knowledge, skills, and attitudes required of a leader, whether it be a positional leader or a member of the staff, in both an individual capacity and within a process of how individuals work together effectively to envision, plan, effect change in organizations, and respond to internal and external constituencies and issues.

Describe how ones personal values, beliefs, histories, and perspectives inform ones view of oneself as an effective leader. Identify ones strengths and weaknesses as a leader and seek opportunities to develop ones leadership skills. Identify various constructs of leadership and leadership styles that include but are not limited to symbolic, expert, relational, and inspirational. Identify basic fundamentals of teamwork and teambuilding in ones work setting and communities of practice. Describe and apply the basic principles of community building. Use technology to support the leadership process (e.g., seeking feedback, sharing decisions, posting data that support decisions, using group-support website tools). Understand campus cultures (e.g., academic cultures, student cultures) and collaborative relationships, applying that understanding to ones work. Articulate the vision and mission of the primary work unit, the division, and the institution. Explain the values and processes that lead to organizational improvement. Identify institutional traditions, mores, and organizational structures (e.g., hierarchy, networks, governing groups, nature of power, policies, goals, agendas and resource allocation processes) and how they influence others to act in the organization. Explain the advantages and disadvantages of different types of decision-making processes (e.g., consensus, majority vote, and decision by authority). Think critically and creatively, and imagine possibilities for solutions that do not currently exist or are not apparent. Identify and then effectively consult with key stakeholders and those with diverse perspectives to make informed decisions. Explain the impact of decisions on diverse groups of people, other units, and sustainable practices. Articulate the logic used in making decisions to all interested parties. Exhibit informed confidence in the capacity of ordinary people to pull together and take practical action to transform their communities and world. Identify and introduce conversations on potential issues and developing trends into appropriate venues such as staff meetings.

W, I, C In my internship with SU Athletics, I researched best practices of leadership development for student athletes in order to develop a leadership program for SU student athletes Through EDAD 570 and 571 I wrote case studies from my work and internship experiences that applied various leadership theories and whether these theories were successful or not Through my various contacts at SU gained through coursework, internships, and my GAships, I have contacts from all over campus to collaborate with for campus programming and events

Overall Rating: 0 1 2 3 4 5

ACPA/NASPA Competency Area

Skill

Specific Rating +

Evidence of Learning

Future Improvement & Development

Develop a professional and personal 5-yeah plan of goals that incorporate my values, morals, and desires Make a commitment to cura personalis for my own holistic well being by creating positive habits such as healthy diet, personal counseling, positive relationships, etc. Identify weaknesses and damaging behaviors such as negative thinking and self doubt and commit to reversing these behaviors Commit to personal and professional self reflection through journaling, one-on one professional development meetings with supervisors and colleagues, etc.

Personal Foundations

The Personal Foundations competency area involves the knowledge, skills, and attitudes to maintain emotional, physical, social, environmental, relational, spiritual, and intellectual wellness; be selfdirected and selfreflective; maintain excellence and integrity in work; be comfortable with ambiguity; be aware of ones own areas of strength and growth; have a passion for work; and remain curious. Identify positive and negative impacts on Overall Rating: 0 1 2 3 4 5

Identify key elements of ones set of personal beliefs and commitments (e.g., values, morals, goals, desires, self-definitions), as well as the source of each (e.g., self, peers, family, or one or more larger communities). Identify ones primary work responsibilities and, with appropriate ongoing feedback, craft a realistic, summative self-appraisal of ones strengths and limitations. Describe the importance of ones professional and personal life to self, and recognize the intersection of each. Articulate awareness and understanding of ones attitudes, values, beliefs, assumptions, biases, and identity as it impacts ones work with others; and take responsibility to develop personal cultural skills by participating in activities that challenge ones beliefs. Recognize and articulate healthy habits for better living. Articulate an understanding that wellness is a broad concept comprised of emotional, physical, social, environmental, relational, spiritual, and intellectual elements. Identify and describe personal and professional responsibilities inherent to excellence. Articulate meaningful goals for ones work. psychological wellness and, as appropriate, seek assistance from available resources. Recognize the importance of reflection in personal and professional development.

+ +

+ + +

W, I, C Upon the creation of my personal and professional mission statements (artifact b) I have developed a clear understanding of my personal and professional values and beliefs Through courses such as SDAD 577, 578, and 579, I have had the opportunity to assess student development theories and best practices and how these apply to my own life, current work, and where I hope to be in the future in both my personal and professional lives In keeping with the Jesuit theme of self care, I have committed to well-being in many ways, such as ensuring that I get enough rest, take time away from school and work, exercise, eat healthy and meditate. These factors will help me avoid burn-out, frustration, and unhappiness in my personal and professional lives.

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ACPA/NASPA Competency Area

Skill

Specific Rating

Evidence of Learning

Future Improvement & Development

Stay current in emerging student development theory as well as frequently review established student development theories Intentionally incorporate student development theory into my functional area, programming, trainings, and presentations Introduce and present to staff and colleagues how theory can inform practice in our work Identify and describe foundational theories that inform my work, my personal philosophy, leadership style, and training methods

Articulate theories and models that describe the development of college students and the Student Learning & conditions and practices that facilitate holistic Development development. Articulate how differences of race, ethnicity, nationality, class, gender, age, sexual The Student Learning orientation, gender identity, disability, and and Development religious belief can influence development competency area during the college years. addresses the Identify and define types of theories (e.g., concepts and learning, psychosocial and identity principles of student development, cognitive-structural, typological, development and and environmental). learning theory. This Identify the limitations in applying existing includes the ability to theories and models to varying student apply theory to demographic groups. improve and inform Articulate ones own developmental journey student affairs and identify ones own informal theories of practice, as well as student development and learning (also called understanding theories-in-use) and how they can be teaching and training informed by formal theories to enhance work theory and practice. with students. Generate ways in which various learning theories and models can inform training and teaching practice. Identify and construct learning outcomes for both daily practice as well as teaching and training activities. Assess teaching, learning, and training and incorporate the results into practice.

W, I, C

Through SDAD 578 and 579, I have had the opportunity to review and articulate numerous student development theories and how they apply student development in internship and work settings. I have defined multiple theories that I can apply to multiple development settings, but keep Abes theory of Theoretical Borderlands in mind, remembering that students development in different areas at different paces simultaneously Through AEDT 510, I have incorporated Universal Design for Learning (UDL) and Kolbs Experiential Learning theory, into trainings, workshops, and any formal or informal learning opportunies

Overall Rating: 0 1 2 3 4 5

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