H1. ACPA NASPA Competency Analysis - Beginning

1
Artifact H: Knowledge, Skills, and Competencies Analysis

ASSESSMENT KEY
Overall Competency Rating:
0= no exposure to and no experience in this competency
1= minimal exposure to but no experience in this competency
2= moderate exposure to and minimal experience in this competency
3= moderate experience in this competency
4= experience in this competency
5= much experience in this competency, basic master has been achieved
Specific Skill Rating:
(+)= highly competent
()= competent
()= area of improvement/experience needed
Evidence of Learning:
W= Work
I= Internship
C= Coursework
V= Volunteer work
O= Other
*Note: All competency descriptions are taken from the ACPA and NASPA Professional Competency Areas for Student Affairs Practitioners (2010)
ACPA/NASPA
Competency Area
Advising &
Helping
Skill
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.
The Advising and

Helping competency
area addresses the
knowledge, skills, and
attitudes related to
providing counseling Facilitate reflection to make meaning from experience.
and advising support,
direction, feedback,
critique, referral, and
guidance to
individuals and
Understand and use appropriate nonverbal communication.
groups.
Overall Rating:
Specific
Rating
Evidence of Learning
Future Improvement &

Development
W: practiced in role at Green

River Community College as
supervisor and advisor, could use
more practice
supervisor and advisor
Getting much more practice with this

in GAship and working with many
different students.
Need practice in this area

Strategically and simultaneously pursue multiple objectives in

conversations with students.

River Community College, still
need practice will get in GAship
as academic advisor
C: practicing in classes now
Facilitate problem-solving.

C: practicing in classes now
Facilitate individual decision making and goal setting.
0 1 2 3 4 5
Learning how to do this in a different

way in my GAship now. At GRCC, I
worked with student leaders, who I got
to know really well. Now as an
academic advisor, Im working with
lots of different kinds of students and
getting experience building a rapport
with students who I dont have regular
contact with.
Reflection is a relatively new focus for
me, but I am learning how to use it in
an effective way to make meaning and
learn about myself more. Once I can
do that well, Ill be able to facilitate
others working through this process.
I can always improve in this area and
working with so many different
students in my GAship (I have 85
advisees!) I am learning more and more
about different ways of communicating
non-verbally with people.
I did this a bit at GRCC, but I am
definitely getting more experience
doing this. Learning about theories in
class and then using those in my
conversations with students is one way
I am developing my competence in this
area.
Ive had experience doing this in many
different areas of my life, but I still
think I need a bit of work here. Being
in the SDA program is already
challenging me to do that and Im sure
I will continue to be challenged here.
I am practicing this almost daily in my
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).

C: learning about challenge and
support in classes

supervisor and advisor, also using
almost daily in GAship
Need practice in this area.

Havent had much experience in
crisis management, even after
working in res life
Learning this now in GAship.
Practiced a bit in role at GRCC,
but much more important as an
academic advisor.
V: I volunteer at a summer camp
rooted in social justice and have
had much experience in this area
due to my work with them.
W: I had a bit of practice with this
at GRCC in res life and in student
life, especially with vets and
international students. I havent
had much experience working
with student athletes though, but
Im getting that in my GAship
now.
GAship with my advisees.

I am practicing this almost daily in my
GAship with my advisees. I did this
quite a bit at GRCC as well, but most
of my experience has been in doing this
with students, but I am already
experiencing this with my classmates
and know this will continue through
my time at SU.
This is one of the most valuable assets
I have as a professional, in my opinion.
Knowing my resources and how to use
them is such an important competency
in higher ed, especially when working
directly with students. I am learning a
whole new set of referral sources in my
GAship.
I hope to get experience in this in an
internship during my time in SDA.
Will continue to practice this in my
GAship with FERPA.
Language is very fluid and is constantly

changing, which will continue to
challenge me and help me grow in this
area.
I hope to get more experience in this

competency in an internship and
GAship.
ACPA/NASPA
Competency Area
Assessment,
Evaluation, &
Research
The Assessment,
Evaluation, and
Research competency
area (AER) focuses
on the ability to use,
design, conduct, and
critique qualitative
and quantitative AER
analyses; to manage
organizations using
AER processes and
the results obtained
from them; and to
shape the political
and ethical climate
surrounding AER
processes and uses on
campus.
Overall Rating:
0 1 2 3 4 5
Skill
Differentiate among assessment, program review,
evaluation, planning, and research and the
methodologies appropriate to each.
Effectively articulate, interpret, and use results of

AER reports and studies, including professional
literature.
Facilitate appropriate data collection for
system/department-wide assessment and evaluation
efforts using up-to-date technology and methods.
Assess trustworthiness and other aspects of quality
in qualitative studies and assess the transferability of
these findings to current work settings.
Assess quantitative designs and analysis techniques,
including factors that might lead to measurement
problems, such as those relating to sampling,
validity, and reliability.
Explain the necessity to follow institutional and
divisional procedures and policies (e.g., IRB
approval, informed consent) with regard to ethical
assessment, evaluation, and other research activities.
Explain to students and colleagues the relationship
of AER processes to learning 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.
Align program and learning outcomes with
organization goals and values.
Specific
Rating

Development
Need experience in this

competency

competency in an internship and my
GAship. Most of this competency is
redundant because I have very little
experience in this area and need a lot of
improvement and development here.
GAship.

competency
competency

GAship.

competency

GAship.

competency

GAship.

competency

GAship.

competency

competency

GAship.
GAship.
W: although this isnt something

that was a part of my job
explicitly at GRCC, I began to
do this on my own.

GAship.
ACPA/NASPA
Competency Area
Skill
Specific
Rating

Development
Identify the contributions of similar and diverse

people within and to the institutional environment.
Will continue to work on this in

SDA program, in GAship and in
internship
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.
W: at GRCC working with Office of

Diversity, Equity and Inclusion, also
as advisor of Queer & Allies student
org.
V: at Camp Ten Trees
C: at SU, learning about racial and
religious identity theories
Diversity, Equity and Inclusion
C: at SU learning about racial and
org.
W: at GRCC in optional activities
V: at Camp Ten Trees doing many
different activities and participating
in discussion about topics that arent
familiar to me or are uncomfortable
W: at GRCC as advisor of Queer &
Allies student org.
V: at CTT as cabin counselor
W: at GRCC
V: at CTT as advisor of Queer &
Allies student org.
C: at SU creating and facilitating
workshop regarding race and
ethnicity
org.
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.
Overall Rating:
0 1 2 3 4 5

internship
internship

internship
Hope to get more experience in this

competency from coursework at SU
and in internship
and in internship

internship
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.
Demonstrate fair treatment to all individuals and

change aspects of the environment that do not
promote fair treatment.
Analyze the interconnectedness of societies worldwide

and how these global perspectives impact institutional
learning.
V: at Camp Ten Trees working with

campers from many different
backgrounds and that hold many
different identities
C: at SU learning about different
identity theories and how they
intersect
W: at GRCC
V: at CTT, attending workshops on
institutional discrimination and
oppression
C: at SU learning about Freires view
of education and much more about
oppression and oppressors
V: at Camp Ten Trees learning
about what social justice means and
all the things it incorporates
C: at SU, learning in foundations
and theory
V: at CTT preparing workshops and
activities for campers
W: at GRCC as advisor of Queer

and Allies student org, as supervisor
of student leadership group
C: at SU, putting together workshop
in theory
W: at GRCC & in GAship working
with many different types of people
from different backgrounds, with
different identities and adapting my
work when needed
V: at Camp Ten Trees working with
campers and their families, as well as
other volunteers
C: at SU, learning about awareness,
knowledge and skills view of MCC
C: at SU, learning about these in
foundation and theory

and in internship

internship
and in internship and my GAship
and in internship
internship

and in internship
ACPA/NASPA
Competency Area
Skill
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,
this competency area
Utilize institutional and professional resources
focuses specifically
on the integration of to assist with ethical issues (e.g., consultation
ethics into all aspects with more experienced supervisors and/or
colleagues, consultation with an associations
of self and
professional practice. Ethics Committee).
Assist students in ethical decision making and
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.
Specific
Rating

Development
Need experience in this competency

competency from coursework at SU,
from my GAship and in internship



W: at GRCC
V: at CTT
I have some experience here, but

need a lot more. Ethical practice isnt
something Ive worked much with
explicitly. I hope to get more from
the SDA program, my GAship and a
future internship
8
Although I dont have much training
in this area or experience, I believe I
am an ethical person and have
shown this in my work. I hope to
continue this growth in my GAship,
SDA program and internship.
Demonstrate an ethical commitment to just and

sustainable practices.
W: at GRCC and SU
V: at CTT
C: at SU
ACPA/NASPA
Competency Area
Skill
Specific
Rating

Development
History,
Philosophy, &
Values
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
education and student affairs.
Most of my improvement and

development in this area I think will
come from my coursework in SDA
Describe the various philosophies that define the

profession.
W: at GRCC and SU
C: at SU
Demonstrate responsible campus citizenship.
W: at GRCC and SU
C: at SU
Demonstrate empathy and compassion for

student needs.
W: at GRCC and SU
C: at SU
Describe the roles of both faculty and student

affairs educators in the academy.
W: at GRCC and SU
C: at SU
Explain the importance of service to the academy

and to student affairs professional associations.
W: at GRCC and SU
C: at SU
Articulate the principles of professional practice.
Most of my improvement and

development in this area I think will
come from my coursework in SDA,
but I think I will learn more about
this competency in my GAship
Definitely learning more about this
already in foundations, but will
continue throughout my time at SU,
in my GAship and internship
Will continue to practice this
competency through the SDA
program, GAship and internship
Growth in this area will mostly come
from coursework in SDA
The History,
Philosophy, and Values
competency area
involves knowledge,
skills, and attitudes that
connect the history,
philosophy, and values
of the profession to
ones current
professional practice.
This competency area
embodies the
foundations of the
profession from which
current and future
research and practice
will grow. The
commitment to
demonstrating this
competency area
ensures that our present
and future practices are
informed by an
Articulate the history of the inclusion and

exclusion of people with a variety of identities in
higher education.
W: at GRCC and SU
V: at CTT
C: at SU
9
understanding of our
Explain the role and responsibilities of the
history, philosophy, and student affairs professional associations.
values.
Overall Rating:
0 1 2 3 4 5
ACPA/NASPA
Competency Area
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
Explain the purpose and use of publications that

incorporate the philosophy and values of the
profession.
Explain the public role and societal benefits of
student affairs and of higher education generally.
W: at GRCC and SU
C: at SU
W: at GRCC and SU
C: at SU
Articulate an understanding of the ongoing nature

of history and ones role in shaping it.
W: at GRCC and SU
C: at SU
Model the principles of the profession and

communicate the expectation of the same from
colleagues and supervisees.
Explain how the values of the profession
contribute to sustainable practices.
W: at GRCC and SU
C: at SU

from coursework in SDA
Specific
Rating

Development
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.
Hope to learn in an internship and in

SDA coursework
Will continue improving in this
competency through GAship,
coursework and internship
SDA coursework
SDA coursework
W: at GRCC in res life especially

V: at CTT with campers
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
Skill
W: at GRCC as supervisor of
student leadership team

from coursework in SDA and
involvement in these orgs during my
time at SU
Will continue improving in this

competency through GAship,
Hope to learn in SDA coursework
SDA coursework
10
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.
Overall Rating:
0 1 2 3 4 5
ACPA/NASPA
Competency Area
Law, Policy, &
Governance
The Law, Policy, and
Governance
competency area
includes the
facility.
Articulate basic accounting techniques for budgeting,
monitoring, and processing expenditures.
Demonstrate effective stewardship and use of resources (i.e.,
financial, human, material)
W: at GRCC with finances and

physical resources
V: at CTT with finances and space
W: at GRCC and SU
C: at SU
W: at GRCC especially in housing
Will continue to learn in SDA

coursework, GAship and internship

I am pretty competent in my ability
here, but can always improve,
especially with new groups in SDA
and internship.
I am pretty competent in my ability
here, but can always improve. SDA
coursework and internship will help
that.
Hope to learn in GAship, an
internship and in SDA coursework
Hope to learn in internship
Hope to learn in SDA and internship
Specific
Rating

Development

and internship, especially Leadership
& Governance and Higher Ed Law

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
and liability as they relate to ones work.
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.
W: at GRCC as supervisor of
student leadership team, facilitated
meetings
W: at GRCC as supervisor and
advisor
C: at SU and Western Wash Univ, I
was a communication major!
W: at GRCC
11

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
Leadership
The Leadership
competency area
addresses the
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.
W: at GRCC and SU
W: at GRCC and SU

Will continue to learn more about
this in SU coursework and GAship
Will continue to learn more about
this in SU coursework and GAship


Skill
Specific
Rating

Development
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.
W: at GRCC
C: at SU, especially in theory
V: at CTT
W: at GRCC
C: at SU
V: at CTT
Identify various constructs of leadership and leadership styles

that include but are not limited to symbolic, expert, relational,
and inspirational.
Will continue to develop in

coursework at SU and I hope to
develop this more in internship
coursework at SU, in GAship and I
hope to develop this more in
internship
internship
W: at GRCC
C: at WWU and at SU, especially in
theory
V: at CTT
12
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.
Overall Rating:
0 1 2 3 4 5
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).
V: at CTT
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.
W: at GRCC, especially in diversity

committee work and in leadership
training
C: at SU
W: at SU
C: at SU
V: at CTT
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).
W: at GRCC and SU
V: at CTT
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.
+
+
W: at GRCC, especially in student

life and res life
V: at CTT in coordinator role
W: at many different points in my
life (interning at Puyallup Fair, at
Downtown Seattle Association, at
GRCC, at SU)
V: at CTT as part of leadership team
W: at DSA and GRCC
W: at Puyallup Fair, DSA, GRCC
(especially when presenting to the
board) and SU
W: at GRCC and SU
V: at CTT, mostly from community
workshops
W: at GRCC, especially in res life
C: at SU
C: at SU, especially in foundations

V: at CTT
W: at GRCC and SU
C: at SU

internship
internship
internship
coursework at SU.
internship
internship
internship
Will continue to develop in in
GAship

coursework at SU and in GAship
13
ACPA/NASPA
Competency Area
C: at GRCC, WWU and SU

W: at GRCC working with student
leaders
V: at CTT working with other
volunteers and campers
leaders, especially the Q&A group
internship
internship

Development
V: at CTT
C: at SU

develop in GAship
V: at CTT
C: at SU
W: at SU
Will continue to develop in all

aspects of my life! Coursework,
GAship, volunteer work, etc.
V: at CTT
C: at SU
W: at SU
V: at CTT
C: at SU
W: at SU

internship
internship and in my volunteer work
V: at CTT
C: at SU
W: at SU
V: at CTT
C: at SU
W: at SU
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.
Skill
Identify key elements of ones set of personal

beliefs and commitments (e.g., values, morals,
Personal
goals, desires, self-definitions), as well as the
Foundations
source of each (e.g., self, peers, family, or one
or more larger communities).
The Personal
Identify ones primary work responsibilities
Foundations
and, with appropriate ongoing feedback, craft a
competency area
realistic, summative self-appraisal of ones
involves the
strengths and limitations.
knowledge, skills, and Describe the importance of ones professional
attitudes to maintain and personal life to self, and recognize the
emotional, physical, intersection of each.
social, environmental,
Articulate awareness and understanding of
relational, spiritual,
ones attitudes, values, beliefs, assumptions,
and intellectual
biases, and identity as it impacts ones work
wellness; be selfwith others; and take responsibility to develop
directed and selfreflective; maintain personal cultural skills by participating in
activities that challenge ones beliefs.
excellence and
integrity in work; be Recognize and articulate healthy habits for
better living.
comfortable with
ambiguity; be aware
of ones own areas of Articulate an understanding that wellness is a
strength and growth; broad concept comprised of emotional,
physical, social, environmental, relational,
have a passion for
spiritual, and intellectual elements.
Specific
Rating

14
work; and remain

curious.
Overall Rating:
Identify and describe personal and professional

responsibilities inherent to excellence.
V: at CTT
C: at SU
W: at SU
Articulate meaningful goals for ones work.
V: at CTT
C: at SU
W: at SU
Identify positive and negative impacts on

psychological wellness and, as appropriate, seek
assistance from available resources.
V: at CTT
C: at SU
W: at SU
Recognize the importance of reflection in

personal and professional development.
V: at CTT
C: at SU
W: at SU
Specific
Rating

Development
W: at GRCC and SU
C: at SU
V: at CTT

W: at GRCC and SU
C: at SU
V: at CTT

W: at GRCC and SU
C: at SU
V: at CTT

W: at GRCC and SU
C: at SU
V: at CTT
W: at GRCC and SU
C: at SU
V: at CTT

0 1 2 3 4 5
ACPA/NASPA
Competency Area
Skill
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

15
understanding
teaching and training
theory and practice.
Overall Rating:
0 1 2 3 4 5
theories-in-use) and how they can be

informed by formal theories to enhance work
with students.
Generate ways in which various learning
theories and models can inform training and
teaching practice.
C: at SU
V: at CTT
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.

leaders
V: at CTT
W: at GRCC and SU
V: at CTT


H1. ACPA NASPA Competency Analysis - Beginning

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H1. ACPA NASPA Competency Analysis - Beginning

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Artifact H: Knowledge, Skills, and Competencies Analysis

The Advising and

Future Improvement &

W: practiced in role at Green

Getting much more practice with this

Need practice in this area

W: practiced in role at Green

Strategically and simultaneously pursue multiple objectives in

W: practiced in role at Green

W: practiced in role at Green

Facilitate individual decision making and goal setting.

W: practiced in role at Green

Learning how to do this in a different

Challenge and encourage students and colleagues effectively.

Know and use referral sources (e.g., other offices, outside

Identify when and with whom to implement appropriate

Maintain an appropriate degree of confidentiality that follows

River Community College as

W: practiced in role at Green

Need practice in this area.

GAship with my advisees.

Language is very fluid and is constantly

I hope to get more experience in this

Effectively articulate, interpret, and use results of

Future Improvement &

Need experience in this

I hope to get more experience in this

Need experience in this

I hope to get more experience in this

Need experience in this

I hope to get more experience in this

Need experience in this

I hope to get more experience in this

Need experience in this

I hope to get more experience in this

Need experience in this

Need experience in this

I hope to get more experience in this

W: although this isnt something

I hope to get more experience in this

Future Improvement &

Identify the contributions of similar and diverse

Will continue to work on this in

Integrate cultural knowledge with specific and relevant

Assess and address ones own awareness of EDI, and

Demonstrate personal skills associated with EDI by

Facilitate dialogue effectively among disparate

Interact with diverse individuals and implement

Recognize the intersectionality of diverse identities

W: at GRCC working with Office of

Equity, Diversity, &

Will continue to work on this in

Will continue to work on this in

Hope to get more experience in this

Will continue to work on this in

Recognize social systems and their influence on people

Articulate a foundational understanding of social

Use appropriate technology to aid in identifying

Demonstrate fair treatment to all individuals and

Analyze the interconnectedness of societies worldwide

V: at Camp Ten Trees working with

W: at GRCC as advisor of Queer

Hope to get more experience in this