1

Artifact E: Knowledge, Skills, and Competencies Analysis

Kelsey Nerland
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
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

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.
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).

Specific
Rating

+
+
+
+
+
+
+
+
+
+

Evidence of Learning

W: As a Graduate Coordinator in the Center for

Student Involvement at Seattle University, I
have had the opportunity to advise a group of 14
students in the Dance Marathon student
organization. Through exhibiting active listening
skills, I have been able to provide guidance,
support, critique, feedback, and encouragement
on an individual level and a group level with my
students. I highlight their strengths, provide
critique and advice, help them work through
problem solving, ask them open-ended
questions, challenge them to reflect and
celebrate one another, and encourage team
building opportunities.
I: At my orientation internship at Seattle Pacific
University, I gave direction and support to 6
CORE team leaders, as well as 70 Orientation
Welcome Team leaders. I was able to encourage
and support them in their roles, while offering
feedback and direction. I was able to handle a
crisis case where one of my students roommates
confessed suicide ideation, and was able to
counsel and walk her through the steps to get
the help she needed.
V: I have been a small group leader and mentor
for K-12 students within a youth ministry
context for over 8 years, and have been able to
provide wisdom and support in many church
volunteer positions.
C: I have had a rich educational experience by
taking courses in Counseling Skills (COUN
5100), Family Systems in Ministry (STMM
5520), Emotional Intelligence (MGMT 5750),
Psycho-Spiritual Development (STMA 5610),
and Relationship and Pastoral Therapy in a
Multicultural Context (STMC 5210). These
courses have helped me develop effective and
strategic ways to provide feedback and support
to advise my students.
O: I have had the opportunity to work at Forest
Home on counseling staff and program staff has
helped me relate to students by providing
emotional, spiritual, and personal support. I
have had to provide care and emotional support
for students who admitted they were being
abused at home, and walked them through
reporting it to CPS (Child Protective Services).

Future Improvement &

Development

While I feel the most

confident with this
competency area, I believe
there is always room to grow. I
never want to be stagnant in
my advising and helping style,
and aim to be committed to
life long learning.
I want to seek out
opportunities to learn more
about crisis management
strategies and techniques, as I
want to broaden my horizons
on what I already know.

ACPA/NASPA
Competency Area

Skill

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
The Assessment,
system/department-wide assessment and
Evaluation, and
evaluation efforts using up-to-date technology
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
and quantitative AER Assess quantitative designs and analysis
analyses; to manage techniques, including factors that might lead to
organizations using measurement problems, such as those relating to
AER processes and sampling, validity, and reliability.
the results obtained Explain the necessity to follow institutional and
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

Specific
Rating

Evidence of Learning

Future Improvement &

Development

W: When I worked as the graduate

coordinator for club recognition and
development, I assessed the 2015
Winter Quarter Involvement Fair. Also,
when I gave a creative marketing
presentation, I attached learning
outcomes to my presentation to student
leaders in our office.

This is a competency area I am

eager to grow in. I have
learned that there is great
importance in assigning
learning outcomes to teams,
presentations, trainings, and
workshops because it is an
effective tool to use to make
sure students are effectively
learning what they are
intending to learn. For future
development, I want to be able
to attach learning outcomes to
my trainings, and follow up
with assessments after the
trainings. I want to make sure
my teaching strategies are
effective; and I want to receive
student feedback to improve.

I: At my orientation internship at SPU, I

used the assessment data from 2014
orientation to inform my contributions
to the 2015 orientation. I also did
research on how students feel a sense of
belonging, and wanted to make students
feel supported throughout their
transition. Based on my research, I
implemented a Facebook group page for
incoming transfer students, as well as
OWT leaders to help them build
community. I provided introduction
guidelines, moderated by asking various
questions, and facilitated conversations
to help them all build community.
Additionally, I used the assessment data
to inform my training for OWT leader
training. OWT leaders said they lacked
leadership development and were
unsure of their roles, so I implemented a
True Colors leadership development
activity and a Student Scenarios 101
activity to help them feel more
confident as leaders and in their roles.
C: At my undergraduate institution, I
conducted quantitative and qualitative
research studies on consumer behavior,
as well as on a residence life program at
a university in California. I was able to
conduct focus groups, observe,
interview participants, and create
surveys to gain understanding.

ACPA/NASPA
Competency Area
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

Skill
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.
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.

Specific
Rating
+
+

+
+

+
+

Evidence of Learning
W: In my graduate coordinator role for SGSU
(Student Government of Seattle University), I
advised the non-traditional veteran representative,
the multicultural representative, the disabilities
representative, and the international representative
where we engaged in ongoing conversations around
the Appropriations process about allocating money
to clubs in equitable ways that promote diversity and
inclusion. I also served on the Multicultural
Programming Fund board where we allocated
money to individuals and groups who were
promoting equity, diversity, and inclusion on and off
campus. Also, within my role for Club Recognition
and Development, I worked with 25 cultural and
identity clubs to support them in their development
process. I also planned the Fall and Winter
Involvement Fairs that provided space for clubs to
be able to promote their diverse groups. In my
graduate coordinator role working with Dance
Marathon, I advise a group of students where we
discuss social justice topics, how we can promote
equity and inclusion with our programming efforts,
and celebrate differences. I have been able to
facilitate conversations around who is and is not at
the table when it comes to making decisions.
I: During my internship at SPU, I was able to lead
the condensed orientation for commuter and
transfer student groups. I was able to partner with
various offices on campus in order to give access to
SPUs resources to help the commuter and transfer
students feel more supported through their
transition into SPU.
C: I have engaged in many conversations in Student
Development Theory (SDAD 5780), Foundations of
Student Affairs (SDAD 5770), Social Justice (EDUC
5200), The American Community College (SDAD
5590), and Relationship and Pastoral Therapy in a
Multicultural Context (STMC 5210) courses around
equity, diversity, and inclusion. It has been important
for me to actively listen, engage, and learn in these
discussions about my own biases, my privilege as a
white, cisgender, heterosexual female, and my social
responsibility to promote social justice, inclusion, and
equity in society and in my discussions with peers.

Future Improvement &

Development
I am excited to learn and grow
in this competency area. I
know I have a lot of room for
growth, so I want to
constantly keep challenging
myself to enter into
conversations that reveal my
own prejudices and biases in
order to inform my awareness.
I am constantly encouraging
myself to unlearn things I have
previously learned in order to
remain open-minded. I want
to continue to challenge
myself to empathetically listen
to peoples perspectives and
encourage and validate them in
their experiences.
I definitely would like to
attend workshops,
conferences, and presentations
around equity, diversity, and
inclusion in order to facilitate
conversations with colleagues
and students.
I want to articulate my values
and develop what social justice
means to me, and how I am
partaking in seeking
opportunities to stretch
myself.

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,
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.
Demonstrate an understanding of the role of
beliefs and values in personal integrity and
Overall Rating:
professional ethical practices.
Appropriately address institutional actions that
0 1 2 3 4 5
are not consistent with ethical standards.
Demonstrate an ethical commitment to just and
sustainable practices.

Specific
Rating
+

+
+

+
+
+
+

Evidence of Learning
O: I am apart of a community group at my
church that is constantly encouraging and refining
my values in order to build me up and make me
stronger. I greatly value honesty, goodness, and
trust. These three values influence my ethical
professional practice. I am a person that holds
strong to my personal convictions, and I make
sure to make decisions that align with my
personal values. When I am making a decision, I
am always asking myself how it will benefit all
parties involved. I make decisions that reflect
truthfulness and honesty, and go about my life
seeing the best in others and giving people the
benefit of the doubt. Because I value goodness, I
believe that every person is essentially good, and
has potential for goodness. I believe people grow
where they are accepted, and I do my best to
encourage my students, colleagues, and peers that
they are worthy to be celebrated and praised. I
trust my students, colleagues, and peers, and the
established trust builds relationships.
Additionally, I am a blogger, and my blog reflects
my personal values and attitudes that inform my
ethical practice.
W: In my graduate coordinator role, I am
constantly helping students troubleshoot,
problem solve, and make difficult decisions. I do
this by asking their overall intended outcome, and
walk them through their choices and options. I
want to make sure I am helping them make
decisions that align with their own personal
values and ethics; and I want to encourage them
to stay true to themselves and what they think the
right thing to do is.
C: During my Internship course (SDAD 56405660), I had an opportunity to interview a student
affairs professional about an ethical dilemma they
encountered. This gave me great insight into how
I make my own ethical decisions, and how to seek
wise counsel. I learned it is important for me to
honor every person in the process the best
possible way, and that I need to ask for outside
help to gain perspective and understanding.

Future Improvement &

Development
Although I feel confident in
this competency area, I want
to make sure I am constantly
checking myself to make sure
my values align with the
decisions I make.
I want to make sure I am also
respecting the institution I am
serving at, and want to make
sure my values align with the
institutions values.

ACPA/NASPA
Competency Area

Skill

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.
This competency area Explain the importance of service to the academy
and to student affairs professional associations.
embodies the
foundations of the
Articulate the principles of professional practice.
profession from which Articulate the history of the inclusion and
current and future
exclusion of people with a variety of identities in
research and practice
higher education.
will grow. The
Explain the role and responsibilities of the
commitment to
student affairs professional associations.
demonstrating this
Explain the purpose and use of publications that
competency area
ensures that our present incorporate the philosophy and values of the
and future practices are profession.
Explain the public role and societal benefits of
informed by an
student affairs and of higher education generally.
understanding of our
history, philosophy, and Articulate an understanding of the ongoing nature
values.
of history and ones role in shaping it.
Model the principles of the profession and
Overall Rating:
communicate the expectation of the same from
colleagues and supervisees.
0 1 2 3 4 5
Explain how the values of the profession
contribute to sustainable practices.

History,
Philosophy, &
Values

Specific
Rating

Evidence of Learning

W: At my time in the Center for Student

Involvement, I was provided with many
opportunities to learn about the significance
of the student affairs profession at divisional
meetings, staff meetings, and one-on-one
supervisor meetings.

+
+
+
+
+

+
+

+
+
+
+

I: I had the opportunity to learn a lot about

the profession of student affairs by watching
and observing Whitney Broetje and Kristen
Voetmann respond to student needs and
commitment to enhancing the student
experience. Their professional values and
passion for student affairs melds together in
a way that was an honor to witness. I felt
like I learned a lot just by watching them.
C: The knowledge and skills I learned in my
Foundations in Student
Affairs course (SDAD 5770) and my
Leadership and Governance in PostSecondary (SDAD 5760) course have
provided me with foundational
understanding on the history, philosophy,
and values within the context of higher
education. I learned about institution type,
functional areas, the roles of faculty and
staff, and the many ways to address student
needs depending on the institution. I have
learned the great importance of being in
touch with the institutions history to inform
the work we do in the present, as history
tends to repeat itself. I learned about the
importance of student affairs professionals,
and how the students educational
experience is maximized with the influence
of involvement and outside mentorship and
leadership opportunities.

Future Improvement &

Development
I aim to improve my
knowledge and skills in this
competency area by getting
involved with a professional
association. I want to be able
to actively participate in a
professional association by
attending conferences,
workshops, and conversations
that will enhance my learning
and understanding for the
history, philosophy, and values
within student affairs. I am
eager to join a professional
association, and attend
regional and national
conferences that will enhance
my perspective.

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
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

Skill

Specific
Rating

Evidence of Learning

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
and liability as they relate to ones work.

W: During my time as the graduate coordinator

for clubs, I used Excel, Google Docs, and Smore
Newsletters to organize and disseminate
information. I also used technology to create an
online orientation and online workshops so that
clubs could learn how to develop their club to
learn how to fundraise, use financial forms, and
plan events. I also walked clubs through the
universitys policies and procedures whenever
they filled out Student Event Request Forms. As
the graduate coordinator for traditions, I
successfully balanced the budget for the
Christmas Tree Lighting ceremony I planned. As
the graduate coordinator for Dance Marathon,
each of the 14 student leaders has a specific job
description and responsibilities. As their advisor,
I realize how important a job description is to not
only inform the students individual role, but
within the context of the entire team. With my
work in advising SGSU and Dance Marathon, I
have walked students through conflict
management techniques, and have emphasized
Tuckmans Stages of Group Development.

+
+
+
+
+
+
+
+
+
+

+
+

I: During my internship at SPU, I had the

opportunity to hire the undergraduate orientation
intern, as well as the 6 CORE team members.
O: At my summer camp job at Forest Home, my
experience on the counseling staff and the
program staff helped me know how to go about
following policies and procedures in regards to
responding to crisis (specifically with Child
Protective Services).
C: At Azusa Pacific University, I took a class on
Conflict Management (COMM 420) and learned
how to walk students through collaboration,
peacemaking, and conflict management styles.
Additionally, in my Counseling Skills (COUN 5100)
course, I learned the importance of positive language
and reframing. I use these two techniques in my
advising style.

Future Improvement &

Development

In order to further my
development, I would like to
design a professional plan in
my job 1 role by assessing my
personal strengths and
weaknesses within the
position. I want to do this in
order to give myself
confidence and assurance that
I am qualified for the job, but
that there are areas I need to
grow in.

ACPA/NASPA
Competency Area

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

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: In my graduate coordinator role

where I worked with SGSU (Student
Government of Seattle University), I
was very well informed about the
governance systems at Seattle
University, and learned a lot about how
formal decisions are made, who is
involved in those decisions, and the
policies and procedures needed to abide
by the universitys process. Additionally,
I have had exposure to how to take
steps as a university administrator in
regards to the legal laws on Title IX,
policies on Seattle Universitys
misconduct, and Seattle Universitys
sexual offense policies and procedures.
O: While serving on the Conduct
Review Board through Integrity
Formation, I have been exposed to the
federal laws and universitys procedures
and processes with regards to
misconduct.
C: In my Higher Education Law
(SDAD 5800) course, I was able to learn
about federal law and the universitys
mandated response through due
process. Additionally, in my Leadership
and Governance in Post-Secondary
(SDAD 5760) course, I was able to learn
about the systems of governance within
public and private institutions, and we
talked about the different implications
for each type of institution. We also
analyzed case studies in order to
facilitate conversation about the
different avenues of decision-making
within the context of governance.

Future Improvement &

Development

I recognize that I have room

to grow in this competency;
however, I am very thankful
that my educational experience
and work experience exposed
me to the importance of
understanding the significance
of law, policy, and governance
within the context of higher
education. In order for me to
grow, I want to be able to be
informed by the laws, policies,
and procedures within the
context of the state/ province
system of higher education. I
want to be able to know if I
am doing my due diligence as a
student affairs professional,
and that I am educating my
colleagues and students with
updated information.

ACPA/NASPA
Competency Area

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.

Overall Rating:
0 1 2 3 4 5

Skill

Specific
Rating

Evidence of Learning

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.

W: While working in the Center for Student

Involvement, I have had the great advantage
of being surrounded by student leaders and
staff I would identify as leaders on campus.
They have encouraged me to identify and
enhance my own personal leadership style,
and have cultivated me into the leader I am
today. I lead with integrity, creativity,
intentionality, and joy. My leadership style is
relationship oriented, and I want to make
sure that my students are feeling supported
and uplifted, and want to make sure they are
getting great opportunities to develop their
personal leadership styles. I am cautious of
when I am speaking to benefit those around
me, and when I am actively listening to
promote intentionality and care. I provide
new perspectives in order to speak for those
who are not at the table making decisions to
make sure that their voices are heard; and I
ask open-ended questions to promote
creative problem solving. I lead within the
context of my personal mission for studentcentered initiatives, and abide by my offices
intent to do so.

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.

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I: During my internship at Seattle Pacific

University, I was able to lead the OWT
leaders and CORE team leaders through
leadership development activities to help
them identify their personal leadership styles.
V: Within the context of K-12 ministry, I
have learned how to be a leader and mentor
to youth. My leadership style is centralized
around cultivating people into leaders,
supporting them, affirming and encouraging
them, maximizing their potential, and
challenging them to do great things.
O: Within the context of the StrengthsFinder
test, my top 5 strengths are Individualization,
Belief, Maximizer, Connectedness, and
Learner. I believe this test has allowed me to
realize my every day strengths, and how they
inform my leadership style. Additionally,
because I am an INFJ, I feel like I am in tune
with myself and know what I need to grow
and thrive.

Future Improvement &

Development

I look forward to learning

more about leadership
development opportunities to
influence my personal
leadership style. I want to be
informed with more leadership
development resources in
order to help my students
grow and develop as leaders. I
want to be able to go to
leadership conferences to learn
best practices and strategies
around knowledge and skills to
cultivate student leaders.
I want to be able to
consistently ask colleagues
what areas I am strong in and
what areas I can grow in so
that I can continue growing as
a leader.

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ACPA/NASPA
Competency Area

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 selfpersonal cultural skills by participating in
reflective; maintain activities that challenge ones beliefs.
excellence and
Recognize and articulate healthy habits for
integrity in work; be better living.
comfortable with
Articulate an understanding that wellness is a
ambiguity; be aware broad concept comprised of emotional,
of ones own areas of physical, social, environmental, relational,
strength and growth; spiritual, and intellectual elements.
have a passion for
Identify and describe personal and professional
work; and remain
responsibilities inherent to excellence.
curious.
Articulate meaningful goals for ones work.
Identify positive and negative impacts on
Overall Rating:
psychological wellness and, as appropriate, seek
assistance from available resources.
0 1 2 3 4 5
Recognize the importance of reflection in
personal and professional development.

Specific
Rating

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Evidence of Learning

I: During my internship at SPU, I worked

within ambiguity. I learned that I work well
under pressure, and that I can take action
without anyone having to tell me to. I
learned that in order to work within
ambiguity, I need to stay true to my self
and practice self care. To relieve stress, I
learned that I need to do things that I am
passionate about, and things that bring me
joy. I spent a lot of time journaling,
painting, spending time with friends,
reading Scripture, and practicing gratitude.
I learned that when I spend time doing
things that fill me up, I can successfully
pour out into others.
O: During my time working at Forest
Home on counseling staff, I worked 23hour days 5 days a week. Because we were
on duty all day, I had to learn how to
effectively take care of myself. I learned
the importance of self-care and how to
articulate my needs. I learned how to
advocate for myself, and know when I am
being burnt out. I also learned how to
work with a team that was burnt out, and
learn how to effectively collaborate and
depend on one another for strength.
W: The Student Development division at
Seattle University underwent a
reorganization that affected our office
greatly. We grew from 5 staff members to
8 staff members, and our office took on
traditions and leadership development.
There has been plenty of ambiguity;
however, it has been a great opportunity to
learn how to ask questions, make selfinitiatives, and trust the process. I have
had to give myself grace within the
ambiguity; however, I have encouraged
collaboration and celebrating success on
my team within the ambiguity. I am
intentional about making sure my students
are taking care of themselves, as well.

Future Improvement &

Development

It is especially important to me
that I am being intentional
with my personal needs. In
order to successfully pour into
students, colleagues, and peers,
I need to continue to be in
tune with myself. When I get
into my job 1 position, I want
to carve out an hour each
morning before I start my
workday where I am able to do
things that bring me joy. I
want to make sure I am
journaling, doing yoga, reading
Scripture, and spending time
with God. Every week, I take a
Sabbath where I do not work
1 day a week, and I want to
make sure I am actively doing
that during my job 1 position.
Additionally, I want to make
sure my values are consistent
in all aspects of my life. I want
to find a mentor at my job 1
institution that will keep me
accountable to my values and
how they are transforming the
work I do.

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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
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
Overall Rating:
training activities.
0 1 2 3 4 5

Specific
Rating

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Evidence of Learning

I: Within the context of my internship at

SPU, I wanted to give transfer students and
OWT leaders the opportunity to make
meaning of their experiences, build
community, get involved, and grow in their
leadership styles. Based on my knowledge of
theory, I challenged myself to supply students
with tools to help them succeed in these
areas. I implemented a Facebook page where
they could introduce themselves, get to know
their communities, and learn about
themselves.
C: My time in the SDA program has been
filled with courses where I have been able to
apply Student Development theory into
practice. I learned about the importance of
knowing Student Development theories in
my Student Development Theory (SDAD
5780) course that have provided me with
opportunities to apply theory to the
discussions and conversations in all of my
other courses including Social Justice (EDUC
5200), The American Community College
(SDAD 5590), and Relationship and Pastoral
Therapy in a Multicultural Context (STMC
5210). Additionally, I have learned how to
integrate systems and psychological theories
from my Family Systems in Ministry (STMM
5520) course into practice in my Counseling
Skills (COUN 5100) course. The application
of theory to practice I learned in those two
courses has influence my advising style. I
personally have found myself talking about
theory outside of classroom discussions to
help others understand their growth and
development.
O: When I volunteer in a ministry context, I
have informed my colleagues about the
importance of understand a growing
students need to make meaning of
experiences and process what they are
experiencing with people who will support
their growth. I am also constantly talking
about the importance of community
involvement, and how it relates to higher
levels of satisfaction in regards to theory.

Future Improvement &

Development

I have loved learning about

Student Development theory
during my time in the Student
Development Administration
program. I constantly find
myself teaching friends about
how theory informs what we
are experiencing, which makes
me feel thankful that I have
learned a lot in this program.
I want to continue to refresh
myself with theory, and want
to keep challenging myself to
learn new theories to inform
my work and outlook on life. I
want to have conversations
with colleagues about how
theory is informing their own
work, and want to make sure I
am stretching myself to learn.

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