Professional Documents
Culture Documents
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 (2015)
ACPA/NASPA
Competency Area
Involves the
knowledge, skills, and
dispositions to
develop and maintain
integrity in ones life
and work; this
includes thoughtful
development, critique,
and adherence to a
holistic and
comprehensive
standard of ethics and
commitment to ones
own wellness and
growth.
Overall Rating:
4 5
0 1 2 3
Skill
Articulate 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).
Specific
Rating
+
+
Evidence of Learning
W: In my graduate
assistantship, I have come
to understand how my
presentation, actions and
perceptions allows for
others to make
assumptions on personal
code of ethics. Once I
become a steward and
professional of an
institution, I am more
critical and aware of how
institutional ethics and
values come to play.
I: Internship class often
asks for us to examine
SDA Learning Outcome
#3: Exhibiting
professional integrity and
ethical leadership in
professional practice.
Alongside an ongoing
reflection, we were asked
to interview our
supervisors in interpreting
real-life situations that
deals with a code of
ethics.
C: In SDAD 5640-5660,
we spend time in each
integration class exploring
ethical dilemmas within
the contexts of our
internship site. This
allows up to understand
current ethical dilemmas
and use theories and
values to inform practice.
ACPA/NASPA
Competency Area
Values,
Philosophy and
History
Involves
knowledge, skills,
and dispositions
that connect the
history,
philosophy and
values of the
student affairs
profession to
ones current
professional
practice.
Skill
Specific
Rating
Evidence of Learning
Overall Rating:
4 5
0 1 2 3
Articulate an understanding of
the ongoing nature of the history
of higher education and ones
role in shaping it.
I: With an understanding
of the foundational
philosophies, disciplines,
and values of the
profession, I am able to
demonstrate my
commitment in a variety
of contexts and functional
areas. By understanding
the organizational
structures and various
leadership at an
institution, I am able to
identify key players who
would be great assets in
collaboration to create an
institutional commitment
for students.
C: SDAD 5300:
Foundations of the
Student Affairs Profession
was an exemplary course
that provided the
foundational framework
that allowed me to
understand the field.
Within the course, there
were various assignments
that helped us understand
the emerging field of
students affairs. Through
course readings, weekly
news update and projects,
this Foundations course
has laid the groundwork
to facilitate what it means
to be a student affairs
professional. SDAD 5760:
Leadership and
Governance in
Post-secondary Education
helped examine various
models of organization
and governance of
institutions in higher
education and explored
different ways that
leadership is exercised in
postsecondary education.
By understanding
institutional structures
(i.e., President, faculty,
staff, community), we
were able to explore case
studies that allowed us to
reflect on
decision-making practices
in a variety of institutions.
ACPA/NASPA
Competency Area
Assessment,
Evaluation and
Research
Overall Rating:
3 4 5
0 1 2
Skill
Specific
Rating
Evidence of Learning
ACPA/NASPA
Competency Area
Includes the
knowledge, skills and
dispositions relating
to policy
development
processes used in
various contexts, the
application of legal
constructs,
compliance/ policy
issues, and the
understanding of
governance structures
and their impact on
ones professional
practice.
Skill
Specific
Rating
Evidence of Learning
W:
I: Through my
internships, I have
intentionally sought out
opportunities that would
expand my knowledge in
different institutional
capacities. In my
undergraduate and
graduate studies, I have
experience in
understanding the ways in
which private, Jesuit
higher education
functions. For my
ACUHO-I internship, I
have learned a lot while
being at Pacific
University which is a
private, liberal arts
institution and University
of Washington, which is a
large, public, research
institution.
C: SDAD 5760:
Leadership & Governance
in Post-Secondary
Overall Rating:
2 3 4 5
0 1
ACPA/NASPA
Competency Area
Organizational and
Human Resource
Skill
Specific
Rating
Evidence of Learning
W: Through my time at
the Office of Multicultural
Affairs, I have experience
Demonstrate effective
stewardship/use of
Includes knowledge,
skills, and
dispositions used in
the management of
institutional human
capital, financial, and
physical resources.
Overall Rating:
3 4 5
0 1 2
in sitting in interviews
and participating in HR
policies to hire new
professionals into our
department. Aside from
that, I supervise two
student groups:
Connections Leadership
Program Peer Mentors
and Costco Scholars
Advisory Board. I am able
to productively advise
these students that
contributes to their
individual and
professional identity
formation. These student
leaders have been selected
under my leadership
where I am able to
strategically develop
hiring criteria that aligns
with the departments
mission, vision and
values.
I: At my ACUHO-I
internship at Pacific
University, I was able to
work collaboratively with
2 student employees and
the Housing and
Residence Life staff in
implementing the Social
Justice, Diversity
curriculum during RA
training. While this
training is a sensitive
topic and often
contentious, I was able to
find ways to mediate
conflicts within
facilitations and
dialogues. And lastly,
during my time there, I
was able to establish
strong allies through the
institution in various
departments and within
the faculty side to gain
buy in in an institutional
efforts in continued
conversations around
diversity, inclusion and
equity.
ACPA/NASPA
Competency Area
Leadership
Addresses
the knowledge, skills,
and dispositions
required of a leader,
with or without
positional authority.
Overall Rating:
C: In EDAD 5700:
Educational Leadership,
we learned about the
Human Resource Frame
in Organizational
Leadership that really
focuses on the needs of
people as well as their
role, skills, interests,
values and interactions.
Skill
Specific
Rating
Evidence of Learning
W: My graduate
assistantship in the Office
of Multicultural Affairs is
where I have formed my
professional identity. I am
not only learning about
theories and frameworks
in courses, but I am able
to practice my leadership
philosophy and
continuously evaluate
how my leadership is
strengthening, triggering,
or affecting team
4 5
0 1 2 3
ACPA/NASPA
Competency Area
Overall Rating:
Skill
Specific
Rating
Evidence of Learning
W: In my assistantship in
the Office of Multicultural
Affairs, social justice and
inclusion has become the
fabric of what I do and the
lense in which I operate.
During my time, I have
coordinated the
Connections Leadership
Program, a 3-day
immersion for first and
transfer students of color.
This intentional immersion
focuses on students
relationship with the self,
group and community
rooted in identity and
leadership development to
create sustainable change.
With a critical eye on the
lack of resources for Asian
Pacific Islander students at
Seattle University, I have
devoted time to understand
this population and
implement programs that
works towards inclusion
0 1 2 3 4
C: EDUC 5150:
Multicultural Perspectives
and EDUC 5200: Social
Justice in Professional
Practice has given me the
foundation, language and
framework to translate
theory into practice.
ACPA/NASPA
Competency Area
Student Learning
and Development
Addresses the
concepts and
principles of student
development and
learning theory. This
includes the ability to
improve and inform
student affairs and
teaching practice.
Overall Rating:
4 5
0 1 2 3
Skill
Articulate theories and models that
describe the developmental of
college students and the conditions
and practices that facilitate holistic
development s(e.g. Learning,
psychosocial and identity
developments, cognitive-structural,
typological, and moral).
Evidence of Learning
W: My work in
multicultural programming
has given me insight in the
way identity development
theories play out. Student
Development theories has
helped and strengthened
my understanding working
with LGBTQ+ students
and students of color. This
unique student population
has unique needs and
identity development is a
large component of the
work that I have done.
Theories have influenced
workshops, presentations,
and facilitation that I have
done through my time in
the Office of Multicultural
Affairs.
C: SDAD 5780 has given
me great insight on
foundational student
development theory and
how it shapes the work we
ACPA/NASPA
Competency Area
Technology
Focuses on the use of
digital tools,
resources, and
technologies for the
advancement of
student learning,
development, and
success as well as the
improved
performance of
student affairs
professionals.
Overall Rating:
3 4 5
0 1 2
Skill
Specific
Rating
Evidence of Learning
W: As the Program
Coordinator in the Office
of Multicultural Affairs, I
utilize technology a lot as
a form to communicate
and interact with students,
faculty, staff and the
institution. In my role, I
have been the individual
who is responsibility to the
up-keeping of the social
media platforms in
communicating future
programs, job
opportunities, and
announcements.
Additionally, I have also
been trained through
Marketing and
Communications to
understand the T-9
software to edit website
content. Lastly, I am
always evaluating the
ways in which we can
continue to reach students.
I have also been
productive on OrgSync,
Redhawk Experience app
and Canvas.
I: At my ACUHO-I
internship at Pacific
utilize technology as a
platform for professional
development. A great tool
that I have seen in other
departments and campuses is
through the use of webinars.
- My age as a young
professional gives me an
advantage in understanding
the different mediums in
which students are engaging
with technology to receive
information. As a
professional practice, I hope
to rely on research and trends
in higher education to inform
my practice.
ACPA/NASPA
Competency Area
Advising and
Supporting
Skill
Exhibit culturally inclusive active
listening skills (e.g., appropriately
establishing interpersonal contact,
paraphrasing, perception checking,
summarizing, questioning,
Specific
Rating
Evidence of Learning
W: Through my role in the
Office of Multicultural
Affairs, I have advised 8
Peer Mentors and 8 Costco
Scholars. I have
Addresses the
knowledge, skills and
dispositions related to
providing advising
support to individuals
and groups through
direction, feedback,
critique, referral, and
guidance.
Overall Rating:
0 1 2 3 4 5
Facilitate problem-solving.
experience in engaging
with students in 1:1
settings and in group
meetings. I have worked
on academic, personal, and
professional goals in 1:1
settings. My experiences
in advising has given me
the insight on how to make
sure student are taking
ownership of their student
leadership experience. My
advising and support with
students go beyond
scheduled interactions. My
philosophy is to create
spaces with students with
a shared mission and
establish expectations for
one another that garners a
healthy relationship
moving forward.
C: SDAD 5400: Student
Development, Theory,
Research and Practice has
provided the foundation to
understand how students
gain knowledge and are
supported in academic
settings. Learning about
the different identity
development theories
helps to exhibit culturally
relevant and sensitive
advising pedagogies.