Artifact e Edited Version

Running head: ACPA/NASPA COMPETENCIES 1
ACPA/NASPA Professional Competencies Assessment
Mitchell Catalano
Seattle University
ACPA/NASPA COMPETENCIES 2
Artifact E: NASPA/ ACPA Competency 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 (2015)
ACPA/NASPA Competency Area Skill Specific Evidence of Learning Future Improvement & Development
Rating
Personal and Ethical Articulate key + W: Student Government A key part to future development in this
Foundations elements of ones set Advising, Center for area includes constant reflection. The
Involves the knowledge, skills, of personal beliefs and
commitments (e.g., Student Involvement, SDA program emphasizes reflective
and dispositions to develop and Seattle University practice, and I truly believe this to be a
values, morals, goals,
maintain integrity in ones life and
desires, self- promising practice for young
work; this includes thoughtful definitions), as well as I: Ethical Issues in professionals. I will continue to identify
development, critique, and the source of each
adherence to a holistic and International Student how my code of ethics and values may
(e.g., self, peers,
comprehensive standard of ethics family, or one or more Advising, International shift from position to position. To do so, I
and commitment to ones own larger communities). Student Center, Seattle will maintain a curiosity and commitment
wellness and growth. University to my institutions values and ethical
Articulate ones practices. I will examine how I it into
Overall Rating: personal code of ethics C: Internship and those as well as how those practice may
for student affairs
0 1 2 3 4 5 Leadership Coursework fit into my own value system.
practice, informed by
the ethical statements Reflections, Seattle
of professional student University Another way to do this will be to educate
affairs associations myself on the emerging ethical practices
and their foundational of the field in general. Reading literature
ethical principles.
and maintaining membership to
Describe the ethical professional associations will be concrete
statements and their ways to achieve this goal. Engaging in
foundational those practices will also be an immediate
principles of any response to developing the single skill in
professional
this area with which I need further
associations directly
relevant to ones improvement. In better understanding the
working context. ethical statements of the profession will
help me connect the professional ethic to
Identify ethical issues + the personal ethic in my life and career.
in the course of ones
job.
Explain how ones

behavior reflects the
ethical statements of
the profession and
address lapses in ones
own ethical behavior.
Appropriately +
question institutional
actions which are not
consistent with ethical
standards.
Utilize institutional +
and professional
resources to assist
with ethical issues
(e.g., consultation with
appropriate mentors,
supervisors, and/or
colleagues,
consultation with an
associations ethics
committee).
Articulate awareness +
and understanding of
ones attitudes, values,
beliefs, assumptions,
biases, and identity
how they affect ones
integrity and work
with others.
Take responsibility to
broaden perspectives
by participating in
activities that
challenge ones
beliefs.
Identify the challenges +

associated with
balancing personal and
professional
responsibilities, and
recognize the
intersection of ones
personal and
professional life.
Identify ones primary +

work responsibilities
and, with appropriate,
ongoing feedback,
craft a realistic,
summative self-
appraisal one ones
strengths and
limitations.
Articulate an +
understanding that
wellness is a broad
concept comprised of
emotional, physical,
social, environment,
relational, spiritual,
moral and intellectual
elements.
Recognize and +
articulate healthy
habits for better living.
Identify positive and

negative impacts on
wellness and, as
appropriate, seek
assistance from
available resources.
Identify and describe

personal and
professional
responsibilities
inherent to excellence
in practice.
Recognize the +
importance of
reflection in personal,
professional, and
ethical development.
ACPA/NASPA Competency Skill Specific Evidence of Learning Future Improvement & Development
Area Rating
Values, Philosophy and Describe the W: Student Government Future development will rely largely on
History foundational Advising and Leadership my ability to find and digest literature
Involves knowledge, skills, and philosophies,
disciplines, and Development, Center for and current research in the field.
dispositions that connect the Student Involvement, Knowing that I have deep contextual
values of the
history, philosophy and values
profession. Seattle University knowledge about study abroad and Jesuit
of the student affairs profession
to ones current professional
institutions, it will be key to identify
Articulate the I: Graduate Student literature and research to expand my base
practice. historical contexts
of institutional
Services, Evans School of of knowledge and out the values,
types and Public of Public Policy and philosophy, and histories of other
functional areas Governance, University of institutional types as well as other sub-
Overall Rating: within higher Washington fields. This kind of activity will be
education and crucial to connecting the evolving nature
0 1 2 3 4 5 student affairs. C: Foundations and Theory of student affairs to my current
Describe the of Student Affairs professional practice.
+
various research, Coursework, Seattle
philosophies, and University Many of the areas of improvement in this
scholars that competency can also be addressed in
defined the
profession. V: SEAL (College Access setting a regiment to review literature in

Enrichment Program) the field. Accessing journals and research
Demonstrate +
responsible
Program Volunteer, First Year can help me identify sustainable practices
campus citizenship Programs, Loyola University in the field as well as providing different
and participation in Chicago frameworks to our work, Namely,
the campus identifying in the literature works that can
community. advance my knowledge of the field in a
global context and how it shapes and reacts
Describe the roles +
of faculty, to changing global forces.
academic affairs,
and student affairs
educators in the
institution.
Explain the +
importance of
service to the
institution and to
student affairs
professional
associations.
Learn and +
articulate the
principles of
professional
practice.
Articulate the +
history of the
inclusion and
exclusion of people
with a variety of
identities in higher
education.
Explain the role

and responsibilities
of student affairs
professional
associations.
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 in particular
and of higher
education in
general.
Articulate an +
understanding of
the ongoing nature
of the history of
higher education
and ones role in
shaping it.
Be able to model +
the principles of
the profession and
expect the same
from colleagues
and supervisees.
Explain how the

values of the
profession
contribute to
sustainable
practices.
Articulate the
changing nature of
the global student
affairs profession
and communicate
the need to provide
a contextual
understanding of
higher education.
Rating
Differentiate among W: Student Government Overall, this is my largest competency area for
Assessment, Evaluation and assessment, program improvement. I have been able to access assessment
Advising, Center for literature through coursework and perform some
Research review, evaluation,
planning, and research Student Involvement, small scale assessments through professional
Focuses on the ability to design, Seattle University experiences. I have also incorporated cultures of
as well as the methods
conduct, critique, and use various appropriate to each. assessment into previous professional roles prior to
AER methodologies and the my SDA experience. With that base of practice, I
I: Orientation Assessment need to aim to partake in an assessment process.
results obtained from them, to Select AER methods,
utilize AER processes and their
Project, Evans School of From start to finish One that is responsive to
methodologies,
results to inform practice, and to designs, and tools that
Public Policy and strategic needs of the institution. One that is
Governance, University of developed with promising assessment practices and
shape political and ethical climate fit with research and with shared institutional resources and buy in. It will
surrounding AER processes and evaluation questions Washington be most important for me to actively seek out those
uses in higher education. and with assessment opportunities. As I am able to find them, I can better
and review purposes.
Overall Rating: Facilitate appropriate C: Best Practices in apply some of the knowledge I have so far attained and
0 1 2 3 4 5 data collection for use it in practice. This will be a crucial step in my
Assessment Coursework and continued professional development.
system/department-
wide assessment and Research, Seattle University
evaluation efforts using
current technology and
methods.
Effectively articulate,
interpret, and apply
results of AER reports
and studies, including
professional literature
Assess the legitimacy,

trustworthiness, and/ or
validity of studies of
various methods and
methodological
designs (e.g.
qualitative vs.
quantitative, theoretical
perspective,
epistemological
approach).
Consider rudimentary
strengths and
limitations of various
methodological AER
approaches in the
application of findings
to practice in diverse
institutional settings
and with diverse
student populations
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.
Ensure all
communications of
AER results are
accurate, responsible,
and effective.
Identify the political

and educational
sensitivity of raw and
partially processed data
and AER results,
handling them with
appropriate
confidentiality and
deference to
organizational
hierarchies
Describe the
governance systems at
ones institution
including the
governance structures
for faculty, student
affairs professionals,
staff, and students
Describe how policy is

developed and
implemented in ones
department and
institution, as well as
the local,
state/province, and
national levels of
government.
Know when and how

to consult with ones
immediate supervisor
and institutional legal
counsel regarding
matters that may have
legal ramifications.
Explain concepts of
risk management,
reasonable
accommodation, and
enact liability
reduction strategies.
Demonstrate
awareness of
inequitable and
oppressive ways that
laws and policies are
enacted on vulnerable
student populations at
national,
state/provincial, local,
and institutional levels.
Describe the student

conduct process at the
institutional level and
demonstrate concern
for the legal, social,
moral, educational, and

ethical expectations of
the community.
Encourage and +
advocate participation
in national,
and institutional
electoral processes as
applicable.
Rating
Law, Policy and Governance Describe the systems W: Student Government Much of my knowledge in this
Includes the knowledge, skills used to govern public, Advising and Leadership competency area has developed thanks to
and dispositions relating to policy private, and for-profit
institutions of all types Development, Center for my graduate assistantship working with
development processes used in Student Involvement, student government. I have gained great
(two-year, four-year,
various contexts, the application
graduate, professional, Seattle University insight into the systematic inner workings
of legal constructs, compliance/ vocational, etc.) in
policy issues, and the
of governance at an institution. Moving
ones state/province Student Life Advising, John forward, I will utilize that knowledge of
understanding of governance and nation
structures and their impact on Felice Rome Center, Loyola how to navigate complex political
ones professional practice. Explain the differences + University Chicago institutions as I progress to different
Overall Rating: between public, institutional types.
0 1 2 3 4 5 private, and for-profit I: Graduate Student
higher education with Services, Evans School of In other ways, I have areas of
respect to the legal
system and what they
Public Policy, University of improvement in learning more
may mean for Washington specifically about how higher education
respective students, laws apply to my specific institution.
faculty, and student C: Leadership and This will be key particularly as I would
affairs professionals. Governance Coursework, like to expand my professional identity
Seattle University into four-year land grant institutions
Describe how national
and state/provincial where law has an even bigger impact.

constitutions and laws
influence the rights of
students, faculty, and
staff on all types of
college campuses..
Describe evolving
laws, policies, and
judicial rulings that
influence the student-
institutional
relationship and how
they affect professional
practice.
Act in accordance with +

national, state/
provincial, and local
laws and with
institutional policies
regarding non-
discrimination.
Identify major internal

and external
stakeholders,
policymakers, and
special interest groups
who influence policy at
the national,
and institutional levels.
Describe the +
governance systems at
ones institution
including the
governance structures
for faculty, student

affairs professionals,
staff, and students
Describe how policy is

developed and
implemented in ones
department and
institution, as well as
the local,
state/province, and
national levels of
government.
Rating
Organizational and Human Demonstrate effective + W: Student Government At this point in my professional career, I
Resource stewardship/use of Advising and Leadership have had opportunities to expand my
Includes knowledge, skills, and resources (i.e.,
financial, human, Development, Center for human resource skills and experiences at
dispositions used in the Student Involvement, two different institutions. Moving
material)
management of institutional
Seattle University forward, I will need to embrace that
human capital, financial, and
physical resources.
Describe campus + competency already developed and be
protocols for Student Life Advising, John able to adapt to new institutional
Overall Rating: responding to
0 1 2 3 4 5 significant incidents
Felice Rome Center, Loyola environments and positions.
and campus crises. University Chicago
One area of improvement in this
Describe I: Fukuoka Program Intern competency area is my ability to create a
environmentally Coordinator, International meaningful professional development
sensitive issues and
Student Center, Seattle plan. Up to this point, my plan has
explain how ones
work can incorporate University stretched as far as completing graduate
elements of school. As I finish this program, I will
sustainability. Graduate Student Services, look to extend that arc to plan for the
Evans School of Public next three to five years.
Use technological Policy, University of
resources with respect
to maximizing the Washington

efficiency and C: Student Development
effectiveness of ones
work. Capstone Professional
Development Coursework,
Describe ethical hiring Seattle University
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 that
assesses ones current
strengths and
weaknesses, and
establishes action items
for fostering an
appropriate pace of
growth.
Explain the application

of introductory
motivational
techniques with
students, staff, and

others.
Describe the basic

premises that underlie
conflict in and the
constructs utilized for
facilitating conflict
resolution.
Develop and utilize +

appropriate meeting
materials (e.g.
facilitation skills,
agenda,
notes/minutes).
Communicate with +
others using effective
verbal and non-verbal
strategies appropriate
to the situation in ways
that the person(s) with
whom you are engaged
prefers.
Recognize how
networks in
organizations play a
role in how work gets
accomplished.
Understand the +
relational roles
partners, allies, and
adversaries play in the
completion of goals
and work assignments.
Explain the basic

tenets of personal or
organizational risk and
liability as they relate
to ones work.
Provide constructive +
feedback in a timely
manner.
Advocate for equitable +

hiring practices.
Articulate basic +
institutional accounting
techniques for
budgeting as well as
monitoring and
processing revenue and
expenditures.
Effectively and +
appropriately use
facilities management
procedures as related
to operating a facility
or program in a
facility.
Demonstrate an +
understanding of how
physical space impacts
the institutions
educational mission.
Understand the basic

concepts of facilities
management and
institutional policies
related to energy usage

and environmental
sustainability.
Rating
Leadership Articulate the vision + W: Student Government Leadership is one of the identifiable sub-
Addresses and mission of the Advising and Leadership fields in which I would be interested to
the knowledge, skills, and primary work unit, the
division, and the Development, Center for continue. Thus far, I have been able to
dispositions required of a leader, Student Involvement, learn leadership theirs and frameworks
institution. (Education)
with or without positional
Seattle University and apply then across two different
authority. Identify and + institutions. I have been able to facilitate
understand individual- I: Fukuoka Program Student leadership programs and work directly
level constructs of
Overall Rating: leader and
Leader Advising, with student leaders. Moving forward,
0 1 2 3 4 5 leadership. International Student Continuing to identify those
(Education) Center, Seattle University opportunities and how to connect myself
to them in whatever position will be a
Explain the values and Graduate Student Services, meaningful way to continue this
processes that lead to
Evans School of Public development. This could happen within
organizational
improvement. Policy, University of whatever office I find myself within or in
(Education) Washington volunteering for opportunities outside of
my immediate professional
Explain the advantages + C: Leadership Coursework, responsibilities.
and disadvantages of Seattle University
different types of
decision-making One area for improvement would be to
processes (e.g. identify opportunities for leadership with
consensus, majority my professional positions as well as in
vote, and decision by professional organizations. Maintaining
authority). (Education) reflective practices in stretching my own
Identify institutional leadership styles and identities will be
+
traditions, mores, and meaningful for my continued
organizational professional identity.
structures (e.g.,
hierarchy, networks,
governing groups,
technological
resources, nature of
power, policies, goals,
agendas and resource
allocation processes)
and how they influence
others to act in the
organization.
(Education)
Identify ones own +

strengths and
challenges as a leader
and seek opportunities
to develop leadership
skills. (Training)
Identify basic +
fundamentals of
teamwork and
teambuilding in ones
work setting and
communities of
practice. (Training)
Describe and apply the +

basic principles of
community building.
(Training)
Describe how ones +

personal values,
beliefs, histories, and
perspectives inform
ones view of oneself
as an effective leader
with and without roles
of authority.
(Development)
Build mutually +
supportive
relationships with
colleagues and students
across similarities and
differences.
(Development)
Understand campus +
cultures (e.g.
academic, student,
professorial,
administrative) and
apply that
understanding to ones
work. (Engagement)
Use appropriate
technology to support
leadership processes
(e.g. seeking input or
feedback, sharing
decisions, posting data
that supports decisions,
use group support
website
tools). (Engagement)
Think critically,
creatively, and imagine
possibilities for
solutions that do not
currently exist or are
not apparent.
(Engagement)
Identify and consult +

with key stakeholders
and individuals with
differing perspectives
to make informed
decisions.
(Engagement)
Articulate the logic and +

impact of decisions on
groups of people,
institutional structures
(e.g.
divisions,
departments), and
implications for
practice. (Engagement)
Exhibit informed +
confidence in the
capacity of individuals
to organize and take
action to transform
their communities and
world. (Engagement)
Within the scope of +

ones position and
expertise, lead others
to contribute toward
the effectiveness and
success of the
organization.
(Engagement)
Rating
Social Justice and Inclusion Identify systems of + W: Student Government

A process and a goal which includes socialization that Advising and Leadership
the knowledge, skills and influences ones
dispositions needed to create multiple identities and Development, Center for
learning environments that foster sociopolitical Student Involvement,
equitable participation of all groups perspectives and how Seattle University
while seeking to address and they impact ones lived
acknowledge issues of oppression, experiences. I: Fukuoka Program Intern
privilege and power.
Overall Rating: Understand how one is
Coordinator, International
+
0 1 2 3 4 5 affected by and Student Center, Seattle
participates in University
maintaining systems of
oppression, privilege, Graduate Student Services,
and power.
Evans School of Public
Engaged in critical + Policy, University of
reflection in order to Washington
identify ones own
prejudices and biases. C: College of Education
Social Justice and
Participate in activities +
that assess and
Multicultural Perspectives
complicates ones Coursework, Seattle
understanding of University
inclusion, oppression,
privilege, and power. American Community
Integrate knowledge of
College Coursework, Seattle

social justice, University
inclusion, oppression,
privileges, and power O: Dedication to social
into ones own justice work in personal life
practice.
Connect and build +

meaningful
relationships with
others while
recognizing the
multiple intersecting
identities, perspectives,
and developmental
differences people
hold.
Articulate a
foundational
understanding of social
justice and inclusion
within the context of
higher education.
Advocate on issues of
social justice,
oppression, privilege,
and power that impact
people based on local,
national, and global
interconnections.
ACPA/NASPA Competency Area Skill Evidence of Learning Future Improvement & Development
Student Learning and Articulate theories and W: Student Government

Development models that describe Advising and Leadership
Addresses the concepts and the developmental of
college students and Development, Center for
principles of student development Student Involvement,
the conditions and
and learning theory. This includes
practices that facilitate Seattle University
the ability to improve and inform holistic development
student affairs and teaching s(e.g. Learning,
practice. Student Life Advising, John
psychosocial and
Overall Rating: identity developments, Felice Rome Center, Loyola
0 1 2 3 4 5 cognitive-structural, University Chicago
typological, and
moral).
Articulate how race, + I: Fukuoka Program Intern

ethnicity, nationality, Coordinator, International
class, gender, age,
sexual orientation, Student Center, Seattle
gender identity, University
dis/ability, and
religious belief can Graduate Student Services,
influence development Evans School of Public
during the college
years. Policy, University of
Washington
Identify the strengths
and limitations in C: Student Development
applying existing Theory Course, Seattle
theories and models to
varying student
University
demographic groups.
Articulate ones own

developmental journey
in relation to formal
theories.
Identify ones own

informal theories of
student development
(theories in use) and
how they can be
informed by formal
theories to enhance
work with students.
Identify dominant
perspectives present in
some models of
student learning and
development.
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.
Assess learning
outcomes from
programs and services
and use theory to
improve practice.
Rating
Technology Demonstrate W: iLead Conference

Focuses on the use of digital adaptability in the face Online Leadership Learning
tools, resources, and technologies of fast-paced
technological change. Development, Center for
for the advancement of student Student Involvement,
learning, development, and
Remain current on Seattle University
success as well as the improved student and educator
performance of student affairs adoption patterns of
professionals. new technologies and
Overall Rating: familiarize oneself
I: Fukuoka Program Intern
0 1 2 3 4 5 with the purpose and Coordinator, International
functionality of those Student Center, Seattle
technologies. University
Troubleshoot basic Graduate Student Services,
software, hardware,
and connectivity Evans School of Public
problems and refer Policy, University of
more complex Washington
problems to an
appropriate
information technology
administrator.
C: Adult Learning Online
Draw upon research, Coursework, Seattle
trend data, and University
environmental
scanning to assess the
technological readiness
and needs of students,
colleagues, and other
educational
stakeholders when
infusing technology
into educational
programs and
interventions.
Critically assess the

accuracy and quality of
information gathered
via technology and
accurately cite
electronic sources of
information respecting
copyright law and fair
use.
Model and promote the

legal, ethical, and
transparent collection,
use, and securing of
electronic data.
Ensure compliance
with accessible
technology laws and
policies.
Demonstrate
awareness of ones
digital identity and
engage students in
learning activities
related to responsible
digital communications
and virtual community
engagement as related
to their digital
reputation and identity.
Model and promote

equitable and inclusive
practices by ensuring
all participants in
educational endeavors
can access and utilize
the necessary tools for
success.
Appropriately utilize
social media and other
digital communication
and collaboration tools
to market and promote
advising,
programming, and
other learning-focused
interventions and to
engage students in
these activities.
Engage in personal and

professional digital
learning communities
and personal learning
networks at the local,
national, and/or global
level.
Design, implement,
and assess
technologically-rich
learning experiences
for students and other
stakeholders that
model effective use of
visual and interactive
media.
Ensure that ones

educational work with
and service to students
is inclusive of students
participating in online
and hybrid format
courses and programs.
Incorporate commonly
utilized technological
tools and platforms
including social media
and other digital
communication and
collaboration tools into
ones work.
Rating
Advising and Supporting Exhibit culturally + W: Student Government

Addresses the knowledge, skills inclusive active Advising and Leadership
and dispositions related to listening skills (e.g.,
appropriately Development, Center for
providing advising support to Student Involvement,
establishing
individuals and groups through
interpersonal contact, Seattle University
direction, feedback, critique, paraphrasing,
referral, and guidance. perception checking,

Overall Rating: summarizing, Student Life Advising, John
0 1 2 3 4 5 questioning,
encouraging, avoid Felice Rome Center, Loyola
interrupting, University Chicago
clarifying).
I: Fukuoka Program Intern
Establish rapport with + Coordinator, International
students, groups,
colleagues, and others
Student Center, Seattle
that acknowledges University
differences in lived
experiences. Graduate Student Services,
Evans School of Public
Recognize the + Policy, University of
strengths and
limitations of ones Washington
own worldview on
communication with V: SEAL (College Access
others (e.g., how Enrichment Program)
terminology could
Program Volunteer, First
either liberate or
constrain others with Year Programs, Loyola
different gender University Chicago
identities, sexual
orientations, abilities,
cultural backgrounds,
etc.).
Facilitate reflection to +
make meaning from
experiences with
students, groups,
colleagues, and others.
Conscientiously use
appropriate nonverbal
communication.
Facilitate problem-
solving.
Facilitate individual
decision-making and
goal-setting.
Appropriately +
challenge and support
students and
colleagues.
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.
Seek opportunities to
expand ones own
knowledge and skills
in helping students
with specific concerns
(e.g., relationship
issues, navigating
systems of oppression,
or suicidality) as well
as interfacing with
specific populations
within the college
student environment
(e.g., student veterans,
low- income students,
etc.).
Utilize virtual
resources and
technology to meet the
advising and
supporting needs of
students.
Know and follow

applicable laws,
policies, and
professional ethical
guidelines relevant to
advising and
supporting students
development.

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Running head: ACPA/NASPA COMPETENCIES 1

ACPA/NASPA Professional Competencies Assessment

Artifact E: NASPA/ ACPA Competency Analysis

Overall Competency Rating:

Specific Skill Rating:

Explain how ones

Identify the challenges +

Identify ones primary +

Identify positive and

Identify and describe

profession. V: SEAL (College Access setting a regiment to review literature in

Explain the role

Explain the public +

Explain how the

Assess the legitimacy,

Explain the necessity

Identify the political

Describe how policy is

Know when and how

Describe the student

moral, educational, and

and state/provincial where law has an even bigger impact.

Act in accordance with +

Identify major internal

for faculty, student

Describe how policy is

to maximizing the Washington

Explain how job

Explain the application

students, staff, and

Describe the basic

Develop and utilize +

Explain the basic

Advocate for equitable +

Understand the basic

related to energy usage

Identify ones own +

Describe and apply the +

Describe how ones +

Identify and consult +

Articulate the logic and +

Within the scope of +

Social Justice and Inclusion Identify systems of + W: Student Government

Connect and build +

Student Learning and Articulate theories and W: Student Government

Articulate how race, + I: Fukuoka Program Intern

Articulate ones own

Identify ones own

outcomes for both

Technology Demonstrate W: iLead Conference

Critically assess the

Model and promote the

Model and promote

Engage in personal and

Ensure that ones

Advising and Supporting Exhibit culturally + W: Student Government

referral, and guidance. perception checking,

Know and use referral

Identify when and with +

the student or others.

Know and follow

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