Artifact E: 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 (2015)
 ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &
Competency Rating Development
Area
Exhibit culturally inclusive active W=Work: In the future, I plan on
listening skills (e.g., appropriately (+) College of Ed GAship: I taking opportunities to
Advising & establishing interpersonal contact, supported 16 faculty
members from 11 graduate
learn more about
Supporting paraphrasing, perception checking, different advising
programs in enrollment
summarizing, questioning,
efforts. Working techniques and best
encouraging, avoid interrupting,
clarifying).
collaboratively in providing practices into my own
The Advising and support to prospective
Supporting style. In addition,
Establish rapport with students, (+) graduate students. In
competency area groups, colleagues, and others that addition, advising
working toward
addresses the acknowledges differences in lived prospective students keeping up to-date in
knowledge, skills, experiences. through individual program the latest trends in
and Facilitate reflection to make meaning information and admissions higher education and
(+)
attitudes related processes. Taking the time student demographics.
from experiences with students,
to providing to learn about their needs,
groups, colleagues, and others. what they are looking for in
I hope to continue my
counseling and Conscientiously use appropriate (+) work in providing
a graduate program, and
advising support, nonverbal communication. connecting them with welcoming and
direction, faculty.
Utilize virtual resources and (+) inclusive spaces for
feedback, technology to meet the advising and Alumni Engagement students to express
critique, referral, supporting needs of students. GAship: I co-advise 10
and guidance to undergraduate student
their experiences to
Facilitate problem-solving. () me. This also includes
individuals and alumni ambassadors and
groups. Facilitate individual decision-making (+) work closely with 3 my future work in
and goal setting. members of their executive assessment and asking
Appropriately challenge and support (+) board. I support these students to provide
students and colleagues. students through their
leadership and professional
feedback to improve
Know and use referral sources (e.g., development. Building a my practice.
other offices, outside agencies, (+) professional my
Overall Rating: knowledge sources), and exhibit professional identity with
referral skills in seeking expert advising skills.
0 1 2 3 4 5 assistance.
Identify when and with whom to I-Internship: In both my
implement appropriate crisis (+) internships (UML and
management and intervention TCC) I advised
undergraduate students
responses.
Maintain an appropriate degree of through goal mapping,
confidentiality that follows applicable career or post-secondary
legal and licensing requirements, (+) options, programing,
facilitates the development of trusting diversity training, and self-
reflection. In addition,
relationships, and recognizes when
familiarizing myself with
confidentiality should be broken to resources on campuses to
protect the student or others. support my students when
Recognize the strengths and limitations needed. While following
of ones own worldview on (+) FERPA guidelines in
communication with others (e.g., how protecting student
terminology could either liberate or confidentiality.
constrain others with different gender
identities, sexual orientations, abilities, C=Coursework: My STML
Leadership and Culture
cultural backgrounds).
course has improved my
Seek out opportunities to expand ones listening skills as a deep
own knowledge and skills in helping listener and asking
students with specific concerns intentional open ended
(relationship issues, navigating systems questions. This course has
of oppression, or suicidality) as well as reassured me the
interfacing with specific populations importance of the power of
within the college student environment narratives. Giving people
(e.g., student veterans,. low-income especially those who need a
space to voice their
students etc)
experiences, emotions, and
comments. Sometimes
Know and follow applicable laws, (+) students just want to be
policies, and professional ethical heard and they dont
guidelines relevant to advising and always need a fixer
supporting students development.
ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &
Competency Rating Development
Area
Differentiate among assessment, I=Internship:
program review, evaluation, planning, (+) Tacoma Community API studies specifically
Assessment, and research and the methodologies College(TCC): Through
Pacific Islander studies
Evaluation, & appropriate to each. my internship at TCC one
of my primary role was is an area of interests a
Research Effectively articulate, interpret, and future research I would
restricting the student
apply results of AER reports and (+) handbook and help building love to focus on. The is
studies, including professional a foundation of a club not a lot of research on
The Assessment, literature. culture at TCC. With that I
Evaluation, and Pacific Islander
Select AER methods, methodologies, (+) conducted surveys and
Research focus groups toward students because they
designs and tools that fit with research
competency area and evaluation efforts using current student clubs and are always paired with
(AER) focuses on technology and methods. organizations to focus on API studies. However,
the ability to use, their experiences as a club many of those students
Facilitate appropriate data collection at TCC, views on the
design, conduct, for system/department-wide () generalize their results
student handbook, and
and critique assessment and evaluation efforts and not desegregate
ways the OSE can grow in
qualitative and using up-to-date technology and moving forward. In the data.
quantitative AER methods. addition, prior to my
analyses; to arrival, there was not a lot
Assess legitimacy, trustworthiness As an educator and
manage and/or validity of studies of various of assessment happening
() practitioner, I will be
organizations methodological designs (e.g. qualitative for student clubs and
using AER organizations. With that, I more critical when
vs. quantitative, theoretical worked with student reviewing research and
processes and the perspective, epistemological approach)
results obtained government and pro-staff in assessment presented
Consider rudimentary strengths and assessment efforts from to me. Making sure to
from them; and to
limitations of various methodological () programing, trainings, and
shape the see the purpose,
AER approaches in the application of resources. For example, I
political and created a club fair intentions, and if
findings to practice in diverse
ethical climate assessment form after the applied into practice;
institutional settings and with diverse
surrounding AER Spring Club fair event and does it work for the
student populations
processes and this provided the OSE Staff specific population it is
uses on campus. Explain the necessity to follow and student government
institutional and divisional procedures targeting/who is the
valuable info on how they
and policies (e.g., IRB approval, () can improve club fair for data missing?
informed consent) with regard to the future.
ethical assessment, evaluation, and
other research activities.
Overall Rating: Ensure all communications of AER () Furthermore, when
results are accurate, responsible, and restructuring the student
0 1 2 3 4 5 effective. handbook I had to review
the current handbook to
Identify the political and educational
think critically about what
sensitivity of raw and partially () is there, what is missing,
processed data and AER results, and how can I make this
handling them with appropriate more accessible and
confidentiality and deference to the understandable. I also did
organizational hierarchy. research from best
Design program and learning outcomes practices from other
that are appropriately clear, specific, () institutions to see how they
and measurable, are informed by made their student
handbooks and how I can
theoretical frameworks, and that align
tailor it specifically to TCC.
with organizational outcomes, goals,
and values.
Assessment has now
become an interest of
mine because of both of
my internship
experience. In my
future role after the
program I will be sure
to incorporate any
assessment in my
programs, center, or
giving space for
students to share their
experiences, if there
isnt any already.
Explain to students and colleagues the
relationship of AER processes to
learning outcomes and goals.
UMass Lowell NODA:
During my NODA
internship, I supervised
orientation leaders and
working with first-year and
transfer student
orientation. Assessment is
very important for
orientation because with
the changing demographics
of students and needs,
orientation is always
shifting to accommodate to
all students. I oversaw the
distribution and analysis of
first-year orientation
surveys from 15 overnight
orientation sessions. I used
survey monkey in collecting
the data and had students
fill out the survey at the
end of their orientation. I
collected the data and
created a comprehensive
report for the Director of
Orientation, as well as,
recommendations based on
the data presented. I did
the same thing after
hosting a focus group and
survey to my orientation
leaders about orientation
leader training and their
confidence for their first
orientation session. I made
sure to conduct both online
and a focus group survey to
make sure I can provide
different opportunities for
students to share their
comments and experiences.
C=Coursework: For my
best practices course I
focused on assessment and
student success. I
 ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &
Competency Rating Development
Area
Identify systems of socialization that (+) C=Coursework: I will continue to
influences ones multiple identities and All my SDA courses have challenge myself and
Social Justice & sociopolitical perspectives and how been rooted in social reflect on my own
Inclusion they impact ones lived experiences. justice and inclusion. We identities and privileges.
Understand how one is affected by and (+) are always challenged Learn how to use my
participates in maintaining systems of through critically voice to advocate for
This competency oppression, privilege, and power. assessing and using those who have been
involves student Engage in critical reflection in order to theories, college access, historically
affairs educators identify ones own prejudices and (+) history, and law. underrepresented and
who have a sense biases. marginalized. Looking at
of their own Participate in activities that assess and I=Internship: assessment and best
agency and social complicate ones understanding of TCC: Working with a practices more critically
(+)
responsibility that inclusion, oppression, privilege, and diverse population of through a social justice
includes others, power. student leaders in the lens. Furthermore, to
their community, OSE in both student continue to educate
Integrate knowledge of social justice, (+)
and the larger government, programing myself in what is
inclusion, oppression, privilege, and
global context. board, and clubs. happening socially,
power into ones practice.
Student Affairs Restructuring the politically, and
Connect and build meaningful environmentally that is
educators may guidebook, I made
relationships with others while (+) effecting students (i.e.
incorporate social changes to binary
recognizing the multiple, intersecting DACA).
justice and language and added
identities, perspective, and
inclusion they/them/theirs.
developmental differences people hold.
competencies into Using theories such as
their practice Articulate a foundational Popes cultural wealth
through seeking understanding of social justice and (+) model and Yossos
to meet the needs inclusion within the context of higher multicultural
education.
 of all groups, Advocate on issues of social justice, competencies when
equitably oppression, privilege, and power that (+) advising students and
distributing impact people based on local, national, talking with campus
resources, raising and global intersections partners. At the same
social time reminding myself
consciousness, how I come into a space
and repairing and what privileges I
past and current hold.
harms on campus
communities. NODA-UML: Being the
only person of color in a
professional staff of 5,
Overall Rating: made me realize how
important my
0 1 2 3 4 5 presentation was.
Especially, when we
supervised a highly
diverse orientation
leader staff of 35. Also,
asking questions of why
we dont use the term
first-year or share
pronouns. Finding ways
where I ask and
challenge the norm in
hopes to push the
conversation into action
to make orientation more
inclusive. In addition,
counseling my students
through trainings and
goals meeting how to be
more socially conscious
aware of their actions
and how it affects others.
Same goes when
working with pro-staff
and hiring for the follow
years leadership team
and advocating for a
diverse rep of
 ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &
Competency Rating Development
Area
Articulate key elements of ones set of W=Work: Work, life, balance, and
personal beliefs and commitments (e.g. () UWT Admissions: self-care is something
Personal and values, morals, goals, desires, self- Following ethical that I struggle with. I
Ethical definitions), as well as the source of guidelines and FERPA hope that once I am done
Foundations each (e.g. self, peers, family, or one or rules on student data with this program, I will
more larger communities). and advising. Using best focus on work life
Articulate ones personal code of ethics () judgement through the balance easier. One thing
The Personal and for student affairs practice, informed application review Ive learned from one of
Ethical by the ethical statements of process and practicing my mentors is to give
Foundations professional student affairs ethical recruitment. myself grace. In addition,
competency area associations and their foundational to not carry so much on
involves the ethical principles. GA-College of from others and my
knowledge, skills, Describe the ethical statements and () Education: Though only profession. To always
and dispositions their foundational principles of any there for about a year, take care myself first to
to develop and professional associations directly this GAship allowed me take care of others.
maintain integrity relevant to ones working context. to learn how to advocate
in ones life and Explain how ones behavior reflects the for myself and my needs
work; this ethical statements of the profession as a student and
includes and address lapses in ones own ethical () professional. This
thoughtful behavior. assistant assured me
development, that I thrive in
Identify ethical issues in the course of ()
critique, and collaborative
ones job.
adherence to a environments and high-
holistic and Utilize institutional and professional student contact.
comprehensive resources to assist with ethical issues
standard of ethics (e.g., consultation with more () GA- Alumni
and commitment experienced supervisors and/or Engagement:
to ones own colleagues, consultation with an This GAship has allowed
wellness and associations Ethics Committee). me to grow as a co-
growth. Personal Articulate awareness and advisor to a recognized
and ethical understanding of ones attitudes, () student organization.
foundations are values, beliefs, assumptions, biases, Working in a more
aligned because and identify how they affect ones collaborative office
integrity and work with others.
 integrity has an Take responsibility to broaden culture, Ive learned how
internal locus perspectives by participating in () to utilize my voice and
informed by a activities that challenge ones beliefs letting my supervisor
combination of Appropriately question institutional know what I projects I
external ethical actions that are not consistent with () want to pursue.
guidelines, an ethical standards.
internal voice of Identify the challenges associated with () I=Internship:
care, and our own balancing personal and professional Through both my
lived experiences. responsibilities, and recognize the internships, Ive became
Our personal and intersection of ones personal and a more reflective
ethical professional life professional. Through
foundations grow Identify ones primary work () my 1:1 with my
through a process responsibilities and, with appropriate, supervisor, SDA faculty,
of curiosity, ongoing feedback, craft a realistic, and with myself I
reflection, and summative self-appraisal of ones reflect to my actions and
self-authorship. strengths and limitations. experiences to tie back
to what Ive learned and
Articulate and understanding that ()
Overall Rating: make meaning.
wellness is a broad concept comprised
Reflection has become
of emotional, physical, social,
0 1 2 3 4 5 one of my core values as
environmental, relational, spiritual,
a practitioner because of
moral and intellectual elements.
these experiences. This
Recognize and articulate healthy habits () is a way for me to
for better living. practice mindfulness and
Identify positive and negative impacts () to learn from my
on wellness and, as appropriate, seek experiences.
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 Skill Specific Evidence of Learning Future Improvement &

Competency Rating Development
Area
 History, Describe the foundational philosophies, () C=Course: Foundation, I plan on attending more
Philosophy, & disciplines, and values on which the Higher Ed Law, History professional development
Values profession is built. of Higher Ed, and Lead opportunities in the
Articulate the historical contexts of & Gov. My SDA courses future through
The History, institutional types and functional areas () taught me about the professional workshops,
Philosophy, and within higher education and student emerging practices of webinars, conferences,
Values affairs. student affairs, student and more. I want to keep
competency area Describe the various research, () populations/demographic up to date and network
involves philosophies, and scholars that define s, external impacts on with others to learn more
knowledge, the profession. higher education, and about our field. To be a
skills, and Demonstrate responsible campus () historical law cases that continued change agent
attitudes that citizenship and participation in the set the precedents for a and an educator for all
connect the campus community. lot of current day students.
history, practices.
Articulate the changing nature of the
philosophy, and
global student affairs profession and ()
values of the I=Internship: Through
communicate the need to provide a
profession to my internships, working
contextual understanding of higher
ones current with campus partners,
education.
professional faculty, and outside
practice. This
Describe the roles of faculty, academic () parties taught me the
affairs, and student affairs educators in
competency area roles and responsibilities
the institution.
embodies the of various departments
foundations of Explain the importance of service to the and positions within
the profession institution and to student affairs () campus.
from which professional associations.
current and Learn and articulate the principles of () O=Other: NASPA WRC
future research professional practice. 2016
and practice will Articulate the history of the inclusion Through this conference
grow. The and exclusion of people with a variety of () I was able to attend
commitment to identities in higher education. workshops to learn about
demonstrating Explain the role and responsibilities of () emerging practices from
this competency the student affairs professional other institutions across
area ensures that associations. regions. Listened to
our present and Explain the purpose and use of keynote speakers that
future practices publications that incorporate the () tailored their focus on
are informed by philosophy and values of the profession. diversity, inclusion, and
an Explain the public role and societal () student activism.
understanding of benefits of student affairs and of higher
our history, education generally.
philosophy, and Articulate an understanding of the ()
values. ongoing nature of history and ones role
in shaping it.
Overall Rating: Be able to model the principles of the ()
profession and expect the same from
0 1 2 3 4 5 colleagues and supervisees
Explain how the values of the profession
contribute to sustainable practices. ()

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Rating Development
Area
Demonstrate effective stewardship/use W= Work This is an area where I
Human & of resources (i.e., financial, human, () GA-Alumni hope to continue to grow
Organizational material) Engagement: With my professionally. In my
Resources students, I make sure future role, I hope I get to
Describe campus protocols for () that their roles and supervise/collaborate
The Human and responding to significant incidents and expectations are clear with students and staff. In
Organizational and transparent. Ive set addition, working on my
campus crises.
Resources up goals meetings with a interpersonal skills and
competency area Describe environmentally sensitive few of my students to navigating through
includes help through their institutional partnerships
issues and explain how ones work can ()
knowledge, skills, professional and and conflict.
and attitudes incorporate elements of sustainability. personal goals of the
used in the quarter. In addition,
Use technological resources with
selection, helping my students
supervision, respect to maximizing the efficiency () through positive and fair
motivation, and and effectiveness of ones work. recruitment for SAA
formal evaluation members. Also, working
of Describe ethical hiring techniques and () with students who are
staff; conflict institutional hiring policies, commuting or studying
resolution; procedures, and processes abroad to keep them up
management of to date on events and
the politics of Demonstrate familiarity in basic tenets info about SAA.
organizational of supervision and possible application ()
discourse; and of these supervision techniques. I=Internship
the effective
 application of Explain how job descriptions are TCC: Working with
strategies and designed and support overall staffing () student clubs and
techniques patterns in ones work setting. organizations through
associated with club conflicts between
financial Design a professional development members, advisors,
resources, plan that assesses ones current () and/or frustration in
facilities general. Utilizing deep
strengths and weaknesses, and
management, listening skills and
fundraising, establishes action items for fostering providing support. In
technology use, an appropriate pace of growth. addition, making sure to
crisis go over club student
management, risk Explain the application of introductory () conduct guidelines
management, and motivational techniques with students, within the student
sustainable staff, and others. handbook. A lot of my
resources. role was also helping
Describe the basic premises that students navigate the
underlie conflict in and the constructs () transfer process through
utilized for facilitating conflict advice and support. With
Overall Rating: resolution my previous experience
working in admissions, I
0 1 2 3 4 5 Develop and utilize appropriate was able to help
meeting materials (e.g. facilitation () students with reviewing
their personal
skills, agenda, notes/ minutes).
statements and
researching schools.
Communicate with others using ()
effective verbal and non-verbal
NODA-UML: Building
strategies appropriate to the situation relationships with not
in ways that the person(s) with whom only my students, but
you are engaged prefers. with my colleagues.
Working together in
Recognize how networks in collaboration for projects
organizations play a role in how work () during orientation leader
gets accomplished. training. Advocated and
promote diverse hiring
Understand the relational roles () practices through the
partners, allies, and adversaries play in hiring process for the
the completion of goals and work next years orientation
coordinators. Create a
assignments.
training and intern
Explain the basic tenets of personal or () packet for next years
organizational risk and liability as they orientation intern.
relate to ones work. Create goals meetings
with 10 students through
Provide constructive feedback in a () their professional and
timely manner. personal goals for the
summer. Acted an on-call
Advocate for equitable hiring () pro-staff during
practices. overnight sessions.

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.

Demonstrate effective stewardship/use ()

of resources (i.e., financial, human,
material)

Describe campus protocols for ()

responding to significant incidents and
campus crises.
 ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &
Competency Rating Development
Area
Describe the systems used to govern C=Coursework: I plan on participating in
public, private, and for-profit () Higher-Ed Law, Lead & future student conduct
Law, Policy, & institutions of all types (two-year, four- Gov, History of review board meetings to
Governance year, graduate, professional, Higher-Ed: My SDA learn more about the
vocational, etc.) in ones state/province courses taught me about process, institutional
and nation. the emerging practices legalities, and policies.
The Law, Policy, Explain the differences between public, () of student affairs,
and Governance private, and for-profit higher education student I also plan on staying up
competency area with respect to the legal system and populations/demographic to-date through articles,
includes the s, external impacts on conferences, and
what they may mean for respective
knowledge, skills, higher education, and webinars around policies
and students, faculty, and student affairs historical law cases that and laws that impact our
attitudes relating professionals. set the precedents for a practice and higher ed
to policy lot of current day (i.e. Affirmative Action
development Describe how national and practices. and DACA).
processes used in state/provincial constitutions and laws ()
various contexts, influence the rights of students, faculty, W=Work:
the and staff on all types of college Office of Admissions SU
application of campuses. & UWT: Gain training on
legal constructs, course evaluation,
and the Describe evolving laws, policies, and FERPA, and bystander
understanding of judicial rulings that influence the () reporting when
governance reviewing college essays.
student-institutional relationship and
structures and In addition, practicing
their impact on how they affect professional practice. ethical and fair practices
ones professional in advising in
Act in accordance with national, state/
practice. representing the
provincial, and local laws and with () institution.
institutional policies regarding non-
discrimination.

Overall Rating: Identify major internal and external

stakeholders, policymakers, and special ()
0 1 2 3 4 5 interest groups who influence policy at
the national, state/provincial, local, 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.

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, state/provincial, local, and
institutional electoral processes as
applicable

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Rating Development
Area
Articulate the vision and mission of the () W=Work: Leadership isnt a goal,
primary work unit, the division, and the Through both my its a journey. I know that
Leadership institution. GAships, I always put my my leadership
100% in the work that do development will
Identify and understand individual-level and find ways in continue to grow as I get
The Leadership constructs of leader and () supporting my older, go through various
competency area colleagues, faculty, and experiences, and reflect. I
leadership.
addresses the students. As a co-advisor, will continue to use my
knowledge, skills, Explain the values and processes that I work on helping my voice to advocate for my
and attitudes students through their students and those who
lead to organizational improvement. ()
required of a down professional and are unable. I will take
leader, whether it leadership development initiatives that I know will
Explain the advantages and
be a positional to become future leaders challenge me and help
disadvantages of different types of ()
leader or a themselves. me grow. Furthermore, I
member of the decision-making processes (e.g. will continue to support
staff, in both an consensus, majority vote, and decision I take risks and students through their
individual by authority). initiatives in my development to become
capacity and professional leaders themselves.
within a process Identify institutional traditions, mores, () development. I know
of how individuals and organizational structures (e.g., areas of growth that I
work together hierarchy, networks, governing groups, need and I look for ways
effectively to technological resources, nature of to get those experiences.
envision, plan,
power, policies, goals, agendas and
effect change in
organizations, resource allocation processes) and how
and respond to they influence others to act in the I=Internship:
internal and organization.
 external Identify ones own strengths and Both my internships I
constituencies challenges as a leader and seek () was in professional staff
and issues. opportunities to develop leadership roles working and
supervising students.
skills.
During my summer
Identify basic fundamentals of internship is when the
Overall Rating: () issues around Virginia
teamwork and teambuilding in ones
happened and I took
0 1 2 3 4 5 work setting and communities of imitative in reaching out
practice. to my students to let
them know I am here for
Describe and apply the basic principles () them and told them
of community building. about resources they
have on campus. From
Describe how ones personal values, () these experiences, I
beliefs, histories, and perspectives learned to also the
inform ones view of oneself as an importance of being
effective leader with and without roles authentic-self and having
of authority. confidence in my
work/knowledge.
Build mutually supportive relationships
with colleagues and students across
similarities and differences ()

Understand campus cultures (e.g.

academic, student, professorial, ()
administrative) and apply that
understanding to ones work.

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).

Think critically, creatively, and imagine ()

possibilities for solutions that do not
currently exist or are not apparent.
 Identify and consult with key
stakeholders and individuals with ()
differing perspectives to make
informed decisions.

Articulate the logic and impact of ()

decisions on groups of people,
institutional structures (e.g. divisions,
departments), and implications for
practice.

Exhibit informed confidence in the ()

capacity of individuals to organize and
take action to transform their
communities and world.

Within the scope of ones position and ()

expertise, lead others to contribute
toward the effectiveness and success of
the organization

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Rating Development
Area
Demonstrate adaptability in the face of I=Internship: For future development, I
fast paced technological change. Social Media was my big will learn the tech
Technology () project during my NODA systems that in place
 Remain current on student and internship. Managing both institutional wide
Draw upon educator adoption patterns of new () social media platforms and department specific.
research, trend technologies and familiarize oneself while overseeing a social Review ways in how we
data, and media assistant. Also,
with the purpose and functionality of are tracking student
environmental learning about important
scanning to those technologies. programs that help with engagement/success
assess the the planning and through technology.
Troubleshoot basic software, hardware,
technological organizing of orientation
readiness and and connectivity problems and refer ()
needs of students, more complex problems to an Surveys were also
colleagues, and appropriate information technology created in gathering Look at ways to engage
other educational assessment from both students, staff, and
administrator.
stakeholders orientation leaders and faculty through
when infusing Draw upon research, trend data, and first-year students presentations and
technology into around their technology.
environmental scanning to assess the
educational technological readiness and needs of () experiences.
programs and students, colleagues, and other
interventions. W=Work:
educational stakeholders when infusing
Learning how to use
Overall Rating: technology into educational programs third party tools for
and interventions. better organization,
0 1 2 3 4 5 communication among
Critically assess the accuracy and () colleagues, and
quality of information gathered via institution. Created the
technology and accurately cite first COE Student Blog
electronic sources of information with Terminal4 as a way
respecting copyright law and fair use. for prospective students
to read about the
Model and promote the legal, ethical, () experience of other grad
and transparent collection, use, and students.
securing of electronic data.
Working with campus
partners to learn about
Ensure compliance with accessible ()
ConnectSU for student
technology laws and policies. organizations then
 Demonstrate awareness of ones digital () teaching it to my
identity and engage students in students. Talking to them
learning activities related to about the benefits of the
online platform and
responsible digital communications and
engaging other students.
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.

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Rating Development
Area
Articulate theories and models that C=Coursework: This is an area that I
describe the development of college () All my SDA courses were know Ive been wanting
Student students and the conditions and grounded in theory and to improve. As for action
Learning & required for us to use steps, I know that I will
practices that facilitate holistic
Development theory. Especially, in review my matrices and
development (e.g. learning, SDA Student when reading about other
psychosocial and identity development, Development Theory practices across
The Student cognitive-structural, typological, course creating institutions think about
Learning and environmental, and moral). matrices to help us what theories they might
 Development Articulate how race, ethnicity, (+) reference to in the future have used. In addition,
competency area nationality, class, gender, age, sexual and how it applies in talking with other
addresses the orientation, gender identity, dis/ability, various seasoned SA pros and
concepts and students/functional talk to them about how
and religious belief can influence
principles of areas. SDA Higher Ed they continue to apply
student development during the college years. Law, the use of Popes theory to practice.
development and Multicultural
Identify the strengths and limitations in
learning theory. competencies and
This includes the applying existing theories and models (+) Critical Race Theory in
ability to apply to varying student demographic research of historical
theory to improve groups. higher ed law cases.
and inform
student affairs Articulate ones own developmental I=Internship:
practice, as well journey in relation to formal theories. (+) At both institutions, I
as understanding worked with a diverse
teaching and Identify ones own informal theories of group of students. Many
training theory student development (theories in use) of these students from
and practice. and how they can be informed by underrepresented
formal theories to enhance work with (+) backgrounds and/or
shared marginalized
students.
identities. Thinking
Identify dominant perspectives present about when it comes to
advising or programing,
in some models of student learning and ()
Overall Rating: how are we supporting
development. the student holistically.
0 1 2 3 4 5 Understanding that my
Construct learning outcomes for both
students bring in more
daily practice as well as teaching and than just the student
training activities. (+) title when they come to
campus.

() Being reflective in my
practice is important in
Assess teaching, learning, and training identifying my own
and incorporate the results into development and
practice. experiences, but to also
think critically about
theories I am using
through programing,
training, or advising.