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Lindsey Pierce 04 February 2013 SDAD 579: Capstone Erin Swezey Artifact J: Knowledge, Skills, and Competencies Analysis ASSESSMENT KEY Overall Competency Rating: 0= no exposure to and no experience in this competency 1= minimal exposure to but no experience in this competency 2= moderate exposure to and minimal experience in this competency 3= moderate experience in this competency 4= experience in this competency 5= much experience in this competency, basic master has been achieved Specific Skill Rating: (+)= highly competent ()= competent ()= area of improvement/experience needed Evidence of Learning: W= Work I= Internship C= Coursework V= Volunteer work O= Other

*Note: All competency descriptions are taken from the ACPA and NASPA Professional Competency Areas for Student Affairs Practitioners (2010)

ACPA/NASPA Competency Area

Skill

Specific Rating

Evidence of Learning

Future Improvement & Development

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

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).

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W: As both a program assistant in the Womens Center and an academic advisor, I regularly exercise active listening skills by establishing friendly but professional rapport with students, summarizing and clarifying their needs/inquiries, asking follow-up questions to narrow information, and providing guidance particular to their situations, whether academic or personal.

Although I feel competent in the area of actively seeking opportunities to expand my knowledge and skills in helping specific student populations with specific concerns, I feel that I can continue to be intentional about this in my work. Inevitably, I do this regularly C: In addition to my job training in on a campus with a diverse Advising and the Womens Center, I student body coming from was able to learn about the various backgrounds, but dynamics of confidentiality and sometimes it is more by mandatory reporting in SDAD 580: Higher Education Law and SDAD happenstance than active 576: Leadership and Governance in effort. I would like to educate Post-Secondary Education. I learned myself further via professional that I am obligated to breach development opportunities student confidentiality in cases of and/or cross-departmental abuse or serious harm to his/her well-being, but I also learned the partnerships on the concerns importance of observing FERPA of certain student populations, and other institutional policies such as international students, regarding student privacy. veterans, undocumented students, and first-generation W: In both of my work roles, I routinely refer students to other students.
resources on campus and in the community to meet their diverse needs. I also frequently provide crisis management in the Womens Center when students are in abusive relationships or emotionally taxing situations.

ACPA/NASPA Competency Area

Skill

Specific Rating

Evidence of Learning

Future Improvement & Development

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

+ +

I: In my internship in Enrollment Services, I compiled enrollment data from various sources, assessed this data, drawing relationships between relevant variables, and ultimately summarized the findings in a report that I presented to the Strategic Enrollment Management Committee. I interpreted the results of my assessment to the committee, making suggestions for future recruitment strategies. C: In both SDAD 559: The American Community College and SDAD 578: Student Development Theory, Research, and Practice, I assessed the validity of specific professional standards and qualitative/quantitative research in relation to mandatory advising in my workplace. W: At work, during the interim before hiring a new lead administrative assistant for the department, I was tasked with designing new survey instruments to assess student satisfaction with advising and counseling services. I also interpreted the data in charts and graphs in a summary report that the Director of Advising uses for strategic planning. Additionally, I made recommendations for more inclusive response categories, particularly in relation to demographic data (which were ultimately used).

I have used some up-to-date technology to complete assessment, but I feel I have more to learn about this. Also, aside from my coursework in EDUC 500: Intro to Educational Research and my internship project, I have minimal experience conducting and interpreting quantitative research, so I am not proficient at analyzing quantitative techniques. I would like to bolster my experience and confidence in these skills by asking future supervisors if I can assist with departmental AER and seeking collaboration with more experienced professionals when necessary. I also plan to take SDAD 591: Research and Assessment in Higher Education in Spring 13.

ACPA/NASPA Competency Area

Skill

Specific Rating + + + + + + +

Evidence of Learning

Future Improvement & Development

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 Demonstrate fair treatment to all individuals and and prejudices. Overall Rating: 0 1 2 3 4 5

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. 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.

+ +

While I feel quite competent in the area of EDI, due to my educational and professional experiences, I still feel that I can improve upon my ability to put social justice and multicultural perspectives into practice. For example, I have not had many opportunities to facilitate dialogue among disparate audiences or implement programs and activities reflecting my understanding of cultural and human differences. I anticipate that my first full-time position in student affairs will afford more opportunities for this, C: In many of my classes, such as but I intend to make an EDUC 520: Social Justice, SDAD 578: Student Development Theory, intentional effort to Research, and Practice, and EDUC incorporate principles of EDI 515: Multicultural Perspectives, I in whatever my professional have assessed my awareness of EDI responsibilities are. I will seek and articulated my own similarities professional development and differences with others via class discussion and course assignments. opportunities, such as My beliefs have been challenged by conferences and workshops, exposure to the perspectives of to support ongoing other students in the class, as well as multicultural competency course readings. The SDA program, skills. in general, is very social justicecentered, so I tend to adopt this perspective in many situations.

W: In my role in the Womens Center, I often encounter issues on campus related to EDI. For example, more than once I have encountered transgender students looking for a safe place on campus to change their clothes. Unfortunately, there are no genderneutral or single-person restrooms on campus. So, I assured these students that they were welcome to use whichever restroom/locker room they felt most comfortable in, but I also made the effort to investigate whether there was a place they could go without risk. I contacted the Public Health nurse on campus, who agreed to allow these students to use her private, single-person restroom when needed.

ACPA/NASPA Competency Area

Skill

Specific Rating

Evidence of Learning

Future Improvement & Development

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.

C: In EDAD 570: Leadership in Education I and SDAD 579: Student Development Capstone Seminar, I crafted personal and professional mission statements, reflecting my personal code of ethics. Additionally, in SDAD 576: Leadership and Governance in Postsecondary Education and SDAD 580: Higher Education Law, I analyzed ethical/legal case studies in higher education and determined whether the actions taken were consistent with professional, legal, and institutional standards.

+ +

+ + + +

I am confident that I could describe the ethical statements and foundational principles of professional associations relevant to my working context if I was more familiar with them. However, my exposure to professional associations beyond the generalist ones, like NASPA and ACPA, have been minimal. I intend to join at least one area-specific W: I have encountered several professional association, like ethical issues in the course of my job, particularly in regard to the NACADA or PACRAO, once behavior of some of my coworkers. I start my new career, so that I I have endeavored to resolve issues can become more familiar with with them on my own, but when this has failed to alter their unethical ethical standards informing my specific working context. I will practices, I have sought the assistance of supervisors and stay abreast of these by colleagues. attending conference sessions and/or webinars related to I: For my internship, I conducted an ethical decision-making. ethical interview with my supervisor,

in which she discussed a personal ethical dilemma in her work. I analyzed this interview through a reflection which identified the different ethical elements inherent in the situation, as well as how I would have responded to them myself.

ACPA/NASPA Competency Area History, Philosophy, & Values

Skill

Specific Rating +

Evidence of Learning

Future Improvement & Development

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

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I have learned about the history and philosophies of the student affairs profession, and I find opportunities for practical application of these in my work and academic pursuits in some respects. However, I do not find many occasions to articulate the W: In my work, I strive to demonstrate responsible campus historical contexts of student citizenship and empathy and affairs. I can articulate some of compassion for student needs by this information, but I do not participating in decision-making feel completely confident in processes whenever possible and the breadth or specificity of representing the interests of students when doing so. I also my knowledge. I may be able demonstrate compassion and to gain a fuller understanding empathy for students by investing in of the history of higher their growth and success, making education by increasing my them aware of the various resources participation in professional available to them. associations, as well as reading V: As a volunteer editor and and contributing to contributor to MAGIS Journal of professional publications when Student Development, and as a possible. contributor to the Seattle University
Student Development Association blog, I understand the importance of using publications that incorporate the philosophy and values of the profession. My own professional philosophy from SDAD 577 was published in MAGIS.

C: In SDAD 577: Foundations of the Student Affairs Profession and SDAD 578: Student Development Theory, Research, and Practice, I studied the foundational philosophies, values, and historical contexts on which the student affairs profession was built, and I also wrote about my own professional philosophy.

ACPA/NASPA Competency Area

Skill

Specific Rating + + + + + + + + + + + + + +

Evidence of Learning

Future Improvement & Development

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

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.

Some Human & Organizational Resources skills are less familiar to me because I do not yet have experience using them. For example, I have not directly been part of a hiring process, nor have I had to prepare facilities for an event or handle a budget. I W: Having encountered several difficult situations in my workplace, believe these are skills that involving conflict/behavioral issues would come to me easily with of coworkers, supervisor transitions, proper training and and unclear expectations, I have had experience. I hope to plenty of experience practicing incorporate these however conflict resolution, communicating effectively, and building alliances to possible into my first full-time advance certain aims. I have done position in student affairs, this through maintaining strong and either by selecting positions consistent communication with that require these skills or coworkers and supervisors, engaging requesting to take on in community-building practices, and focusing on common goals. I responsibilities that utilize have also assertively voiced my them, once I am in the concerns when necessary. position.
C: In SDAD 576: Leadership and Governance in Post-Secondary Education and SDAD 580: Higher Education Law, I learned about the foundational aspects of personal/organizational risk and liability, particularly as they relate to crises and difficult situations.

C: In SDAD 579: Student Development Capstone Seminar, I am currently assessing my level of mastery on the various student affairs professional competencies, followed by a three- to five-year professional development plan. I have also done similar selfassessment in the capacity of my internship.

ACPA/NASPA Competency Area

Skill

Specific Rating

Evidence of Learning

Future Improvement & Development

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.

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.

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C: In SDAD 577: Foundations of the Student Affairs Profession, SDAD 576: Leadership and Governance in Post-secondary Education, and SDAD 580: Higher Education Law, I studied the differences in law, policy, and governance between public and private institutions, as well as evolving legal theories, such as in loco parentis, that inform studentinstitution relationships. Additionally, in EDUC 515: Multicultural Perspectives, I studied the policies and values of nondiscrimination in higher education. W: Because I encounter so many crisis situations in the Womens Center, which sometimes involve domestic abuse, I must make decisions about when I need to report suspected abuse of children. As an advisor, I also deal with the legal ramifications of laws like FERPA, the ADA, and other institutional policies. When I am confused about whether a certain action is violating a law or policy, I speak with my supervisor. C: In MBA 512: Business Ethics and Social Responsibility, I read about and presented on certain issues of access, affordability, and quality in higher education, particularly as they relate to online learning.

I feel that I could be more acquainted with the policy makers, special interest groups, and government systems that influence higher education. Perhaps this will come naturally with more experience in the field, but I might intentionally foster my learning in this area by attending conferences or workshops, as well as getting involved in departmental and campuswide decision-making processes when possible. Forging partnerships with special interest groups on- and off-campus might also be a good way to learn about these constituencies.

Overall Rating: 0 1 2 3 4 5

ACPA/NASPA Competency Area

Skill

Specific Rating + + + + + + + + + + + + + + + +

Evidence of Learning

Future Improvement & Development

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.

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. 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.

C: In EDAD 570: Leadership in Education I, EDUC 513: Adult Learning, and MGMT 575: Leading With Emotional Intelligence, I engaged in assessments, reflections, and discussions about my personal learning and leadership styles, understanding the values, beliefs, histories, and perspectives that inform my leadership, while also realizing that an adaptable, balanced leadership style is often most effective. I: I have sought internships that incorporate responsibilities and skills with which I have little to no experience, in order to develop my leadership skills in those areas. For example, I identified conducting assessment and delivering presentations as primary areas of improvement in my first internship and practiced these accordingly. I still feel the need to better develop my presenting and program facilitation skills, so I am looking for a final internship that includes such roles. W: In my current work setting and when interviewing in others, I make a point to familiarize myself with the institutional and departmental missions and values, which I believe should effectively represent the work of those institutions and departments.

I learned about the different leadership styles and their theoretical foundations in EDAD 570: Leadership in Education I; however, it is difficult for me to recall the names of these styles and make concrete distinctions between them. I believe I understand the practical differences between leadership styles, but articulating the theoretical constructs in a textbook-sense is information I have not retained. While I do not see this as particularly important in my work in student affairs, I know that I can always refer back to my course materials and assignments for a refresher. I could also retake leadership assessments or attend workshops focused on leadership styles.

Overall Rating: 0 1 2 3 4 5

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ACPA/NASPA Competency Area

Skill

Specific Rating

Evidence of Learning

Future Improvement & Development

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.

C: In SDAD 579: Student Development Capstone Seminar and EDAD 570: Leadership in Education I, I crafted a personal mission statement, identifying my beliefs and commitments, and reflecting upon the sources of each. In general, the Student Development Administration program teaches students how to be reflective practitioners, which is also something that comes naturally to me. O: I regularly exercise self-care and balance in my life by eating healthily, getting plenty of sleep, regularly engaging in physical activities, spending time with my family, partner, and friends, and doing what I enjoy, while also recognizing the importance of productivity and hard work. W/I: Both personally and professionally, I am committed to working with diverse people and exposing myself to difference. Therefore, I selectively choose work environments, responsibilities, and relationships that will enable me to develop multicultural competence. For example, I interact with many international students and/or English language learners, so I am seeking professional growth opportunities in International Programs and linguistics.

I feel quite proficient in the area of Personal Foundations, so I intend to continue the practices and behaviors I have already been implementing to sustain my commitment to this competency.

+ + + + + +

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ACPA/NASPA Competency Area

Skill

Specific Rating

Evidence of Learning

Future Improvement & Development

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. Assess teaching, learning, and training and 0 1 2 3 4 5 incorporate the results into practice.

+ + +

Similar to leadership style theories/constructs, I understand and apply the concepts of student development theories, but I do not always remember them in detail, unless they are explicitly mentioned and reinforced in practical situations. I also have I: I have articulated my own not had many opportunities to theories-in-use in my internship intentionally apply student reflection journals, when development theories in my applicable. For example, I often find that Baxter Magoldas theory work. However, I am seeking a of self-authorship is relevant to my final internship that involves work with students, as are critical program facilitation or theories (race, gender, class, etc.). assessment with intentional application of theory and best C: In some of the courses I have practices. I feel that I need a taken in this program (which will structured opportunity to do go unnamed here), I have this, or else I will not, because observed fairly poor teaching styles that did not facilitate my student affairs research learning well, whether because indicates that many work they were too laissez-faire, too environments do not demand focused on busy-work, too explicit application of theory. I disorganized, etc. As such, I have know that I can also reference tried to adopt the my course materials for a teaching/facilitation styles that refresher on student have been conducive to my own learning (and avoid the ones that development theories when have not) when making class needed.
presentations, facilitating dialogue, or working with other students.

C: In my undergraduate coursework in Sociology and Womens Studies, as well as SDAD 578: Student Development Theory, Research, and Practice and EDUC 513: Adult Learning, I studied at length about how different aspects of identity influence development in young adults.

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My Three-Year Professional Development Plan Objective 1: Intentionally acquire knowledge and skills about student populations with which I am unfamiliar 2013 Strategy: Pursue internship and/or professional position involving direct interaction with and service to an underrepresented student population with which I have little prior experience, such as international students or first-generation college students 2014 Strategy: Attend a professional conference featuring sessions that focus on a particular student populations needs/concerns, such as internships for international students or career guidance for first-generation students 2015 Strategy: Implement new program/service or revise existing ones to meet needs of particular student population

Objective 2: Bolster experience in assessment, both qualitative and quantitative 2013 Strategy: Incorporate assessment into my internship/position and take SDAD 591: Research and Assessment in Higher Education 2014 Strategy: Collaborate with seasoned professionals to acquire relevant assessment skills and tools in my workplace 2015 Strategy: Analyze assessment results to inform any necessary changes or additions to program/service

Objective 3: Seek opportunities to put multicultural and social justice perspectives into practice 2013 Strategy: Involve facilitation of dialogue/program for diverse population(s) in my internship and/or professional position 2014 Strategy: Use knowledge from conference and collaboration to conduct assessment focused on relevant underrepresented student population 2015 Strategy: Implement assessment results to better address needs/concerns of underrepresented student population

Objective 4: Become more involved in professional associations (generalist and specialized) to better understand ethical foundations 2013 Strategy: Continue membership in NASPA and/or ACPA and join specialized professional association for functional area in which I find employment, such as NACADA or PACRAO 2014 Strategy: Familiarize myself with ethical foundations of the field/functional area through conference attendance 2015 Strategy: Contribute program/research/time to professional association to deepen involvement

Objective 5: Seek ways of intentionally applying theory to practice 2013 Strategy: Utilize relevant student development theories to inform assessment and/or program implementation in my internship/position 2014 Strategy: Reference best practices and student development theory in assessment of services/programs for specific student population 2015 Strategy: Identify theoretical foundations in creation of new program/service or revision of existing ones to meet needs of particular student population