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Artifact H: Knowledge, Skills, and Competencies Analysis Dario Ogaz


ASSESSMENT KEY
Overall Competency Rating:
0= no exposure to and no experience in this competency
1= minimal exposure to but no experience in this competency
2= moderate exposure to and minimal experience in this competency
3= moderate experience in this competency
4= experience in this competency
5= much experience in this competency, basic master has been achieved
Specific Skill Rating:
(+)= highly competent
()= competent
()= area of improvement/experience needed
Evidence of Learning:
W= Work
I= Internship
C= Coursework
V= Volunteer work
O= Other

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

ACPA/NASPA
Competency Area

Advising &
Helping
The Advising and
Helping competency
area addresses the
knowledge, skills, and
attitudes related to
providing counseling
and advising support,
direction, feedback,
critique, referral, and
guidance to
individuals and
groups.

Overall Rating:
0 1 2 3 4 5

Skill

Specific
Rating

Evidence of Learning

Future Improvement &


Development

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).

W: My role as direct advisor of a


Hall Council has given me the
opportunity to create an advising
philosophy that centers on
empowerment, support, and
coaching to success. Advising two
groups of students on Hall Council
(one each year) I have tried different
techniques and customized my
approach based on the group
dynamics and individual
personalities. My dedication to
getting to know individuals on a
more personal level has allowed me
to better understand how to
determine what motivations and
goals directed the student to the
experience. This requires meaningful
conversations that question the
student to find appropriate
responses to problems and clear
decision-making.
C: My coursework has given me the
opportunity to interact with peers
and colleagues and share resources
and, in some cases, work
collaboratively. This required me to
effectively communicate through
several different mediums.
O: I have taken advantage of
professional development
opportunities available to me
(conferences, webinars, inservices)
to better understand how to better
serve specific populations on
campus (Veteran students, LGBTQ
students, students with disabilities)
use the resources available to me.

I will continue to develop and


modify my philosophy on
advising students and setting
them up to success. I will seek
out opportunities to advise
specific populations that I
have no current experience
with current. For example, I
have yet to advise a student
group outside of housing and
residence life. I will seek out
an opportunity that will give
me the opportunity to work
with cultural student groups or
student groups that focus on
advocacy that I am personally
committed to. Additionally, I
will continue seeking out
resources to better support
student populations that I
have less knowledge about
specifically First Generation
students, non-traditionally
aged students, and
international students.

+
+

+
+
+
+
+

ACPA/NASPA
Competency Area

Skill

Differentiate among assessment, program review,


evaluation, planning, and research and the
methodologies appropriate to each.
Assessment,
Effectively articulate, interpret, and use results of
Evaluation, &
AER reports and studies, including professional
Research
literature.
Facilitate appropriate data collection for
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

Specific
Rating

Evidence of Learning

Future Improvement &


Development

W: My assistantship has given me


the opportunity to evaluate
programs, assess trainings, and
conduct research to better support
residents and student staff. I
constantly evaluate my supervisees
work and give feedback that will aid
in their future endeavors.
Additionally, I used assessment data
to help evaluate my RAs presence
and engagement in their
communities. Lastly, I used
assessment data from student staff
training to better understand the
effectiveness of training and to
determine what parts to keep,
change, or add to training to make it
a more meaningful experience for
student staff.

I plan to continue my
development around
assessment, development, and
research. I find that I do a lot
of evaluation on student staff
performance, but less
assessment of programs and
residential student experiences.
I plan to seek out trainings and
conferences that address
assessment and get more
hands on experience actually
collecting data through future
committee work and job
responsibilities.

O: I plan to take the course


provided by the division to have
more hands-on experience with
conducting assessment and
understanding some of the
intricacies of data collection.
C: The SDA course 55750 intricately
discussed the importance of
assessment and its impact on the
student experience as well as
retention. This course provided an
outlet to creatively brainstorm
assessment techniques and research
current best practices in the region.

ACPA/NASPA
Competency Area

Equity, Diversity, &


Inclusion

Skill

Specific
Rating

Evidence of Learning

Future Improvement &


Development

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.

W: Identity is constantly present in


my work and I have had many
opportunities to engage in dialogue
with both colleagues and students
about the importance of
multiculturalism, equity, and
inclusion. I have led many staff
trainings around the issues of
identity and social justice and feel
capable in my ability to do so. My
interactions with students
consistently address identity and aim
to empower them to make change
in their community and advocate for
justice.

I view social justice education,


equity, and inclusion as lifelong work that I will always be
passionate about and include
in my practice. I plan to
continue my own development
by attending conferences,
trainings, and community
events that will continue to
broaden my perspective and
give me the opportunity to
make change. I will remain
critical of my actions, the
actions of my colleagues, and
institutional initiatives so that
inclusion and justice will
always be considered.

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.

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

+
+
+
+

+
+

C: Every subject can be evaluated


with a critical, social justice lens and
I have done that consistently in all
of my courses. EDUC 510 and
EDUC 520 specifically required
understanding of multiculturalism
and social justice issues. There was
also a strong component of
advocacy that was required for
EDUC 520 in which I completed a
leadership development project for
the Pride Foundation.
I: My internship focused on creating
inclusive spaces on campus for
Trans* students and providing
resources to faculty to better equip
them with the knowledge to be
supportive to Trans* students in the
classroom.

ACPA/NASPA
Competency Area

Skill

Articulate ones personal code of ethics for


student affairs practice, which reflects the
Ethical Professional ethical statements of professional student
Practice
affairs associations and their foundational
ethical principles.
Describe the ethical statements and their
The Ethical
foundational principles of any professional
Professional Practice associations directly relevant to ones working
competency area
context.
pertains to the
Explain how ones behavior embodies the
knowledge, skills, and ethical statements of the profession, particularly
attitudes needed to in relationships with students and colleagues, in
understand and apply the use of technology and sustainable practices,
ethical standards to in professional settings and meetings, in global
ones work. While
relationships, and while participating in job
ethics is an integral search processes.
component of all the Identify ethical issues in the course of ones job.
competency areas,
Utilize institutional and professional resources
this competency area to assist with ethical issues (e.g., consultation
focuses specifically
with more experienced supervisors and/or
on the integration of colleagues, consultation with an associations
ethics into all aspects Ethics Committee).
of self and
Assist students in ethical decision making and
professional practice. make referrals to more experienced
professionals when appropriate.
Demonstrate an understanding of the role of
beliefs and values in personal integrity and
Overall Rating:
professional ethical practices.
Appropriately address institutional actions that
0 1 2 3 4 5
are not consistent with ethical standards.
Demonstrate an ethical commitment to just and
sustainable practices.

Specific
Rating

Evidence of Learning

Future Improvement &


Development

W: My role as a Conduct Officer on


campus has required me to consider
how my personal code of ethics
influences my work as well as
discuss the development of student
ethical values influence their
behavior on campus. Additionally,
my work requires me to be a role
model to students on campus as I
often interact with them outside of
work hours. This requires a semiconstant attention to my
presentation, my interactions with
students and colleagues, and my
conduct as an individual. I have
also used the resources available to
me by having in depth
conversations with supervisors and
other mentors in the division to
continue my own ethical
development and directly apply it to
my work.

While I have a clear


understanding of my own
values and how they influence
my ethical behavior as a
professional, this is something
that will constantly evolve and
develop as I have different
experiences and change
contexts. I will continue to be
critical of my ethical behavior
and engage in dialogue and
mentorship to guide me in my
professional practice.

+
+
+
+

C: My courses have required me to


better understand the context of
higher education and the various
realities that influence ethical
behavior by practitioners. Studying
crisis management and legal issues
in SDA 580 required me to consider
the various factors that influence
ethical behavior and how my own
values inform my decisions.
Discussions with peers have helped
shaped this understanding and
required to reflect on my own
assumptions and behaviors in reallife scenarios.

ACPA/NASPA
Competency Area

Skill

Describe the foundational philosophies,


disciplines, and values on which the profession is
built.
Articulate the historical contexts of institutional
types and functional areas within higher
The History,
Philosophy, and Values education and student affairs.
competency area
Describe the various philosophies that define the
involves knowledge,
profession.
skills, and attitudes that Demonstrate responsible campus citizenship.
connect the history,
Demonstrate empathy and compassion for
philosophy, and values student needs.
of the profession to
Describe the roles of both faculty and student
ones current
affairs educators in the academy.
professional practice.
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.

History,
Philosophy, &
Values

Specific
Rating

Evidence of Learning

Future Improvement &


Development

C: My courses have been the biggest


area of learning in this competency
area. SDAD 577 gave me the
foundational knowledge about the
history of the profession, important
dates and figures, and how changes
in socio-cultural-political climates
have impacted higher education.
This allowed me to understand the
purpose of the profession and how
to engage with the history while
being in the present. Additionally,
SDAD 580 allowed me to learn
about historical cases involving
institutions of higher education that
have given precedent to practices
and values of the field. This
included crisis management, privacy,
personnel issues, public vs. private
institutions, and the relationship
between academic affairs and
student affairs. SDAD 576 also
provided the opportunity to connect
the history of the field and
institutional context with real life
scenarios. Discussions with the
professor and my peers allowed me
to better understand the importance
of knowing the history of the
profession and the values that it was
founded upon to better inform my
practice.

I plan to expand my
knowledge by reading more
text and primary sources about
the beginnings of the student
affair profession. This was
something covered in my
coursework, but I still do not
know the entire history or all
of the relevant people
involved. I would also like to
become more competent in
understanding the
development of inclusion
efforts and social justice
throughout history, with
specific regard to institutions
of higher education. I would
also like to become more
active in the professional
organizations and learn more
about their history through my
involvement.

+
+

ACPA/NASPA
Competency Area

Human &
Organizational
Resources
The Human and
Organizational
Resources competency
area includes
knowledge, skills,
and attitudes used in
the selection,
supervision,
motivation, and formal
evaluation of
staff; conflict
resolution; management
of the politics of
organizational
discourse; and the
effective application of
strategies and
techniques associated
with financial resources,
facilities management,
fundraising, technology
use, crisis management,
risk management, and
sustainable resources.

Overall Rating:
0 1 2 3 4 5

Skill

Specific
Rating

Evidence of Learning

Future Improvement &


Development

Describe appropriate hiring techniques and institutional


hiring policies, procedures, and processes.
Demonstrate familiarity in basic tenets of supervision and
possible application of these supervision techniques.
Explain how job descriptions are designed and support
overall staffing patterns in ones work setting.
Design a professional development plan in ones current
professional position that assesses ones strengths and
weaknesses in ones current position, and establishes action
items for fostering an appropriate level of growth.
Explain the application of introductory motivational
techniques with students, staff, and others.
Describe the basic premises that underlie conflict in
organizational and student life and the constructs utilized
for facilitating conflict resolution in these settings.
Effectively and appropriately use facilities management
procedures as related to operating a facility or program in a
facility.
Articulate basic accounting techniques for budgeting,
monitoring, and processing expenditures.
Demonstrate effective stewardship and use of resources (i.e.,
financial, human, material)
Use technological resources with respect to maximizing the
efficiency and effectiveness of ones work.
Describe environmentally sensitive issues and explain how
ones work can incorporate elements of sustainability.
Develop and disseminate agendas for meetings.
Communicate with others using effective verbal and
nonverbal strategies appropriate to the situation in both
one-on-one and small group settings.
Recognize how networks in organizations play a role in how
work gets done.
Understand the role alliances play in the completion of goals
and work assignments.
Describe campus protocols for responding to significant
incidents and campus crises.
Explain the basic tenets of personal or organizational risk
and liability as they relate to ones work.

W: My assistantship has given me


the opportunity to supervise student
staff in a couple different areas. My
supervision of RAs and DAs has
given me the opportunity to discuss
staff expectations, job descriptions,
and accountability. Additionally, I
have been responsible for team
motivation and individual
development of supervisees. I have
consistently created staff meeting
agendas and have led many staff
meetings that were both informative
and developmental. Working with
my supervisor has given me the
opportunity to better develop my
supervision style and assess how my
practice can improve based on the
student staff member. My
communication with my team has
been professional and timely and
allowed me to disseminate
information to a team of 15 staff
members effectively. Working with
facilities staff to address building
issues is common in my work and I
have developed strong working
relationships with the facilities and
custodial staff in my area.
Additionally, for my second year I
was given the responsibility to
manage the budget of the building
and account for programming and
operational purchases for both the
front desk and my RA staff.

I will continue to develop my


supervision style and be more
consistent in evaluating
whether or not it is effective
for my staff. Additionally, I
will work proactively to find
area of improvement within
the areas that I supervise,
rather than waiting for student
staff to come to me with
issues. Lastly, I will be more
intentional about building
stronger relationships with all
staff members and finding
ways to motivate individually,
rather than collectively.

+
+

+
+

ACPA/NASPA
Competency Area

Law, Policy, &


Governance
The Law, Policy, and
Governance
competency area
includes the
knowledge, skills, and
attitudes relating to
policy development
processes used in
various contexts, the
application of legal
constructs, and the
understanding of
governance structures
and their impact on
ones professional
practice.

Overall Rating:
0 1 2 3 4 5

Skill

Specific
Rating

Evidence of Learning

Future Improvement &


Development

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.

C: SDAD 580 was one of my most


informative and enjoyable classes
that gave me the foundational
knowledge about how to apply law
to my practice. I have a clear
understanding of how legal
precedents impact institutional
policies and practices and directly
impact the work that student affairs
professionals do on campus. This
also informed my understanding of
crisis and risk management and how
to navigate both issues in my role as
a professional. I will be taking a
course in the Criminal Justice
Program titled: Law and Social
Control. This class required further
understanding of the law and I
applied my learning to my practice.
W: My assistantship requires me to
enforce institutional policies that
often reflect local, state, and federal
law. I have explained in various
scenarios the importance of
following such laws and why the
institution is required to do so.
Additionally, my role as a conduct
officer requires me to adjudicate
policy violations and give rationale
behind both my decision and the
policy being enforced. I have relayed
this information to students
consistently and effectively. I have
given training to students around
the subject of mandatory reporting
and why certain laws require staff to
disclose specific information
regarding student safety.

I will continue to educate


myself around legal and policy
issues that affect higher
education institutions. I will
enhance my understanding by
seeking out professional
development opportunities
that will aid in my competency
in this area. Additionally, I
plan to continue working with
conduct in some fashion, and
this experience will continue to
develop my ability to enforce
and educate about rules and
policies that are informed by
law.

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.

ACPA/NASPA
Competency Area

Leadership
The Leadership
competency area
addresses the
knowledge, skills, and
attitudes required of a
leader, whether it be a
positional leader or a
member of the staff,
in both an individual
capacity and within a
process of how
individuals work
together effectively to
envision, plan, effect
change in
organizations, and
respond to internal
and external
constituencies and
issues.

Overall Rating:
0 1 2 3 4 5

Skill

Specific
Rating

Evidence of Learning

Future Improvement &


Development

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.

C: My courses, specifically SDAD


570, STML 5720, and SDAD 576
have required me to reflect on my
personal values and experiences that
inform my leadership. I have studied
many theories of leadership and
their various components and
learned to apply them to my
practice. I have developed a
leadership philosophy that focuses
on understanding, empowerment,
and support. My courses also
required me to understand the
importance of team work through
various group projects in which I
played an integral role in supporting
the group and contributing to our
group success.
W: My work required me to
collaborate with various colleagues
both within my department and
across campus. I learned the
importance of collaboration to plan
and execute staff trainings, problem
solve, and supervise staff.
I: My internship allowed me to work
with various individuals across
campus to implement inclusive
practices for trans* students. This
required sharing of knowledge,
advocacy, and strategic planning
while considering various
individuals and groups on campus.

Like many areas of my


professional practice, my
leadership and teamwork will
constantly be present and
developing. I plan to continue
evaluating my experiences and
reflecting on my actions to
better understand how to lead
my peers, colleagues, and
students to be more
successful. I plan on taking
more opportunities to practice
leadership through committee
work and departmental
contributions.

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.

10

ACPA/NASPA
Competency Area

Skill

Identify key elements of ones set of personal


beliefs and commitments (e.g., values, morals,
Personal
goals, desires, self-definitions), as well as the
Foundations
source of each (e.g., self, peers, family, or one
or more larger communities).
The Personal
Identify ones primary work responsibilities
Foundations
and, with appropriate ongoing feedback, craft a
competency area
realistic, summative self-appraisal of ones
involves the
strengths and limitations.
knowledge, skills, and Describe the importance of ones professional
attitudes to maintain and personal life to self, and recognize the
emotional, physical, intersection of each.
social, environmental, Articulate awareness and understanding of
relational, spiritual, ones attitudes, values, beliefs, assumptions,
and intellectual
biases, and identity as it impacts ones work
wellness; be selfwith others; and take responsibility to develop
directed and selfpersonal cultural skills by participating in
reflective; maintain activities that challenge ones beliefs.
excellence and
Recognize and articulate healthy habits for
integrity in work; be better living.
comfortable with
Articulate an understanding that wellness is a
ambiguity; be aware broad concept comprised of emotional,
of ones own areas of physical, social, environmental, relational,
strength and growth; spiritual, and intellectual elements.
have a passion for
Identify and describe personal and professional
work; and remain
responsibilities inherent to excellence.
curious.
Articulate meaningful goals for ones work.
Identify positive and negative impacts on
Overall Rating:
psychological wellness and, as appropriate, seek
assistance from available resources.
0 1 2 3 4 5
Recognize the importance of reflection in
personal and professional development.

Specific
Rating

Evidence of Learning

Future Improvement &


Development

W: My role has given me the


opportunity to continue to explore
my values and passions through
various personal and professional
development opportunities. I am
constantly asked for my personal
opinion and have shared what
motivates me to do this work. I
have solidified my passion for
housing through discusisons with
colleagues and students and been
given the opportunity to explore
areas of interest such as social
justice work, staff training creation,
staff recruitment and selection, and
programming coordination. This
allowed me to better understand
what I am passionate about and to
continue my development as a
leader, professional, and human
being.

I will continue to build


relationships with those
around me that are supportive,
authentic, and mutually
beneficial. I will seek out
environments and support
systems that focus on holistic
well-being and development
and provide opportunities for
me to learn more about myself
and what I want to do with my
life.

C: My courses required me to reflect


on my experience at Seattle
University and in my holistic wellbeing. I have discovered new ways
of learning about myself and have
been given the opportunity to make
meaning of my experience through
written and oral reflection.
O: I have been supported by a
community of peers, colleagues,
advisors, and mentors that value self
care and well-being and have
challenged me to do better in taking
care of myself.

11

ACPA/NASPA
Competency Area

Skill

Articulate theories and models that describe the


development of college students and the
Student Learning & conditions and practices that facilitate holistic
Development
development.
Articulate how differences of race, ethnicity,
nationality, class, gender, age, sexual
The Student Learning orientation, gender identity, disability, and
and Development
religious belief can influence development
competency area
during the college years.
addresses the
Identify and define types of theories (e.g.,
concepts and
learning, psychosocial and identity
principles of student development, cognitive-structural, typological,
development and
and environmental).
learning theory. This Identify the limitations in applying existing
includes the ability to theories and models to varying student
apply theory to
demographic groups.
improve and inform Articulate ones own developmental journey
student affairs
and identify ones own informal theories of
practice, as well as
student development and learning (also called
understanding
theories-in-use) and how they can be
teaching and training informed by formal theories to enhance work
theory and practice. with students.
Generate ways in which various learning
theories and models can inform training and
teaching practice.
Identify and construct learning outcomes for
both daily practice as well as teaching and
Overall Rating:
training activities.
Assess teaching, learning, and training and
0 1 2 3 4 5
incorporate the results into practice.

Specific
Rating

Evidence of Learning

Future Improvement &


Development

C: SDAD 578 required me to


learn theories of student learning
and development and implement
them into my work as a
professional. This understanding
of developmental theory
influenced all aspects of my
experience and was constantly
incorporated in subsequent
courses. EDUC 5130 allowed me
to continue exploring theories of
learning with specific focus on
adult learners. This required me to
shift my focus away from the
traditional college student and
consider theory that impacts the
learning and development of adult
learners.

I will continue to incorporate


developmental theory into my
practice as a professional and
encourage those around me to
do the same. I will also
support research and data
collection that will possibly
inform new theories that can
be applied to my work. Other
ways to expand on this
competency would be to stay
current in student
development/student affairs
related literature so that I
know what my colleagues are
thinking and possibly finding
opportunities to collaborate.

W: My work gave me the


opportunity to incorporate theory
into my interactions with students,
staff trainings, and staff
development. I also had the
opportunity to facilitate a
workshop around integrity
formation as a judicial sanction in
my role as a conduct office.