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Running head: ARTIFACT H: KNOWLEDGE, SKILLS, AND COMPETENCIES ANALYSIS

Artifact H: Knowledge, Skills, and Competencies Analysis


Kjirsten Eisentrout
Seattle University
Dr. Tim Wilson
SDAD 5900
February 19, 2015

ARTIFACT H: KNOWLEDGE, SKILLS, AND COMPETENCIES ANALYSIS


Artifact H: 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)

ARTIFACT H: KNOWLEDGE, SKILLS, AND COMPETENCIES ANALYSIS


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

Skill

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).

Specific
Rating

Evidence of Learning

W
PLU (Academic Advising and
Admission)
SU (GA-ship with Career Services)
Starbucks (Barista)

I
SDA Preview Days
CWU Student Leaders

C
SDA program courses
Independent Study Research

O
Personal relationships (family,
friends, and coworkers)

Future Improvement &


Development
I tell people I bleed empathy and
its because I truly care about every
conversation and individual
interaction I have with people. Deep
down I simply love to talk with
others I can help mentor others
and be mentored by advisors I look
up to.
However I recognize how much
more I thrive in environment where
I can to get out of a routine of oneon-one meetings and be out in the
community, facilitating learning (i.e.
class room setting or workshops). In
addition, I want continued
professional development,
community interaction, and industry
knowledge (i.e. organizations,
conferences, committees). I want to
be more proactive and progressive,
just like higher education.
There is always room for growth!
Even with those I indicated as +,
context matters and I will always
work to improve and grow
professionally and personally. For
example, in my current research on
age and academic advising, the
literature points to the different type
of advising (transactional v.
developmental) and I look forward
to testing that further with adult
learners and their engagement.

ARTIFACT H: KNOWLEDGE, SKILLS, AND COMPETENCIES ANALYSIS


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
Overall Rating:
raw and partially processed data and AER results,
handling them with appropriate confidentiality
0 1 23 4 5
and deference to the organizational hierarchy.
Align program and learning outcomes with
organization goals and values.

Specific
Rating

Evidence of Learning

W
PLU (Admission enrollment
management and financial aid
weekly/semesterly/annual reports)
PLU (Academic Advising course
design, instruction and evaluation)
I
CWU (Pre and Post-Retreat survey
and analysis)
C
PLU (MBA course - Statistics)
SU (SDA program courses)
Research/Independent Study with
SU faculty member (Age and
Academic Advising)

Future Improvement &


Development
I entered SU and the SDA program
with the intention of pursuing the
M.A. degree for the research.
Without any opportunity for
negotiation this was unexpectedly
taken away. So I sought out and
found other methods of engaging in
this, outside of the classroom
experience.
If it werent for my internship with
CWU (and the support of my
supervisor) as well as my current
research study (and again, the
support of my faculty advisor) I
would not have experienced what I
believe to be practical assessment. I
understand there is some sort of
assessment and evaluation going on
in each of my classes in the SDA
program, but it does not tap into the
type of experience I expected to
experience.
There is still work to be done,
obviously you can tell by the s.
This is why I think a move to an R1
institution or corporate (non-higher
ed) company will satisfy this craving.
I still hope to pursue a Ph.D. at this
point, but need some time to identify
the right program and next steps.

ARTIFACT H: KNOWLEDGE, SKILLS, AND COMPETENCIES ANALYSIS


ACPA/NASPA
Competency Area

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
and prejudices.
Overall Rating:
0 12 3

Skill

Specific
Rating

Evidence of Learning

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
PLU Admission, Financial Aid,
and Academic Advising
SU Career Services & campus
community outreach
Starbucks Team environment

Demonstrate fair treatment to all individuals and


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.

+
+

C
PLU Undergraduate course
(Women & Gender Studies)
SU Graduate studies (SDA)
I
SU Preview Days
CWU Student Leaders
O
PLU Volunteer facilitator for
Returner Reflection Series (Wang
Center for Global Education)
PLU Various campus community
committees (students, staff, faculty)

Future Improvement &


Development
Multicultural Competency and
Community Cultural Wealth frame
my growth in self-awareness and
curiosity in this category.
I identify as a life long learner and
understand that in order to continue
growing in my own identities and the
inclusivity of others, I should bring
what I know and ask what I need to
learn. In addition to joining
committees, I enjoy networking with
campus partners for continued
growth, access, awareness and
support.
To be brief, its about who is at the
table and who is missing from the
conversation. I will voice that
concern wherever I go next.

ARTIFACT H: KNOWLEDGE, SKILLS, AND COMPETENCIES ANALYSIS


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.
The Ethical
Describe the ethical statements and their
Professional Practice foundational principles of any professional
competency area
associations directly relevant to ones working
pertains to the
context.
knowledge, skills, and Explain how ones behavior embodies the
attitudes needed to ethical statements of the profession, particularly
understand and
in relationships with students and colleagues, in
apply ethical
the use of technology and sustainable practices,
standards to ones
in professional settings and meetings, in global
work. While ethics is relationships, and while participating in job
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
Overall Rating:
professionals when appropriate.
Demonstrate an understanding of the role of
0 1 2 34
beliefs and values in personal integrity and
professional ethical practices.
Appropriately address institutional actions that
are not consistent with ethical standards.
Demonstrate an ethical commitment to just and
sustainable practices.

Specific
Rating

Evidence of Learning

Future Improvement &


Development

W
PLU Admission, Financial Aid,
Academic Advising, and various
committees
SU Career Services
Starbucks Company Policies

As a strong-willed leader, I hold my


professionalism very near and dear
to my heart, and that frames my
values and morals. I was brought up
to really look out for my reputation
as well as the reputation of the
organization I work for. While that
has brought on challenges in the way
of working with others who may not
be as bold as I am in times of
conflict and adversity, I have learned
to tone-down, yet remain confident
so that I am ethical professional
practitioner and valued agent of an
institution.

C
SU Graduate studies (SDA)
Research working with
confidential information
I
SU Preview Days (co-leadership)
CWU Policy and Governance of a
state school

The practice of being an ethical


professional does not have to be
solely carried by an individual. I have
formed my trust circles of individuals
(who share very similar as well as
very different salient identities as me)
so that I can look to them for
council and second opinions.

ARTIFACT H: KNOWLEDGE, SKILLS, AND COMPETENCIES ANALYSIS


ACPA/NASPA
Competency Area

Skill

Describe the foundational philosophies,


disciplines, and values on which the profession is
built.
The History,
Articulate the historical contexts of institutional
Philosophy, and
Values competency area types and functional areas within higher
involves knowledge,
education and student affairs.
skills, and attitudes that Describe the various philosophies that define the
connect the history,
profession.
philosophy, and values Demonstrate responsible campus citizenship.
of the profession to
Demonstrate empathy and compassion for
ones current
student needs.
professional practice.
Describe the roles of both faculty and student
This competency area affairs educators in the academy.
embodies the
Explain the importance of service to the academy
foundations of the
and to student affairs professional associations.
profession from which
Articulate the principles of professional practice.
current and future
Articulate the history of the inclusion and
research and practice
exclusion of people with a variety of identities in
will grow. The
higher education.
commitment to
Explain the role and responsibilities of the
demonstrating this
student affairs professional associations.
competency area
ensures that our present Explain the purpose and use of publications that
and future practices are incorporate the philosophy and values of the
profession.
informed by an
understanding of our
Explain the public role and societal benefits of
history, philosophy, and student affairs and of higher education generally.
values.
Articulate an understanding of the ongoing nature
Overall Rating:
of history and ones role in shaping it.
Model the principles of the profession and
0 1 23
5
communicate the expectation of the same from
colleagues and supervisees.
Explain how the values of the profession
contribute to sustainable practices.

History, Philosophy,
& Values

Specific
Rating

Evidence of Learning

Future Improvement &


Development

W
PLU Admission & Academic
Advising (self-taught)
SU Career Services (training and
supervision by professional with
student affairs background)

Understanding the foundations of


the industry I have worked in for the
past eight years, all crammed into
two years at SU, has been thrilling
and challenging. There were times
where I had to remind myself that I
chose to put my career on hold in
order to learn about the practice I
valued so much through the lens of
theory.

+
+

C
SU all of my SDA, EDUC,
ADED, and STML courses.

I still believe what I wrote in my


Philosophy of Higher Ed paper
(SDAD 577) my own philosophy
is developed by believing education
is an opportunity to provide a setting
for encouragement and
empowerment - through the critical
lens of inquiry, reflection and
analysis.
And today, I have a curiosity for
what ways I can successfully reach
others during their transition out of
college
Leaving my assistantship, I hope to
leave a legacy behind before and
move on to a role where I can have
the space and full-time capacity to be
challenged to make progressive
movements that better the
institution.

ARTIFACT H: KNOWLEDGE, SKILLS, AND COMPETENCIES ANALYSIS


ACPA/NASPA
Competency Area

Skill

Specific
Rating

Evidence of Learning

Future Improvement &


Development

Human &
Organizational
Resources

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
PLU Admission & Academic
Advising (colleagues and
supervision of students)

I have always had a curiosity for


HR and Organizational
Development. It is why I am
considering a career in employer
relations and recruitment
management. But its amazing to
see my experience even in the
various functional settings and
roles I have worked in over the
last eight years.

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

+
+
+

SU Career Services (recent


interview process for new
position)

I
CWU Budget proposals, event
and lesson planning.

+
+

+
+
+
+

I think its very contextual how


you function in this area. Its
necessary to really know the
basics to navigate the system
professionally, ethically,
efficiently, effectively, and simply
with care. You need to know
your community and this ties in
with the area of law, policy, and
governance.
Wherever I end up next, I hope
to have this area as a significant
part of my role.

ARTIFACT H: KNOWLEDGE, SKILLS, AND COMPETENCIES ANALYSIS


ACPA/NASPA
Competency Area

Skill

Law, Policy, &


Governance

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.

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

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.

Specific
Rating

Evidence of Learning

Future Improvement &


Development

W
PLU private (Lutheran)
SU private (Jesuit)

I
CWU state

I have definitely changed over the


past year and a half in this area, but
also recognize the work will never be
100% done. There will always be
policies to review, governance to
deal with and abide by, and hills to
die on (figuratively speaking).

C
SU Law, Finance, Leadership,
Lead & Gov, Social Justice

Being at CWU last summer really


opened my eyes to the state-school
system of rules and regulations. In
addition, being on a committee at
SU, outside of my everyday work,
has provided me a glimpse into the
real world of politics in higher ed.
Fortunately I have not had to deal
with any legal matters, but as I move
forward with my career and take on
my leadership roles I know that will
be a language I need to adopt and be
very up-to-speed on. That also
includes understanding policy terms
and how they apply to help or hinder
others or myself.
I hope that wherever I end up, I will
be provided the proper training by
the institution but also the space to
learn on my own as well as fight for
causes that need to be addressed.
This area is very situational.

ARTIFACT H: KNOWLEDGE, SKILLS, AND COMPETENCIES ANALYSIS


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

10

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.

W
PLU
SU
Starbucks

My identity as a leader became more


defined as I moved through this
program. From my various
experience, I am much more
confident in myself to work from a
distance as well as among others.

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
SU Graduate program (SDA)
O
Volunteer opportunities
I
SU Preview Days (co-lead)
CWU Retreat (lead)

I am excited to grown more is in an


organization that I feel is the right fit
that accepts me for who I am and
what I bring to the table but also
challenges me to be humble and
allow others to have the spotlight.
Leadership is a shared experience,
and it works well in community with
others. I am only true to my values
and the purpose of an institution if I
lead with genuine care, trust others,
and in return, for others to trust me.

ARTIFACT H: KNOWLEDGE, SKILLS, AND COMPETENCIES ANALYSIS


ACPA/NASPA
Competency Area

Skill

Identify key elements of ones set of personal


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

Specific
Rating

11

Evidence of Learning

Future Improvement &


Development

W
PLU
SU

Due to the constant theme of


transition while in this program, I am
not as confident in my personal
identity as I hoped I would be. While
I wish I knew exactly what I wanted
to do after I graduate, I play tug-ofwar with if I really am qualified
enough to move forward with
something so grand, or if I will end
up settling for something I really
dont like, am not paid justly for, etc.

C
PLU
SU
O
Volunteer experiences
Counseling

I am an ESFJ! I like to be challenged,


I like working in a fast-paced
environment, and I like collaborating
with others (with a goal in mind, of
course). I like a healthy work-life
balance. I am also very critical of
myself and value my time, so that it
is all worth it and that I produce the
best results possible. I could be
kinder to myself. So I seek out
evaluations and mentorship so that
the constructive feedback feeds my
soul and gives me affirmation or
room for improvement!

I am eager to finish graduate school


and re-enter the professional field as
a FTE!

+
+
+

I
CWU
SU

ARTIFACT H: KNOWLEDGE, SKILLS, AND COMPETENCIES ANALYSIS


ACPA/NASPA
Competency Area

Skill

Articulate theories and models that describe the


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

Specific
Rating

+
+

12

Evidence of Learning

Future Improvement &


Development

C
SU SDAD, EDUC, ADED,
STML courses

Theory is so easy to forget when we


get so caught up in the everyday busy
lifestyle of work. I dont want to lose
what I gained from this program. I
will not simply retain the
information and history of the
various theories I learned. Instead, I
want to understand how to apply it
and critically evaluate how it could
work better in different situations
and with diverse individuals/groups.

W
SU GA in Career Services
I
CWU My supervisor lived and
breathed Student Development
Theory!