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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)

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

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

Future Improvement &


Development

W: Working as a hearing office for


the Office of Integrity Formation, I
interact with students in high stress
environments and have learned
skills to deescalate emotions and
anxiety so that a productive
conversation can occur based on
growth and care.
W: As an advisor for a residence
hall council and for the campuswide Residence Hall Association, I
work in one on one relationships
and group settings with students to
help guide them towards the goals
they set for themselves regarding
programming, advocacy, and
recognition.
W: In supervising a staff of Resident
Assistants, I advise them in their
programming models, particularly in
collaborating as Learning
Communities. I also support them
in addressing issues while on duty,
in handling mediation, and partner
dynamics.
I: Co-advise student led
programming committees to put on
campus-wide programming with
leadership and social justice focus
C: COUN 5100 gave me weekly
practice demonstrating basic
counseling skills like paraphrasing.
C: MGMT 5710 provided training
in a conflict seminar in order to best
articulate interpersonal conflict and
dialogue.

I have included pursuing


advisor training in my Five
Year Professional
Development plan because
this is a role responsibility that
I truly want to improve on. I
have had great experiences
over the past two years in
advising student groups, but I
want to improve skills such as
self-motivated goal setting, &
pursuing multiple objectives.
Time spent on a certain
campus and the widening of
my professional network will
aid in making appropriate
referrals.
I plan on continuing my new
involvement in the Advisor
Resource Training offered
through NACURH for
advisors of RHA and seeking
out other professional
development sessions at
conferences like NASPA.
I also plan on using more
experienced mentors as
resources for scaffolding
conversations with 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: In my role in housing, I have
In order to grow in this area, I
collaboratively used Qualtrics
plan on gaining more hands on
systems to assess students
experience in making change
preceptions of training and
from assessment data. Most of
implement changes for the next
my exposure to AER has been
year. I have been exposed to the
utilization of survey data in shaping
from colleagues interpretation
the departments programming
of data and results. I would
model and conduct policies. I have
like to have a more active role
gained exposure to the divisionalin translating data to concrete
wide interpretation of campus
takeaways and implications for
climate survey results and how that
influences practice.
practice. I will pursue this
I: In my internship I have
through volunteering for
developed a campus-wide survey to
gain data on why students choose or departmental assessments. In
my internship, I have crafted a
choose not to get involved with
survey and serve as the
Student Life. I am dispersing the
survey and responsible for creating a primary person responsible for
report at the end of each quarter.
data interpretation and
C: EDUC 5000 allowed me to dive
reporting out. I will have more
deeper into how to use statistical
experience in this capacity at
information and the restrictions of
the end of the year.
different assessment and research
methods.
My independent study will
C: For SDAD 5750 (Best Practices), involve researching leadership
I conducted research in terms of
best practices and outcomes
literature reviews and informational
from across the country and
interviews with practitioners on
throughout the existing
student success and retention and its
literature on leadership
intersection with leadership
programs and integrating this
programs.
into the creation of a new
program, for which I will
create learning outcomes and
assess.

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 1 2 3 4 5

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: Student Leader training in


the department integrates social
justice training. For this training
I not only received my own
departmental training and
participated in the students
training, but I also facilitated
pieces of the training and the
follow up sessions with my
community-specific staff.
C: In EDUC 5200, I engaged in
conversation and readings with
peers on issues of justice,
oppression, and liberation. I also
completed a social justice issues
blog on gender inclusive
housing.
I: I advise student committees
responsible for implementing
social justice themed
programming, like the MLK
week of programs.
W: I supervise with the Justice in
a Diverse Society Learning
Community. IN this role I
collaborate with student leaders
and a faculty member to
implement justice oriented
programming, like discussions
on culturally appropriative
costumes.

Attending a Jesuit university that


heavily focused on promoting
justice-focused education has set
me up well in a foundational
understanding of EDI. I plan on
improving in this section through
actively seeking out ways to be a
visible ally to students of
identities that are different than
my own, like students of color or
undocumented students. This
includes attending campus
events, identity-based student
organizations, and professional
developmental sessions.
I plan on exploring my
understanding of and issues
concerning my own social
identities. For example, I plan to
submit a program proposal for
the Queer I Am summit this year.
I would also like to work more
proactively to promote genderinclusive spaces on campus,
particularly housing. In the
future, I plan on joining
institutional committees or task
forces on related issues.

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.

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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: In my role in housing I
have been faced with ethical
issues of hiring and firing
student staff. My nature as a
supervisor is also one that has
a friendly foundation, so I
work hard to integrate a sense
of respect through this so that
I do not run into unethical
situations with students.
Proximity in age also adds to
this issue that I have learned
to navigate.
W: My role as a conduct
officer for the university
brings up ethical issues often.
I am often one to address
policies and sanctions that do
not immediately give off a
sense of equity.
C: SDAD 5760 gave me a
chance to discuss and research
ethical issues faced by
institutional leaders.

I need to solidify how I


articulate my personal code of
ethics. I am someone who
does feel subjectively. But my
new supervisor is a very linear
thinker, so I plan on using him
as a resource to try to
formulate a more concrete
code of ethics.
Taking SDAD 5800 will likely
give me more exposure to
ethical issues concerning law.
Maintaining an awareness on
the current issues in higher
education and globally will also
assist in creating clearer
understandings of ethical
issues. For example, this
would involve being attentive
towards publications like the
Chronicle of Higher
Education.
I also plan on gaining a
position on institutional
committees and task forces in
the future, will help assist in
me having opportunities to
practice ethical decision
making.

I: The ethical dilemma

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conversation we had to have


with our supervisors in our
internship also opened up a
conversation to discuss personal
standings on ethical issues and
helped provide a space for
personal reflection.

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: SDAD 5300 gave me the


foundational background on the
history and origins or higher
education and student affairs. It also
gave an overview of institutional
types and hierarchical breakdowns.
The interview I did for this class
helped me explore the division
between academic affairs and
student affairs.
C: SDAD 5590 gave me a new view
into the community college realm,
which is an area I knew nothing
about. It clarified the intentions of
public education, the history of this
system, and philosophies for
academic and student affairs.
C: SDAD 5750 gave me a more in
depth exposure to the workings of
different institutional types. I
interviewed professionals from
community colleges, state schools,
religious affiliated private schools,
and a liberal arts school. These
interviews gave me insight to the
different departmental and
leadership structuring and politics of
different institutional types.
C: SDAD 5760 gave me an
overview of the issues to be aware
of as leaders of institutions and
maintaining mission and vision
despite politics and crisis.

Post-graduation, I know it will


be less accessible for me to
stay in conversation about
current events that are shaping
the way folks view student
affairs. New theories ad
research will be put out, and
best practices will adapt along
with that. So as a professional,
I plan on staying involved in
the professional organizations
that I am affiliated with,
attending conferences and
other professional
developmental opportunities,
and engaging in dialogue with
my peers and mentors.
Reading for pleasure is
something I hope to integrate
more back into my leisure
experience. Books and articles
chosen by my own intrinsic
interest will also help keep me
engaged with topics of the
field and fuel my development.

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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: As part of my role in housing, I


assist in the coordination of the
hiring processes for Resident
Assistants and Desk Assistants. I
hire and train specifically for the
building I work in.
W: As part of the Student
Leadership Committee, I
volunteered to draft new Desk
Assistant and Desk Coordinator
position descriptions for the
department. I also reinvented the
departments evaluations used to
give feedback to student leaders.
W: Within my building community,
I coordinate opening and closing
each quarter and year. I am
responsible for communicating with
facilities and maintenance teams.
W: As I serve in an on-call rotation,
I am familiar with campus-wide and
departmental response to crisis.
W: I co-create weekly RA meeting
agendas, create DA staff meeting
agendas, and co-create Learning
Community team agendas.
W: I co-oversee the programming
and supplies budget for the building
I manage.
W: I am trained in software
designed to lessen paper work
within the department (conduct,
room coordination, etc)
C: SDAD 5760 gave me an
overview of the issues to be aware
of as leaders of institutions and
maintaining mission and vision
despite politics and crisis.

In the future, I plan on


developing this competency
area through gaining a fulltime position coordinating a
residence hall. My current
position still operates within
the coordinating philosophy of
my supervisor, so I look
forward to having the
autonomy to coordinate my
staff and community in my
own way.
I plan on actively seeking out
professional development
sessions on best motivating
my staff and managing
conflict, like sessions at the
NASPA conference.

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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
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.

Specific
Rating
+

Evidence of Learning
I: Internship gave me the
comparison of how a private school
operates vs a public school, namely
the community college system. I
have learned about the governing
structures of this system, including
funding constraints and statemandates for employees.
C: SDAD 5760 gave me the
opportunity to discuss issues of
policy and governance with my
peers and learn from case studies.
C: SDAD 5590 gave me more
information on the governance of
the community college system.
W: My role as a university conduct
officer gave me experience in
communicating law and policy to
students and making sure I was
acting in accordance to these as well.
This role also gave me experience in
discussing how law and policy are
interpreted and brining up questions
and issues with my superiors.
W: My role in housing also has
made me familiar with policies
concerning FERPA and protecting
students privacy. Likewise,
mandatory reporting is something I
have had to gain experience in. Both
of these areas have involved training
students in them as well.

Future Improvement &


Development
Given that I am taking the
Law in Higher Education class
in the future, I expect that this
will give me more exposure
and experiences in this
competency area. I have
learned a lot about state
systems (community colleges)
but want to learn more on
how private schools are
specifically effect by LPG.

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: MGMT 5710 gave me experience


in facilitating group experiences,
creating teambuilding initiatives,
leading through conflict, and a
reflective experience in determining
my own leadership style.
I: For my internship, I am creating a
leadership program from the ground
up. This involves research,
assessment, creating learning
outcomes, and physically facilitating
the programs.
W: In my role in housing I have
given a series of developmental
workshops on leadership skills.
W: I serve as a supervisor and
advisor for 3 different groups of
students and establish mentoring
relationships with those members
on an individual basis.
W: I have offered leadership
development opportunities for my
peers in our group meetings every
week.
O: In my role at the summer camp I
have worked at during this program,
I have offered similar leadership
training to the staff and campers.
I: I facilitate monthly leadership
opportunities for the student
government and club council.

Taking Lead 1 and Leading


with Emotional Intelligence
will both be educational
experiences in which I will
grow as a leader within the
classroom. I will be sure to
implement what I have learned
in the classroom through
offering trainings and learning
opportunities to the students
and peers I work with.
I also plan on gaining
leadership positions on
departmental committees and
gaining additional collaborative
experience in divisional,
intuitional, and regional
committees and task forces.
As I enjoy facilitating, I hope
to grow more in this
leadership skills through
presenting workshops at
regional conferences.

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.

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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.
01 2 3 4 5
Recognize the importance of reflection in
personal and professional development.

Specific
Rating

+
+

Evidence of Learning

Future Improvement &


Development

C: SDAD 5400 gave me the


opportunity to hold a mirror up
in front of myself in terms of
thinking of how my own
experience fit into the theories
we were studying. This helped
me align my personal values
through reflection. The
autoethnography in particular
helped me process my areas of
privilege.
C: EDUC 5200 gave me more
opportunity to think about my
areas of privilege and my
responsibility for action as a
professional in education but
also just as a human of the
world. My social justice blog
gave me clarification to a topic
that had very strong personal ties
as well.
W: The evaluations and
feedback forms from the
students I supervise has helped
me my strengths and weaknesses
as a supervisor.
C: SDAD 5900 and all of the
interview, resume, cover letter,
and general job search processes
definitely gave me clarity as to
what my non-negotiables are and
how to best articulate my
experience, growth, strength, and
values.

I plan to continue the process


of journaling that I used to,
but have recently stopped
pursuing. This reflective
process will help maintain
awareness of my values and
goals.
I plan on seeking professional
employment in which
feedback from those I
supervise is encouraged. I will
also seek employment that
presents the opportunity to
work closely with a supervisor
who is free giving and
constructive with feedback.
Given that I feel that I have
not had ample opportunities
to receive feedback about my
job performance from my
supervisor while here, I am
looking for that in my next
position.

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 5400 gave me the


opportunity to build a
presentation that integrated
development theory on meaning
making with different learning
styles. The use of a variety of
learning styles is something I have
integrated in all other
presentations and workshops that
I have facilitated. This class also
gave me a crash course in seeing
myself in theories and helping me
relate these through my own
experience and the students I
worked with.
C: EDUC 5130 gave me even
more theories and experience
learning about how individuals
learn, particularly those who are
older and returning to school
W: I have created learning
outcomes for the different
developmental trainings and
retreats I have offered to the
students I work with.
I: I have created learning
outcomes and assessed these
outcomes through the
development trainings I have
facilitated for the students leaders
of club council.

Taking multicultural
perspectives will help increase
the breadth of social identities
and differences in student
populations that I am
proactively working to include
in programs and
developmental experiences.
I plan on attending
professional development, like
conference through NASPA
to stay up to date in best
practices for promoting
student learning.
As I know I will be leaving
school soon and have the
likelihood of becoming out of
touch with theory, I plan on
using personal intrinsically
motivated reading to continue
growing in this competency
area.