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Artifact E2: Knowledge, Skills, and Competencies Analysis


Completed in SDAD 5900: Capstone Course (Fall 2015) for Portfolio
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

()

Graduate Assistantship (W):


As an assistant resident director I have
served in various advising and helping roles
for students. As a supervisor of Resident
Assistants and Front Desk student staff, I
provide with individual and groups of
students with continuous direction,
feedback, guidance, referral, counseling,
and other related support. I meet with oncampus residents to support, counsel, guide,
and refer for concerns regarding their
health, well-being, academics, and
leadership, engagement, and conduct
experiences.

Seek out a postgraduate position


involving the use
of advising and
helping skills.

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Spring 2015 Internship (I):


I helped to advise and provide resources
and support to international students at
Shoreline Community College. Through
one-on-one and larger group advising,
programming, and focus group facilitation,
I was able to help them connect and obtain
the academic and personal support they
needed.
Introduction to Counseling
COUN 5100 (C):
This course introduced me to the counseling
techniques and tools that I apply to my daily
practice as an assistant resident director,
intern, and aspiring student affairs leader.

Join NACADA
or another
professional
organization to
obtain resources
and connect with
student affairs
professionals in
advising
positions to learn
about best
practices to help
improve skills.
Continue serving
students as a
supervisor, guide,
resource, and
support through
one-on-one and
group
interactions

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

Introduction to Research
and Graduate Study
EDUC 5000 (C):
This course helped to develop my current
knowledge and skills in conducting effective
and ethical assessment, evaluation, and
research as a professional.

Within my
current roles and
work, find
opportunities to
conduct research
assessment, and
evaluation.

Spring 2015 Internship (I):


I coordinated and assessed the findings
from focus groups and other research to
help improve the coordination and
implementation of Shoreline Community
Colleges International Student Orientation
Program.

Research and
review examples
of research,
assessment, and
evaluation from
other institutions
to learn about
techniques and
skills to improve
own practice and
application.

Summer 2015 Internship (I):


I conducted and assessed findings from a
focus group in order to draft the Saint
Marys College of California Sexual Assault
Campus Climate Survey, which will be
released in the 2015-2016 academic year to
assess student perceptions about sexual
violence, prevalence of violence on campus,
and the abilities and success of the
institution in responding to reported cases
of sexual violence.

In the future,
seek out job
positions that
involve
assessment,
evaluation, and
research
responsibilities.

ACPA/NASPA
Competency Area

Equity, Diversity, &


Inclusion

Skill

Specific
Rating

Identify the contributions of similar and diverse


people within and to the institutional environment.
Integrate cultural knowledge with specific and relevant
diverse issues on campus.
Assess and address ones own awareness of EDI, and
articulate ones own differences and similarities with
others.
Demonstrate personal skills associated with EDI by
participating in activities that challenge ones beliefs.
Facilitate dialogue effectively among disparate
audiences.
Interact with diverse individuals and implement
programs, services, and activities that reflect an
understanding and appreciation of cultural and
human differences.
Recognize the intersectionality of diverse identities
possessed by an individual.
Recognize social systems and their influence on people
of diverse backgrounds.
Articulate a foundational understanding of social
justice and the role of higher education, the institution,
the department, the unit, and the
individual in furthering its goals.
Use appropriate technology to aid in identifying
individuals with diverse backgrounds as well as
assessing progress towards successful integration
of these individuals into the campus environment.
Design culturally relevant and inclusive programs,
services, policies, and practices.

()

change aspects of the environment that do not


promote fair treatment.
Analyze the interconnectedness of societies worldwide
and how these global perspectives impact institutional
learning.

()

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

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()

Evidence of Learning

Future
Improvement &
Development

Graduate Assistantship (W):


I have coordinated and facilitated Social
Justice and Community Awareness trainings
for the Housing and Resident Life student
staff. I work closely with my resident
assistants and desk staff in order to ensure
the application of inclusive language,
inclusive community engagement and
programming, and that they are providing
opportunities to help develop our oncampus residents awareness about their
identities, privileges, prevalent justice
issues, and the impact on the self and
community.

Develop a
program or
initiative around
equity, diversity,
and inclusion for
my future
professional
staff/team or
employing
organization.

Multicultural Perspective
EDUC 5150 (C):
This course challenged me to explore my
perspectives and the factors influencing my
navigation and application of my stories
and identities in order to determine their
influence on my work as a student
development practitioner.
Best Practices in Student Services
SDAD 5750 (C):
My summer project focused on best and
promising practices for recruiting and
engaging students of color in order to
create diverse and inclusive learning
environments and experiences for students.

Continue seeking
ways to help
students gain
awareness and
recognize the
value of equity,
diversity, and
inclusion, and be
active agents to
build more
inclusive and
aware
communities
Recognize and
implement
opportunities in
future roles to
incorporate
equity, diversity,
and inclusion in
my work.

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

(+)

()

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()

Evidence of Learning

Graduate Assistantship (W):


As an assistant resident director, I am
called to practice professional ethics
through my work in conduct and daily
interactions with students and colleagues.
Foundations of the Student Affairs
Profession SDAD 5300 (C):
In introducing the foundational elements of
the field, this course provided insight into
ethics and what it means to be an ethical
professional in terms of adhering to ones
personal values and its application.
Leadership and Governance in PostSecondary Education SDAD 5760 (C):
This course focused on several cases in
higher education and student affairs, where
an individual professional, group, or
institutions ethics were called into
investigation or question. I learned about
strategies and responses that work well due
to their commitment to the professional and
personal practice of ethics.
Social Justice in Professional Practice
EDUC 5200 (C):
In this course, I am continuing to learn
about injustice and ways I, as a student
affairs professional, am called to be aware
of my biases, prejudices, and privileges in
order to act in the most just (morally,
ethically, etc.) way possible.

Future
Improvement &
Development
Create a personal
statement of
professional
ethics to follow
and utilize in my
future roles as
student affairs
leader.
Maintain
personal
commitment to
my values and
ethics through
my daily
professional
practices and
interactions.
Recognize the
lack of ethics or
presence of
ethical dilemmas
and act
accordingly.

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
competency area
incorporate the philosophy and values of the
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

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Evidence of Learning

Future
Improvement &
Development

Foundations of the Student Affairs


Profession SDAD 5300 (C):
This course introduced me to the
foundational history, philosophy, and values
underlying the student affairs profession.

Take a course
and/or conduct
research on the
history of higher
education in
order to better
understand and
identify the
philosophy and
values of the
profession.

Leadership and Governance in PostSecondary Education SDAD 5760 (C):


In this course experience, I learned more
about the history, philosophy, and values of
the student affairs profession and how they
have changed over time. It provided insight
into my role and responsibility in helping
create those changes that are informed by
these foundational elements.
Best Practices in Student Services
SDAD 5750 (C):
Through this summer course and the
campus visits/interviews I conducted, I was
able to learn about the application of
student affairs history, philosophy, and
values at different institutions.

Actively search
for opportunities
to continue
learning about
the best or
promising
practices in
applying history,
philosophy, an
values to the field
of student affairs.

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

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.

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Evidence of Learning

Future
Improvement &
Development

Graduate Assistantship (W):


Part of my responsibilities is assisting with
the selection, recruitment, training, and ongoing support, management, and evaluation
of our resident assistants, desk staff, and
professional staff members. I have
participated in conducting interviews,
giving feedback, helped to mediate arising
conflicts and concerns, and how to
maximize the human, financial, and other
resources that we have in order to best
serve our students.

Look for more


opportunities to
manage or
oversee a budget
in future
positions.

Leadership and Governance in PostSecondary Education SDAD 5760 (C):


Through the case studies and lectures in
this course, I learned about effective and
promising strategies and practices for
recognizing, utilizing, and maximizing the
human and organizational resources of an
institution, particular in times o crisis or
innovation (restructure or reorganization).

Make a point to
connect and/or
build
relationships with
colleagues to
share and learn
about best or
promising
practices in
human and
organizational
resources
management.
Continue
participating in
recruitment,
selection, and
evaluation
projects to
broaden
experience and
skills in this
competency area.

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

()

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Evidence of Learning

Future
Improvement &
Development

Summer 2015 Internship (I):


In the projects I completed for Saint
Marys College of California, I learned
about the political structure and policies
that served as challenges to particular
changes my work would lead to.

Subscribe to
articles
and/organizations
to sustain
awareness of laws,
policies, and cases
impacting the field
of higher
education.

Leadership and Governance in PostSecondary Education SDAD 5760 (C):


In this course, I learned about the
influence of law, policy, and governance
on the structures of institutions and
programs. I also learned how current
standards influence crisis response and
institutional changes and their impact on
students learning and development.

Work on future
projects or
initiatives that
involve reviewing,
interpreting,
and/or adapting to
law, policy, and/or
governance
standards and
structures.
Seek positions
and/or roles that
will empower me
to gain hands-on
experience with
the legal processes
and structures that
influence the work
I will do.

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

Describe how ones personal values, beliefs, histories, and


perspectives inform ones view of oneself as an effective leader.
Identify ones strengths and weaknesses as a leader and seek
opportunities to develop ones leadership skills.
Identify various constructs of leadership and leadership styles
that include but are not limited to symbolic, expert, relational,
and inspirational.
Identify basic fundamentals of teamwork and teambuilding in
ones work setting and communities of practice.
Describe and apply the basic principles of community building.

(+)

Use technology to support the leadership process (e.g., seeking


feedback, sharing decisions, posting data that support decisions,
using group-support website tools).
Understand campus cultures (e.g., academic cultures, student
cultures) and collaborative relationships, applying that
understanding to ones work.
Articulate the vision and mission of the primary work unit, the
division, and the institution.
Explain the values and processes that lead to organizational
improvement.
Identify institutional traditions, mores, and organizational
structures (e.g., hierarchy, networks, governing groups, nature
of power, policies, goals, agendas and resource allocation
processes) and how they influence others to act in the
organization.
Explain the advantages and disadvantages of different types of
decision-making processes (e.g., consensus, majority vote, and
decision by authority).
Think critically and creatively, and imagine possibilities for
solutions that do not currently exist or are not apparent.
Identify and then effectively consult with key stakeholders and
those with diverse perspectives to make informed decisions.
Explain the impact of decisions on diverse groups of people,
other units, and sustainable practices.
Articulate the logic used in making decisions to all interested
parties.
Exhibit informed confidence in the capacity of ordinary people
to pull together and take practical action to transform their
communities and world.
Identify and introduce conversations on potential issues and
developing trends into appropriate venues such as staff
meetings.

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Evidence of Learning

Future
Improvement &
Development

Graduate Assistantship (W):


Throughout my assistantship experience, I
have taken on leadership roles on projects
and have worked with diverse groups of
colleagues and students in order to ensure
the safety, well-being, development, and
learning of my students.

Continue pursuing
leadership roles
and opportunities
to develop skills,
knowledge, and
experiences
further.

Seattle University Student Development


Administration Student Organization
SUSDA (O):
As the Professional Development Chair, I
am taking initiative and working with a
team to help to provide development and
resources to my peers.

Join a professional
or organizational
committee/taskfor
ce group to engage
in meaningful
leadership.

Leadership in Education I
EDAD 5700 (C):
This course introduced me to different
leadership styles, allowing for
exploration of my own.

In the future, seek


an employment
position that is
mid- or seniorlevel in the field.

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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

Graduate Assistantship (W):


My assistantship has challenged me to
learn how to manage my time, do self-care,
and has given me ample opportunity to
explore my interests and commitment to
students learning, leadership,
development, and success.

Create and follow


personal, wellness,
and health plan
(e.g.-exercise,
diet, social
activities, hobbies)
to ensure my own
sense of personal
balance and wellbeing.

Foundations of the Student Affairs


Profession SDAD 5300 (C):
The final project for this course challenged
me to explore who I am and what my
mission is as a student development
practioner. I learned much about myself,
ways to self-care, and be the student
affairs leader I aspire to be.

Maintain record
(i.e., journal or
blog) and
reflection of
experiences in
both personal and
professional lives
to help holistically
identify areas of
growth and
learning.
Seek out future
opportunities to
challenge me and
my foundations in
order to create
opportunities to
learn and grow.

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

Graduate Assistantship (W):


In my everyday work, I engage with
students as an assistant resident director,
hall council advisor, student staff
supervisor, and so on. Through the
programs and projects I play a role in
coordinating and facilitating, I am
consistently applying the theories and
practices I have learned.

Review and reread books and


articles from
courses to
maintain my
knowledge and
ability to apply in
my work

Student Development Theory, Research,


and Practice SDAD 5400 (C):
This course provided me with the
foundational knowledge about theories,
research, concepts, and practices that now
inform my own practices.
Adult Learning EDUC 5130 (C):
This course introduced specific theories,
research, and practices that allow me to
work with diverse student populations and
understand their needs. I also apply much
of my learning to my everyday work as a
student affairs professional.

Read publications
that pertain to
student
development
practices to help
improve
professional
practices in work
with students.
Continue to apply
theory to practice
in my work with
intent and
awareness of
impact and
success