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Header: ENDING NASPA/ACPA KNOWLEDGE, SKILLS, AND COMPETENCIES ANALYSIS

Katie Bates
Ending NASPA/ACPA Knowledge, Skills and Competencies Analysis
February 4th, 2016
SDAD 5900

ENDING NASPA/ACPA KNOWLEDGE, SKILLS, AND COMPETENCIES ANALYSIS


NASPA/ACPA 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)

ENDING NASPA/ACPA 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 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

-COUN 5100 taught active listening


skills
-Learned nonverbal communication
from advising students, even how
space effects students
-TRiO taught me how to engage
student leaders in our trainings, but
also develop leadership skills
-Advising helped us teach students
how to navigate school website to
seek out resources
-Learned about FERPA, especially
when working with parents
-EDUC 5150 taught me to think
about assets based vs deficits based
advising
-NACADA gave me training on
advising populations of students
-TRiO advising helped me address
needs of first gen students when
transitioning in and out of colleges

-Further develop reflection skills and


utilize different tools
-Further development of problem
solving
-Training in goal setting
-More training in crisis managements
-Learn more about specific needs of
student populations and how to
engage those students
-Learn more about student veterans

ENDING NASPA/ACPA 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
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

-Utilized qualitative evaluation for


TRiO Peer Mentorship program
-Reviewed Washington State Board
reports and policies
-Developed annual student exit
reports at TRiO
-Researched best practices within
Peer Mentorship programs
-Redeveloped student life survey to
pull deeper results for CWUWestside campuses
-Used Qualtrix to produce
quantitative and qualitative surveys
for CWU-Westside
-EDUC 5000 taught me to
formulate unbiased questions and to
interpret data based off collection
methods
-Developed Assessment for
Internship & Networking Fair

-Gain experience with AER reports


-Learn to assess quality of results
within qualitative studies
-Gain experience with common data
collection technology and methods
-Gain more experience with
conducting focus groups
-Learn about confidentiality
standards within data reporting

ENDING NASPA/ACPA KNOWLEDGE, SKILLS, AND COMPETENCIES ANALYSIS


ACPA/NASPA
Competency Area

Equity, Diversity, &


Inclusion

Skill

Specific
Rating

Evidence of Learning

Future Improvement &


Development

Identify the contributions of similar and diverse


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

-Research project in EDUC 5000 on


supporting transfer students within
4 year institutions
-Hybrid learning and resources
support non-traditional students at
CWU-Westside
-Attended training on addressing
microagressions while at Highline
-Popes theory of multicultural
competency gave me framework to
increase knowledge
-EDUC 5150 taught me about
intersectionality of identities
-Learned about Community College
Open Access Missions through
SDAD 5590
-Attended Poverty Workshop
through STML 5720
-SDAD 5800 taught me to think
through lense of community cultural
wealth
-Advising through specialized
transfer orientation

-Be able to name and claim my own


identities by attending trainings
-Learn how institutions define social
justice and how their policy supports
or hinders this
-Learn how technology can identify
diverse individuals on campus and
track their inclusion on campus
-Developing culturally inclusive
programming
-Developing inclusive messaging and
accommodations for students with
disabilities

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

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.

+
+

+
+

ENDING NASPA/ACPA 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.
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

-Learned about WA State Ethics


Board through interview for SDAD
5800
-NACADA and NASPA
memberships helped me learn
standards of ethics within field
-Discussed ethical case studies
during advising meetings
-Ethical Dilemma paper for SDAD
5640
-Consultation with supervisor at
Highline addressed ethics of paying
students for mentorship work
-EDUC 5200 helped me learn about
foundations of justice within ethics
and help me articulate commitment
to justice

-Learn to address ethical issues


within the workplace
-Seek out resources to know ethical
standards of workplace
-Learn how to advise students in
ethical decision making

ENDING NASPA/ACPA KNOWLEDGE, SKILLS, AND COMPETENCIES ANALYSIS


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

-SDAD 5400 gave me theoretical


framework within student
development practices
-SDAD 5300 taught me about
institution types and categorization
-SDAD 5300 taught me the unjust
historical context that higher
education was formed in
-SDAD 5590 showed development
of community colleges
-Highline College helped me
understand values behind Open
Access Mission
-SDAD 5760 taught me about
tenure process for faculty
-Advising gave me contact with
faculty and supervisor helped me
understand dynamics
-NASPA and NACADA
membership helped me connect to
professional associations
-Research within all classes exposed
me to publications within field
-SDAD 5760 introduced me to
Chronicle of Higher Education

-Learn more about the philosophies


that define student development
-Learn more about principles of
professional practice
-Further explore how the values of
the profession contribute to
sustainable practice

+
+
+

+
+
+

ENDING NASPA/ACPA KNOWLEDGE, SKILLS, AND COMPETENCIES ANALYSIS


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.

-SDAD 5750 learned about


Highlines commitment to hiring
diverse faculty and staff
-Interview for SDAD 5800 learned
about hiring practices and role of
unions within community colleges
-Create professional development
plan for next 5 years and narrative
for Porfolio which will help me
understand professional goals
-Through advising, learned conflict
between academics and student life
-Collaborate with facilities to follow
policy for Internship & Networking
Fair
-Learned about liability in SDAD
5800
-CWU Westside learned about
budget allocation for S&A funds
-TRiO managed budget and
reimbursement process
-Developed agendas for Peer
Mentorship trainings and Internship
& Networking Fair
-Practiced effective communication
through email at CWU-Westside

-Learn how job descriptions support


staffing
-Learn about introductory
motivational techniques
-Think more about sustainability
practices within work
-Continue to develop effective
communication styles

ENDING NASPA/ACPA KNOWLEDGE, SKILLS, AND COMPETENCIES ANALYSIS


ACPA/NASPA
Competency Area

Law, Policy, &


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

Overall Rating:
0 1 2 3 4 5

Skill

Specific
Rating

Evidence of Learning

Future Improvement &


Development

Explain the differences between public and private


higher education with respect to the legal system and
what they may mean for students, faculty, and staff at
both types of institutions.
Describe the evolving legal theories that define the
studentinstitution relationship and how they affect
professional practice.
Describe how national constitutions and laws influence
the rights that students, faculty, and staff have on public
and private college campuses.
Explain the concepts of risk management and liability
reduction strategies.
Explain when to consult with ones immediate supervisor
and campus legal counsel about those matters that may
have legal ramifications.
Act in accordance with federal and state/province laws
and institutional policies regarding nondiscrimination.

-Learn how policy is developed


within institution and within
government agencies
-Continue to educate myself about
local, state and federal policy that
affects my work
-Learn more about specialized
interest groups that affect policy

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.

-SDAD 5800 taught me how legal


issues are handled within public and
private institutions
-Advising helped me discern when
to consult with supervisor on
individual student matters
-TRiO learned when to consult
supervisor for direction
-Interacted with CWUs policy
manager who is involved with
advocating within state and local
politics
-Informational interview with CWU
Westside regional manager about
developing partnership with
Highline College
-SDAD 5760 learned about state
and federal policy and what current
issues are within the political sphere

ENDING NASPA/ACPA 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 5

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.

-SDAD 5150 taught me about my


identities and how they shape my
values
-Understand campus culture within
community colleges and branch
campuses through internships at
Highline and CWU-Westside
-Advising helped me utilize staff
meetings to think ahead and address
potential issues
-EDAD 5700 think about structures
of leadership within higher
education
-Informational interviews with VP
of Student Services and Director of
HR helped me understand
leadership in community colleges

-Learn more about formalized


leadership styles
-Utilize technology to support
leadership process
-Learn to develop good mission and
vision statements
-

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.

+
+

ENDING NASPA/ACPA KNOWLEDGE, SKILLS, AND COMPETENCIES ANALYSIS


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.

11

Specific
Rating

Evidence of Learning

Future Improvement &


Development

-SDAD 5590 introduced me to


mission and values that guide
community colleges
-Work at Highline confirmed
wanting to be involved with
community colleges
-Work at TRiO made me reflective
on my strengths and weaknesses
within program planning
-Regular meetings with GA and
internship supervisors focused on
how to build skills
-Learned through GA and
internship sites how work
environment affects productivity
-In STML 5720 learned what
supervisory styles are cohesive with
own style
-Internships helped me reflect on
aspects of work that I excel in and
need more development in
-Through COUN 5100 and seeking
out personal counseling I learned to
process my thoughts in healthy way
-Took part in Wellness Challenge
that made me realize impact of
nutrition and exercise on wellbeing

-Continue to do goal based work,


building this into everyday habit
-Continue to seek out resources
when experiencing negative patterns
in health or wellbeing
-Practice articulating beliefs so that I
can clearly express my motivations
and ideas
-Seek out trainings to help me
become more comfortable in my
identities
-Make healthy living my number one
priority

+
+

ENDING NASPA/ACPA KNOWLEDGE, SKILLS, AND COMPETENCIES ANALYSIS


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.

12

Specific
Rating

Evidence of Learning

Future Improvement &


Development

-SDAD 5400 taught me ways


students build identity and
meaning
-EDUC 5150 taught me to think
of intersectionality of student
identities
-Highline and CWU Westside
helped me see how values of
institutions help non-traditional
students form
-EDUC 5130 taught me about
structuring resources and
classroom learning for adult
learners unique needs
-TRiO helped me start with
learning outcomes in mind when
doing programming

-Learn more about limitations of

student development theories


-Continue to stay current on research
-Continue to seek out resources for
training that utilize research within
student development