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Artifact H: Knowledge, Skills, and Competencies Analysis

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)


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



Evidence of

Future Improvement & Development

Exhibit active listening skills (e.g., appropriately establishing

interpersonal contact, paraphrasing, perception checking,
summarizing, questioning, encouraging, avoid interrupting,
Establish rapport with students, groups, colleagues, and
Facilitate reflection to make meaning from experience.

W as an RA

Continue to put this skill in to practice during

interactions with colleagues and students.

W as an RA, C in
grad school classes

C beginning to do
in SDAD 578

Understand and use appropriate nonverbal communication.

W as an RA

Strategically and simultaneously pursue multiple objectives in

conversations with students.
Facilitate problem-solving.

Facilitate individual decision making and goal setting.

W as an RA

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

W as a Program
Assistant, C in
undergrad and grad
school classes
W- as RA and
program assistant, C
as student at UW
and SU
W as an RA

Continue to put this skill in to practice during

interactions with colleagues and students.
Understanding how to use reflection in 1:1
interactions with students
Continue to put this skill in to practice during
interactions with colleagues and students.
Continue to put this skill in to practice during
interactions with colleagues and students.
Work to think critically and creatively to come
up with solutions to problems that do not
have an easy answer.
Incorporate this in to conversations with
students when given the opportunity
Continue to push myself to confront situations
in which I need to challenge and encourage my

W as an RA
W as an RA, C in
grad school classes

W as an RA and
Program Assistant

Continue to learn about resources and offices

in the community beyond the institution.
Continued training with regards to crisis
management and students of concern.
Review code of confidentiality regularly.

W as an RA and
Program Assistant,
C with students

Training, coursework and putting skill in to



Competency Area

Evaluation, &
The Assessment,
Evaluation, and
Research competency
area (AER) focuses on
the ability to use,
design, conduct, and
critique qualitative and
quantitative AER
analyses; to manage
organizations using
AER processes and the
results obtained from
them; and to
shape the political and
ethical climate
surrounding AER
processes and uses on

different gender identities, sexual orientations, abilities,

cultural backgrounds).
Actively seek out opportunities to expand ones own
knowledge and skills in helping students with specific
Differentiate among assessment, program review,
concerns (e.g., suicidal students) and as well as interfacing
and the
with specificplanning,
the college
environment (e.g., student veterans).

Effectively articulate, interpret, and use results of

AER reports and studies, including professional
Facilitate appropriate data collection for
system/department-wide assessment and evaluation
efforts using up-to-date technology and methods.

Assess trustworthiness and other aspects of quality

in qualitative studies and assess the transferability of
these findings to current work settings.
Assess quantitative designs and analysis techniques,
including factors that might lead to measurement
problems, such as those relating to sampling,
validity, and reliability.
Explain the necessity to follow institutional and
divisional procedures and policies (e.g., IRB
approval, informed consent) with regard to ethical
assessment, evaluation, and other research activities.
Explain to students and colleagues the relationship
of AER processes to learning 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.

Specific Rating

Evidence of Learning
W as an RA and
W program
learning from
students and

W RA and program
assistant, C
undergrad research
C undergrad and
grad school research
W program
assistant, C
undergrad and grad
research classes
W- program assistant,
C undergrad and
grad research classes
W- program assistant
No experience

Future Improvement &

Taking opportunity to attend training sessions,
to build
this skill
through work,
opportunity to practice this.
Need training and learning
opportunities to put in to
Would like to explore this further
in coursework
Continue to learn about
qualitative studies through
coursework and work.
Need more practice in assessing
these types of studies
Will need to learn SU institutional
procedures, continued learning as
I experience new institutions.
Need more opportunities to gain
experience in this area.
Build knowledge in this area and
then put in to practice through
work , coursework, internship


Align program and learning outcomes with
organization goals and values.

W- program assistant

Overall Rating:

Learn organizational goals and

values at different institutions
that I will be interacting/working

0 1 2 3 4 5
Competency Area

Equity, Diversity, &

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
and prejudices.


Specific Rating

Evidence of Learning

Future Improvement &


Identify the contributions of similar and diverse people

within and to the institutional environment.

C graduate school

Integrate cultural knowledge with specific and relevant

diverse issues on campus.

W program assistant, C
graduate coursework

Assess and address ones own awareness of EDI, and

articulate ones own differences and similarities with

C- graduate coursework, W
program assistant

Demonstrate personal skills associated with EDI by

participating in activities that challenge ones beliefs.

C graduate coursework

Facilitate dialogue effectively among disparate audiences.

Able to identify contributions,

but believe there is much more to
learn in terms of this area.
Has institutional context, will
need to develop knowledge if I
were to work at new institution
for internship
Have assessed my own awareness
of EDI, but need to begin
putting this in to practice.
Little experience, need to find
opportunities to demonstrate
Opportunities to facilitate
(workshops, staffs etc.)
Continuing to have these
interactions will increase my
proficiency in this area.

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.

W program assistant

W RA and Program assistant,

C undergrad and grad studies,

C grad studies

C sociology courses during


Overall Rating:
Articulate a foundational understanding of social justice

W- RA, C graduate coursework

Little experience, continue to

read/learn about
intersectionalities of identities,
then put in to practice.
Continue to build knowledge and
awareness about todays students
(different diverse backgrounds
than students of the past)
Continued learning to refresh


0 1 2 3 4 5

Competency Area

Ethical Professional
The Ethical
Professional Practice
competency area
pertains to the
knowledge, skills, and
attitudes needed to
understand and apply
ethical standards to
ones work. While
ethics is an integral
component of all the

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.

foundational understanding
No experience

Develop awareness and

knowledge, put in to practice
through work and internship


Demonstrate fair treatment to all individuals and change

aspects of the environment that do not promote fair

W RA and program assistant,

V, C

Analyze the interconnectedness of societies worldwide

and how these global perspectives impact institutional

Very surface level experience,

would like to design programs for
larger and more diverse student
Always want to be cognizant of
this and continue to evaluate
environments to ensure they are
fair and just.
Develop awareness of this area


Articulate ones personal code of ethics for student

affairs practice, which reflects the ethical statements
of professional student affairs associations and their
foundational ethical principles.
Describe the ethical statements and their
foundational principles of any professional
associations directly relevant to ones working
Explain how ones behavior embodies the ethical
statements of the profession, particularly in
relationships with students and colleagues, in the
use of technology and sustainable practices, in
professional settings and meetings, in global
relationships, and while participating in job search
Identify ethical issues in the course of ones job.

No experience
Specific Rating

Evidence of Learning

Future Improvement &


C graduate coursework

Put my personal code of ethics of

student affairs practice into
practice through work or
Understand foundations of
ethical principles

No experience

W program assistant

Understand ethical statements at

different institutions and how
ones behavior embodies that

W program assistant

No context at most institutions,

learn about ethical issues at SU


competency areas, this
competency area
focuses specifically on
the integration of ethics
into all aspects of self
and professional

Overall Rating:
0 1 2 3 4 5

Demonstrate an understanding of the role of beliefs

and values in personal integrity and professional
ethical practices.
Appropriately address institutional actions that are
not consistent with ethical standards.
Demonstrate an ethical commitment to just and
sustainable practices.

W RA and program assistant,

C undergrad coursework

W RA, C undergrad and grad

W program assistant

W RA and program assistant

W RA and program assistant,


Competency Area


Specific Rating

Evidence of Learning

History, Philosophy,
& Values

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 education
and student affairs.
Describe the various philosophies that define the
Demonstrate responsible campus citizenship.

No experience

The History, Philosophy,

and Values competency
area involves knowledge,
skills, and attitudes that
connect the history,
philosophy, and values of
the profession to ones
current professional
practice. This competency
area embodies the
foundations of the
profession from which
current and future
research and practice will

Utilize institutional and professional resources to

assist with ethical issues (e.g., consultation with
more experienced supervisors and/or colleagues,
consultation with an associations Ethics
Assist students in ethical decision making and make
referrals to more experienced professionals when

No experience

No experience

W RA, program assistant, C

UW and SU

Demonstrate empathy and compassion for student


W as an RA, C graduate

Describe the roles of both faculty and student

affairs educators in the academy.

C SDAD 577

and other institutions I work at

Learn about these resources at

Learn about additional

professional resources, practice
having ethical decision making
conversation with students
Would like to develop SU
institutional context
Develop understanding of SU
ethical standards
Continue to understand ethics
and how they play into
sustainable practices
Future Improvement &
Learn the foundational
Develop historical context
through coursework
Develop understanding of
philosophies through coursework
Continue to develop this
citizenship and demonstrate to
diverse others
Continued practice during
interactions with peers and
Utilize coursework and training
opportunities to develop this
understanding further.


grow. The commitment to
demonstrating this
competency area ensures
that our present and
future practices are
informed by an
understanding of our
history, philosophy, and

Overall Rating:
0 12 3 4 5

Competency Area

Human &
The Human and
Organizational Resources
competency area includes
knowledge, skills,
and attitudes used in the

Explain the importance of service to the academy

and to student affairs professional associations.

No experience

Articulate the principles of professional practice.

No experience

Articulate the history of the inclusion and exclusion

of people with a variety of identities in higher
Explain the role and responsibilities of the student
affairs professional associations.
Explain the purpose and use of publications that
incorporate the philosophy and values of the
Explain the public role and societal benefits of
student affairs and of higher education generally.
Articulate an understanding of the ongoing nature
of history and ones role in shaping it.
Model the principles of the profession and
communicate the expectation of the same from
colleagues and supervisees.
Explain how the values of the profession contribute
to sustainable practices.

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

W RA, C undergrad and grad

No experience
W RA, C graduate classes

Understand this importance

through coursework and
interactions with faculty and
Learn these principles through
coursework and interaction with
peers and faculty
Understand what this history
means in terms of me working
with diverse students and others
Attend a conference put on by a
professional association
Use publications as framework to
interactions with students
through work and internship
Learn public role through
Continue to understand historical
context and how that relates to
the current student
Need to understand principles to
then put modeling in to practice

No experience

W- program assistant, C
graduate work

No experience

No experience

Specific Rating

Evidence of Learning

W as a Program Assistant

Need more SU context.

W Interim RD

W program assistant, RA

W as a Program Assistant, C this

assessment tool

Little experience, need

opportunity to work with and
supervise staff (through
Experience in more work related
Would like to develop long-term
goals that will provide framework

Understand values to reflect on

their contribution to practice
Future Improvement &


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.

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.

and context for short term goals.

W RA and program assistant,

C - undergrad
W program assistant

More training and practice

More training needed. Not
familiar with this topic.

W RA and program assistant

Need to learn these procedures at

SU and different institutions

W as a program assistant

Demonstrate effective stewardship and use of resources (i.e.,

financial, human, material)

W as a program assistant

Use technological resources with respect to maximizing the

efficiency and effectiveness of ones work.

W as a program assistant

Describe environmentally sensitive issues and explain how

ones work can incorporate elements of sustainability.

W Program Assistant

Develop and disseminate agendas for meetings.

W Interim RD

Communicate with others using effective verbal and nonverbal

strategies appropriate to the situation in both one-on-one and
small group settings.

C undergrad and grad school,

W RA and Program Assistant

Would like to work with and/or

manage a budget larger than
Maintain effective stewardship
and use of resources as budgets
begin to change. Understand how
resources can be used on lower
Continue to take opportunities to
learn new technological resources
Need to build knowledge on
topic to further development.
More practice through internship
or work
More opportunities to practice
this skill, in class or at work

Recognize how networks in organizations play a role in how

work gets done.

W as Program Assistant, C

Understand the role alliances play in the completion of goals

and work assignments.

W program assistant

Describe campus protocols for responding to significant

incidents and campus crises.

W RA and Program Assistant

Explain the basic tenets of personal or organizational risk and

liability as they relate to ones work.

W program assistant

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
Articulate basic accounting techniques for budgeting,
monitoring, and processing expenditures.

Overall Rating:
0 1 2 3 4 5

Would like to further understand

this through coursework and
Need additional coursework,
training and practice.
More training necessary to
become familiar with campus
protocols at other institutions.
Need additional coursework,
training and practice.


Competency Area

Law, Policy, &

The Law, Policy, and
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
structures and their
impact on ones
professional practice.

Overall Rating:


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
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.


Evidence of Learning

Future Improvement &


C undergrad public, grad private

Need to understand the differences

between the two (through

No experience

Learn legal theories

No experience

Take higher education law

class to learn these laws

No experience

W RA and program

W RA and program

Understand context of risk

management within higher
Understand the plethora of
situations which legal counsel
may be necessary
Refresh knowledge on these
laws throughout career

No experience

Spend time learning this area

from faculty or colleagues

No experience

Learn through coursework

No experience

Learn through coursework

No experience

Utilize news information,

peers, and courses to identify
major debates and various
Understand and be able to
articulate governance systems
at SU
learn through coursework

0 1 2 3 4 5

Describe the governance systems at ones institution,

including the governance structures for faculty, staff, and

Describe the system used to govern or coordinate ones

state/province system of higher education, including
community college, for-profit, and private higher

W- program assistant
No experience


Describe the federal and state/province role in higher

Competency Area

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

Overall Rating:

No experience


Evidence of Learning

Describe how ones personal values, beliefs, histories, and

perspectives inform ones view of oneself as an effective leader.

W RA and program assistant, C

Continue evaluating my personal

values and beliefs

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.

C undergrad courses

Identify basic fundamentals of teamwork and teambuilding in

ones work setting and communities of practice.

Describe and apply the basic principles of community building.

W- RA and program assistant,

C undergrad and grad
No experience

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.

W RA and program
assistant, C undergrad and
W, C

Attend leadership
development trainings and
Be able to identify different
leadership styles in practice,
identify my leadership style
Allow everyone in team
setting to be heard
Learn the basic principles of
community building
Find ways to incorporate
technology further into
leadership style
Understand SU campus
Understand vision and
mission on SU campus

Explain the values and processes that lead to organizational


No experience


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.

No experience

W RA and Program
assistant, C

Research states role in state

that I am working in.
Future Improvement &

Study ways in which

processes lead to org
Research these structures and
traditions on SU campus
Understand different decision
making processes through
Continue to strive for
answers to problems that are


0 1 2 3 4 5

Competency Area

The Personal
competency area
involves the
knowledge, skills, and
attitudes to maintain
emotional, physical,
relational, spiritual,
and intellectual
wellness; be self

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


W RA and program
assistant, C graduate classes

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

No experience

W RA and program


Evidence of Learning


Identify key elements of ones set of personal

beliefs and commitments (e.g., values, morals,
goals, desires, self-definitions), as well as the
source of each (e.g., self, peers, family, or one
or more larger communities).
Identify ones primary work responsibilities
and, with appropriate ongoing feedback, craft a
realistic, summative self-appraisal of ones
strengths and limitations.
Describe the importance of ones professional
and personal life to self, and recognize the
intersection of each.
Articulate awareness and understanding of
ones attitudes, values, beliefs, assumptions,
biases, and identity as it impacts ones work
with others; and take responsibility to develop
personal cultural skills by participating in

W program assistant

outside of the box

Little experience, focus on
interactions with stakeholders
and diverse others
Work to better understand
why decisions are make that
adversely impact diverse
groups of people
Critically evaluate logic and if
it truly is in best interest of all
Understand what this area
Continue to stay up to date
on relevant issues and make a
priority to start conversations
with students, staff, and peers
Future Improvement &

W RA and program assistant, C

undergrad and grad coursework

Continue to evaluate my own

personal beliefs and values as I
continue through graduate program

W RA and program

W RA and program assistant, C

undergrad and grad coursework

Continue to evaluate
strengths and weaknesses as
they may change with more
experience in field
Need to reflect on
intersection of personal,
professional lives and self.
Work to put my personal
beliefs on back burner and
allow diverse others to share
their experiences with me in
order to learn about diverse

W program assistant, RA
C- graduate coursework


directed and selfreflective; maintain
excellence and
integrity in work; be
comfortable with
ambiguity; be aware
of ones own areas of
strength and growth;
have a passion for
work; and remain
Overall Rating:
0 1 2 3 4 5

Competency Area

Student Learning &

The Student
Learning and
competency area
addresses the
concepts and
principles of student
development and
learning theory. This

activities that challenge ones beliefs.

Recognize and articulate healthy habits for
better living.
Articulate an understanding that wellness is a
broad concept comprised of emotional,
physical, social, environmental, relational,
spiritual, and intellectual elements.
Identify and describe personal and professional
responsibilities inherent to excellence.
Articulate meaningful goals for ones work.
Identify positive and negative impacts on
psychological wellness and, as appropriate,
seek assistance from available resources.
Recognize the importance of reflection in
personal and professional development.


Articulate theories and models that describe

the development of college students and the
conditions and practices that facilitate holistic
Articulate how differences of race, ethnicity,
nationality, class, gender, age, sexual
orientation, gender identity, disability, and
religious belief can influence development
during the college years.
Identify and define types of theories (e.g.,
learning, psychosocial and identity
development, cognitive-structural, typological,
and environmental).
Identify the limitations in applying existing
theories and models to varying student

W- RA, C

W RA and program
assistant, C

W RA and program
assistant, C undergrad and
grad courses
W program assistant
W and C happening together

C- graduate coursework


Evidence of Learning

Build understanding of
importance of reflection and
different ways in which
reflection can be used in
working with students.
Future Improvement &

C SDAD 578

Strive to learn theories beyond

what was taught in SDAD 578

C SDAD 578

Utilize theoretical knowledge

to inform interactions with
diverse students

C grad course

Continue to develop
knowledge in classroom

No experience

Learn limitations of theories

Be able to articulate these
habits to students I serve
Build knowledge around
resources pertaining to each
area of wellness, be able to
refer students to these offices
Understand institutional
expectations for excellence at
current institution
More practice in doing this
Seek assistance when impacts
on wellness are negative


includes the ability to
apply theory to
improve and inform
student affairs
practice, as well as
teaching and training
theory and practice.

Overall Rating:
0 1 2 3 4 5

demographic groups.
Articulate ones own developmental journey
and identify ones own informal theories of
student development and learning (also called
theories-in-use) and how they can be
informed by formal theories to enhance work
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
training activities.
Assess teaching, learning, and training and
incorporate the results into practice.

No experience

Find opportunity where I can

put theories-in-use into

No experience

Understand learning theories

and their components

W RA and program

Practice creating learning


No experience

Find internship or work

opportunity to put this area
of skillset into practice