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Artifact H: Knowledge, Skills, and Competencies Analysis


ASSESSMENT KEY
Overall Competency Rating:
0= no exposure to and no experience in this competency
1= minimal exposure to but no experience in this competency
2= moderate exposure to and minimal experience in this competency
3= moderate experience in this competency
4= experience in this competency
5= much experience in this competency, basic master has been achieved
Specific Skill Rating:
(+)= highly competent
()= competent
()= area of improvement/experience needed
Evidence of Learning:
W= Work
I= Internship
C= Coursework
V= Volunteer work
O= Other

*Note: All competency descriptions are taken from the ACPA and NASPA Professional Competency Areas for Student Affairs Practitioners (2010)

ACPA/NASPA
Competency Area

Advising &
Helping
The Advising and
Helping competency
area addresses the
knowledge, skills, and
attitudes related to
providing counseling
and advising support,
direction, feedback,
critique, referral, and
guidance to
individuals and
groups.

Overall Rating:
0 1 2 3 4 5

Skill

Exhibit active listening skills (e.g., appropriately


establishing interpersonal contact, paraphrasing,
perception checking, summarizing, questioning,
encouraging, avoid interrupting, clarifying).
Establish rapport with students, groups, colleagues,
and others.
Facilitate reflection to make meaning from experience.
Understand and use appropriate nonverbal
communication.
Strategically and simultaneously pursue multiple
objectives in conversations with students.
Facilitate problem-solving.
Facilitate individual decision making and goal setting.
Challenge and encourage students and colleagues
effectively.
Know and use referral sources (e.g., other offices,
outside agencies, knowledge sources), and exhibit
referral skills in seeking expert assistance.
Identify when and with whom to implement
appropriate crisis management and intervention
responses.
Maintain an appropriate degree of confidentiality that
follows applicable legal and licensing requirements,
facilitates the development of trusting relationships,
and recognizes when confidentiality should be broken
to protect the student or others.
Recognize the strengths and limitations of ones own
worldview on communication with others (e.g., how
terminology could either liberate or constrain others
with different gender identities, sexual orientations,
abilities, cultural backgrounds).
Actively seek out opportunities to expand ones own
knowledge and skills in helping students with specific
concerns (e.g., suicidal students) and as well as
interfacing with specific populations within the college
student environment (e.g., student veterans).

Specific
Rating

Evidence of Learning

Future Improvement &


Development

W (OMA), I (Transy), C (All SDAD


Courses)

W (OMA), I (Transy)

Advising and helping is a


skill that I can continue to
develop throughout my
personal and professional
life. As a lifelong learner,
growing my capacity to
advise and help others
with support, direction,
and feedback will be an
important part of my role
as a Student Affairs
professional. I plan to
develop these skills
through continuously
advising students as I
progress throughout
different professional
roles. Additionally, I will
seek the feedback of both
my superior and my
students to ensure I can
most effectively meet the
needs of the students I am
serving.

W (OMA), I (Transy), C (SDAD


578, SDAD 564-66)
W (OMA), I (Transy)

W (OMA), I (Transy)
W (OMA), I (Transy)
W (OMA), I (Transy)

W (OMA), I (Transy)

W (OMA), O (Integrity Board)

W (OMA), I (Transy), O (Integrity


Board)

W (OMA), I (Transy)

W (OMA), I (Transy)

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

W (OMA)

N/A
N/A

N/A

N/A

N/A

N/A

N/A

W (OMA), I (Transy)

Future Improvement &


Development

Assessment, Evaluation,
and Research are my
weakest areas as a
Student Affairs
professional. I have
been in conversation
with my supervisor in
OMA to discuss the
possibilities of
increasing my skills with
assessment.
Additionally, I plan to
take the Assessment
Certification Course
offered at Seattle
University in the Spring
Quarter. Finally, I will
be doing an overarching
assessment of the OMA
Speaks programming
series at the end of the
academic year.

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.

W (OMA), I (Transy), C (All SDAD


Courses, EDUC 515, 520)
W (OMA), I (Transy), C (All SDAD
Courses, EDUC 515, 520)

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.

Competency with equity,


diversity, and inclusion is my
strongest area as a Student
Affairs professional. Through my
work in OMA, as well as my
courses in the SDA Program, I
have learned best practices about
supporting diverse student
populations in higher education.
Moreover, I was able to apply
these skills to my internship in
Residence Life and Housing at
Transylvania University, where
multicultural competency and
diversity have historically not
been integrated into the
Residence Life student training.
Still, I have the capacity to grow.
Demographics in education are
continuously shifting. This will
require me to remain current on
trends in education. I plan to stay
up-to-date by attending
conferences and reading higher
education journals. Lastly, I will
challenge myself to grow by
incorporating my own identities
and perspectives into the work I
do. Naming my own experiences
with race, class, and geography
will help to enrich other peoples
understanding of equity, diversity,
and inclusion.

The Equity,
Diversity, and
Inclusion (EDI)
competency area
includes the
knowledge,
skills, and attitudes
needed to create
learning
environments that are
enriched with diverse
views and people. It
is also designed to
create an institutional
ethos that accepts
and celebrates
differences among
people, helping to
free them of any
misconceptions
Demonstrate fair treatment to all individuals and
and prejudices.
Overall Rating:
0 1 2 3 4 5

+
+
+
+
+

W (OMA), I (Transy), C (All SDAD


Courses, EDUC 515, 520)
W (OMA), I (Transy), C (All SDAD
Courses, EDUC 515, 520)
W (OMA), I (Transy), C (All SDAD
Courses, EDUC 515, 520)
W (OMA), I (Transy), C (All SDAD
Courses, EDUC 515, 520)

W (OMA), I (Transy), C (All SDAD


Courses, EDUC 515, 520)
W (OMA), I (Transy), C (All SDAD
Courses, EDUC 515, 520)
W (OMA), I (Transy), C (All SDAD
Courses, EDUC 515, 520)

W (OMA), I (Transy), C (All SDAD


Courses, EDUC 515, 520)

W (OMA), I (Transy), C (All SDAD


Courses, EDUC 515, 520)

W (OMA), I (Transy), C (All SDAD


Courses, EDUC 515, 520)

W (OMA), I (Transy), C (All SDAD


Courses, EDUC 515, 520)

+
+

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

W (OMA), I (Transy), C (SDAD


577)

N/A

W (OMA), I (Transy), C (SDAD


577)

W (OMA), I (Transy), C (SDAD


577)

W (OMA), I (Transy), O (Personal


Mentorship)

W (OMA), I (Transy)

W (OMA), I (Transy), C (SDAD


577, SDAD 578)

W (OMA)

W (OMA), I (Internship)

Future Improvement &


Development

My work in OMA and the


Foundations of Student
Affairs course I took in
FQ13 have adequately
prepared me to effectively
incorporate ethical
standards into my
professional practice. In
particular, my work in
OMA has affirmed my
commitment to serving
marginalized communities
in higher education.
Theories such as
Community Cultural
Wealth, Popes Model of
Multicultural Competence,
and Critical Race Theory
have all influenced my
professional practice.
However, there is room
for improvement.
Specifically, I must learn
to balance institutional
values and standards with
my own ethical standards.

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

C (SDAD 577)

C (SDAD 577)

C (SDAD 577)

W (OMA)
W (OMA), I (Transy)

C (SDAD 577)

C (SDAD 577)

N/A

C (All SDAD courses)

C (SDAD 577)

C (SDAD 577)

C (SDAD 577)

C (SDAD 577, SDAD 578)

W (OMA), I (Transy)

C (SDAD 577)

Future Improvement &


Development

Most of my knowledge
regarding the history of
higher education comes
from my Foundations of
Student Affairs Course in
the F13 Quarter.
Specifically, foundational
documents such as The
Student Personnel Point of View
have informed my
knowledge of the history of
student affairs. My work in
OMA and my experience at
my internship site have
given me insight into future
trends in higher education
and student affairs,
especially regarding students
of color in higher education.
I will continue to engage in
discussion with my
supervisors from both roles
to increase my knowledge of
higher education trends.
Moreover, I plan to stay
current with best practices
by attending conferences
and reading journals about
the field.

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

Describe appropriate hiring techniques and institutional


hiring policies, procedures, and processes.
Demonstrate familiarity in basic tenets of supervision and
possible application of these supervision techniques.
Explain how job descriptions are designed and support
overall staffing patterns in ones work setting.
Design a professional development plan in ones current
professional position that assesses ones strengths and
weaknesses in ones current position, and establishes action
items for fostering an appropriate level of growth.
Explain the application of introductory motivational
techniques with students, staff, and others.
Describe the basic premises that underlie conflict in
organizational and student life and the constructs utilized
for facilitating conflict resolution in these settings.
Effectively and appropriately use facilities management
procedures as related to operating a facility or program in a
facility.
Articulate basic accounting techniques for budgeting,
monitoring, and processing expenditures.
Demonstrate effective stewardship and use of resources (i.e.,
financial, human, material)
Use technological resources with respect to maximizing the
efficiency and effectiveness of ones work.
Describe environmentally sensitive issues and explain how
ones work can incorporate elements of sustainability.
Develop and disseminate agendas for meetings.
Communicate with others using effective verbal and
nonverbal strategies appropriate to the situation in both
one-on-one and small group settings.
Recognize how networks in organizations play a role in how
work gets done.
Understand the role alliances play in the completion of goals
and work assignments.
Describe campus protocols for responding to significant
incidents and campus crises.
Explain the basic tenets of personal or organizational risk
and liability as they relate to ones work.

W (OMA)

W (OMA, EKU), I (Transy)

W (OMA)
W (OMA)

N/A
W (OMA)
W (OMA), I (Transy)
W (OMA), I (Transy)

W (OMA), I (Transy)
W (OMA), I (Transy)

W (OMA), I (Transy)

+
+

W (OMA)

+
+

W (OMA), I (Internship), C (SDAD


5900)
W (OMA), I (Internship)

W (OMA), I (Internship)

W (OMA)

W (OMA), I (Transy), C (All)

Future Improvement &


Development
My skillset in Human &
Organizational Resources is
sufficient. However, there are
areas in which I would like to
grow. In particular, I need to
improve in the area of
applying introductory
motivational techniques with
students, staff, and others. I
plan to develop this area
through mentorship with the
leadership in my office, as well
as through conversations with
my mentors. Additionally, I
hope to further develop my
knowledge of hiring
techniques and institutional
policies, procedures, and
processes. Sitting in on OMAs
Assistant Director search has
allowed me to learn about this
process; however, I am
unfamiliar with hiring policies.
I plan to connect with the
Director of OMA to learn
more about the policy side of
the hiring process.

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.

Specific
Rating

Evidence of Learning

N/A

N/A

N/A

N/A

W (OMA), I (Transy), C (SDAD


576)
W (OMA, I (Transy)

W (OMA)

W (OMA), I (Transy), C (SDAD


576)

W (OMA), I (Transy), C (SDAD


576)

W (OMA), I (Transy), C (All SDAD


courses)

W (OMA), C (SDAD 576)


W (OMA), C (SDAD 577, SDAD
576)

Future Improvement &


Development

Legal issues in higher


education are also an area
upon which I need to
significantly improve. Since
taking SDAD 5800: Higher
Education law, I have
developed a foundational
knowledge of the role that
law and policy plays in
higher education. Key
themes of growth from this
course are the ways in which
private and public
institutions vary in the ways
policies are develop,
enacted, and enforced.
However, there is only so
much understanding of the
law one can aquire in a 10week course. I aspire to
grow in the areas of law,
policy, and governance by
involving myself in
professional development
opportunities that are
focused on implementing
and applying various
policies and standards.

9

Describe the federal and state/province role in higher
education.

ACPA/NASPA
Competency Area

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.

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:

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.

+
+

W (OMA), I (Transy), C (SDAD


576, SDAD 577)

Evidence of Learning

W (OMA), I (Transy), C (EDAD


570)
W (OMA), I (Transy), C (EDAD
570)
C (EDAD 570)
W (OMA), I (Transy), C (EDAD
570), O (E-Team)
W (OMA), I (Internship)
W (OMA), I (Internship)

W (OMA), I (Internship)

W (OMA), I (Internship)

W (OMA)

W (OMA), I (Transy), C (EDAD


570)

N/A

W (OMA), I (Transy), O (E-Team)

W (OMA), I (Transy), O (E-Team)

W (OMA), I (Transy), O (E-Team)


W (OMA), I (Transy), O (E-Team)
W (OMA), I (Transy), O (E-Team)

Future Improvement &


Development

Most of my knowledge on
Leadership comes from my
own experience as a leader.
As an undergraduate and a
graduate student, I have
been involved in multiple
leadership roles. Through
the various leadership
courses I have taken in the
SDA program, I have
learned to apply the
different models of
leadership theory I have
learned directly into my
professional practice.
Perhaps the largest
development for me in
regard to leadership is
learning that one does not
have to be in a position of
power or authority in order
to be a leader. Through this
revelation, I have been able
to successfully deconstruct
my tendency to equate
leadership with headship.

10

0 1 2 3 4 5
ACPA/NASPA
Competency Area

Identify and introduce conversations on potential issues and


developing trends into appropriate venues such as staff
meetings.

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

Specific
Rating

W (OMA), I (Transy), O (E-Team)

Evidence of Learning

W (OMA), I (Internship), O
(Personal relationships)

W (OMA), I (Internship)

W (OMA), I (Internship), O
(Personal relationships)
W (OMA), I (Internship), O
(Personal relationships)

W (OMA), I (Internship), O
(Personal relationships)

W (OMA), I (Internship), O
(Personal relationships)

W (OMA), I (Internship), C (SDAD


577)
W (OMA), I (Internship)

+
+

W (OMA), I (Internship), O

Future Improvement &


Development

Personal wellness is
something I have learned to
prioritize in my professional
life. I am cognizant of the
ways in which personal
wellbeing intersect with my
professional abilities and
performance. If I am not well
personally, I cannot succeed
professionally. Over the
course of the SDA program,
I have attempted to balance
my academic, professional,
and personal lives in a way
that is conducive for growth
and development. I have
finally begun to achieve a
healthy balance of personal
and professional life by
advocating for my needs in
the classroom, at work, as
well as at home. I will
continue to prioritize and
improve my wellbeing by
intentionally making time and
space to build relationships
with others, dedicate time

11

0 1 2 3 4 5
ACPA/NASPA
Competency Area

assistance from available resources.


Recognize the importance of reflection in
personal and professional development.
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.

(Personal relationships)

Specific
Rating

W (OMA), I (Internship), O
(Personal relationships)

Evidence of Learning

W (OMA), I (Transy), C (SDAD


578)

W (OMA), I (Transy), C (SDAD


578)

C (SDAD 578)

W (OMA), I (Transy), C (SDAD


578)

W (OMA), C (SDAD 578)

W (OMA), I (Transy)

W (OMA), I (Transy)

alone to reflect and


decompress, and grow
intellectually.
Future Improvement &
Development

The SDA program has


provided me with newfound
insight into the scholarly
world of Student Affairs.
Before entering the
program, I had no
fundamental knowledge of
the theories that inform
professional practice. Now,
I am able to articulate a
multitude of student
development theories that
speak to college student
growth and development. In
my current role, I regularly
weaving student
development theories into
my work with students, but
I am not always as aware of
this as I should be. In the
future, I will be more
calculated in my practice by
intentionally incorporating
student development and
learning theory into the

12

0 1 2 3 4 5

Assess teaching, learning, and training and


incorporate the results into practice.

W (OMA), I (Transy)

programs and services I


provide for students.