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Professional Competency Areas for Student Affairs Educa

Overall Competency Ratings


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

t Affairs Educators (ACPA and NASPA, 2015)


Specific Skill Ratings
(+)= highly competent
()= competent
()= area of improvement/experience needed

achieved

Evidence of Learning
W= Work
I= Internship
C= Coursework
V= Volunteer Work
O= Other

Learning

Competency Area
Personal and Ethical Foundations
The Personal and Ethical Foundations competency
area involves the knowledge, skills, and
dispositions to develop and maintain integrity in
ones life and work; this includes thoughtful
development, critique, and adherence to a holistic
and comprehensive standard of ethics and
commitment to ones own wellness and growth.
Personal and ethical foundations are aligned
because integrity has an internal locus informed
by a combination of external ethical guidelines, an
internal voice of care, and our own lived
experiences. Our personal and ethical foundations
grow through a process of curiosity, reflection, and
self-authorship.

Professional Competency Areas for Student Affairs Educa


Overall Competency Ratings
0= no exposure to and no experience in this
1= minimal exposure to but no experience in
2= moderate exposure to and minimal experien
3= moderate experience in this competency
4= experience in this competency
5= much experience in this competency, basic master has been achieved

Overall Competency Rating

Level

Foundational

Areas for Student Affairs Educators (ACPA and NASPA, 2015)


Specific Skill Ratings
(+)= highly competent
()= competent
()= area of improvement/experience needed

y, basic master has been achieved

Evidence of Learning
W= Work
I= Internship
C= Coursework
V= Volunteer Work
O= Other

Skill

Articulate 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).

Articulate ones personal code of ethics for student affairs practice,


informed by 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
context.

Identify ethical issues in the course of ones job.

Explain how ones behavior reflects the ethical statements of the


profession and address lapses in ones own ethical behavior.

Appropriately question institutional actions which are not consistent


with ethical standards.

Utilize institutional and professional resources to assist with ethical


issues (e.g., consultation with appropriate mentors, supervisors
and/or colleagues, consultation with an associations ethics
committee).

Articulate awareness and understanding of ones attitudes, values,


beliefs, assumptions, biases, and identity how they affect ones
integrity and work with others.

Take responsibility to broaden perspectives by participating in


activities that challenge ones beliefs.

Identify the challenges associated with balancing personal and


professional responsibilities, and recognize the intersection of ones
personal and professional life.

Identify ones primary work responsibilities and, with appropriate,


ongoing feedback, craft a realistic, summative self-appraisal of ones
strengths and limitations.
Articulate an understanding that wellness is a broad concept
comprised of emotional, physical, social, environmental, relational,
spiritual, moral, and intellectual elements.

Recognize and articulate healthy habits for better living.


Identify positive and negative impacts on wellness and, as
appropriate, seek assistance from available resources.

Identify and describe personal and professional responsibilities


inherent to excellence in practice.

Recognize the importance of reflection in personal, professional, and


ethical development.

and NASPA, 2015)

e of Learning

rsework
nteer Work

Specific Rating

Evidence of Learning

Through reflection papers


in various classes I have
had to evaluate and
explain how my
intersecting identities and
experiences impact my
(+)= highly
work as a SA professional.
competent
(C )
Have not had experience in
my classses or work in
()= area of
improvement/exp articulating my personal
code of ethics. (O)
erience needed
Adhering to FERPA,
imparting accurate
information to students,
and serve students fairly
and equitible to name a
few. (W)
()= competent
FERPA issues are
prominent in my line as
work as an academic
advisor. Example parents
calling to learn more about
(+)= highly
student performance. (W)
competent

Have not critically


reflected on how my
behaviors reflect the
()= area of
ethical statement of the
improvement/exp
profession. (O)
erience needed
Have questioned and
propose changes to
policies and procedure that
may be unethical within
the context of my
workplace. Example why
our NSM's are not
considered mandatory
reporter and then
formalizing in Albers with
the Deans approval that
the are.
()= competent
Before implementing
formalize crisis/title IX
reporting for NSM's and
staff in Albers, I did
outreach to various
individuals like HAWC and
title IX coordinator with
limited success to
receiving an answer if our
mentors were considered
mandatory reporters or
not. Their roles and
responsibilities would
indicate when compared to
RA's and HAWC member
that they should be. (W)
()= competent

(+)= highly
competent

Have reflected how my


intersecting identities and
experiences impact my
work with stuents in
various classes in the SDA
program (C)

(+)= highly
competent

(+)= highly
competent

Attending workshops or
events like Moral Mondays
at SU to learn from
different perspectives
around the Black Lives
Matter movement. (C/O)
Creating a professional
identity that is authentic
and distict voice as a
leader has been
challenging but is what I
strive for in my work.
Experimenting and
learning by modeling
through others are ways
that I have worked
towards developing my
professional identity that is
appropriate. (W)

(+)= highly
competent

Currently doing so through


my portfolio and
professional workplan in
Albers. (W/C )

(+)= highly
competent

I utilize a holistic approach


when accessing the overall
wellness of individuals
both professionally and
personally. (W/O)

()= competent

Work/life balance,
exercise, eating healthy,
relationships. (O)
Participating in HAWC
Wellness Challenge. (O)

(+)= highly
competent
(+)= highly
competent

My role as an academic
advisor require me to not
only be accurate in what
information I give but also
be a source of support and
guidance. A holistic
approach is needed to best
serve students. (W)
I practiced this throughout
the SDA program. (C )

()= competent

Future Improvement & Development

Continue to be a reflective practitioner and


identify shifts in personal
beliefs/understanding and the impact it may
have on my work.

Assess my personal code of ethics by first


understanding ethical statements of
professional student affairs associations.
How to better integrate these national
organization statements to articualte my
own code of ethics.

Respond ethically and responsibility to new


issues that will inevitable arise in the future
by using my professional network if issues
arise.

Continue to analyze and assess ethical


standards in the workplace.

Continue to analyze and assess ethical


standards in the workplace.

Continue to reflect and be critical about the


assumptions and biases that I hold about
those who I work with.

Continue to seek professional development


opportunities on and off campus.

Continue to grow and learn from more


experience professionals and integrating
traits and values into my own professional
identity.

Continue to measure and assess my


strengths and limitations in various roles
that I will assume in the future.

Better understand mental health issues that


impact students and how to best support
those students in whatever my role is.

Actually practice what I know more often.


Work on self care beyond physical health
like excersing which I do.

Continue to improve ways of supporting


students.
I will continue to be a reflective practitioner
beyond graduate school.

Competency Area
Values, Philosophy, and History
The Values, Philosophy, and History competency area
involves knowledge, skills, and dispositions that
connect the history, philosophy, and values of the
student affairs profession to ones current professional
practice. This competency area embodies the
foundations of the profession from which current and
future research, scholarship, and practice will change
and grow. The commitment to demonstrating this
competency area ensures that our present and future
practices are informed by an understanding of the
professions history, philosophy, and values.

Professional Competency Areas for Student Affairs Educa


Overall Competency Ratings
0= no exposure to and no experience in this comp
1= minimal exposure to but no experience in this
2= moderate exposure to and minimal experience
3= moderate experience in this competency
4= experience in this competency
5= much experience in this competency, basic master has been achieved

Overall Competency Rating

Level

Foundational

eas for Student Affairs Educators (ACPA and NASPA, 2015)


Specific Skill Ratings
(+)= highly competent
()= competent
()= area of improvement/experience needed

asic master has been achieved

Evidence of Learning
W= Work
I= Internship
C= Coursework
V= Volunteer Work
O= Other

Skill

Describe the foundational philosophies, disciplines, and values of the profession.

Articulate the historical contexts of institutional types and functional areas within higher
education and student affairs.

Describe the various research, philosophies, and scholars that defned the profession.

Demonstrate responsible campus citizenship and participation in the campus community .

Describe the roles of faculty, academic affairs, and student affairs educators in the institutio

Explain the importance of service to the institution and to student affairs professional
associations.

Learn and articulate the principles of professional practice.

Articulate the history of the inclusion and exclusion of people with a variety of identities in
higher education.

Explain the role and responsibilities of student affairs professional associations.

Explain the purpose and use of publications that incorporate the philosophy and values of th
profession.

Explain the public role and societal benefts of students affairs in particular and of higher
education in general.

Articulate an understanding of the ongoing nature of the history of higher education and one
role in shaping it.

Be able to model the principles of the profession and expect the same from colleagues and
supervisees.

Explain how the values of the profession contribute to sustainable practices.

Articulate the changing nature of the global student affairs profession and communicate the
need to provide a contextual understanding of higher education.

NASPA, 2015)

e of Learning

nteer Work

Specific Rating

Evidence of Learning

SA is offer supports and


services across a variety
of different functional
areas on college
campuses. SA enhance
the experience and
success of students
through co-curricular
and extra-curricular
()= competent activities. (C )

(+)= highly
competent

Learned in various
courses in the SDA
program including Lead
& Gov and Foundations.
(C )

(+)= highly
competent

Have read and used


research in various
classes. Research in SA
is largely mixed or
qualitative studies. (C )

(+)= highly
competent

Have attended student


protests on campus.
Example MRC protest at
SU. (C )

(+)= highly
competent

Have learned in
Foundations and Lead &
Gov basic roles of
faculty, academic affairs,
and student affairs. Also
through professional
practice. (W/C)

(+)= highly
competent

Service to institution and


SA profession enhance
organizations as a whole
which can positive
impact students success.
(W/C)

Learned through
professional experience
and classroom learning
principles of professional
practice. Example SA
professionals support
students in co-curricular
and extracurricular on
()= competent college campuses. (C/W)

(+)= highly
competent

Learned in various
courses in the SDA
program including Lead
& Gov and Foundations.
(C )

(+)= highly
competent

SA professional
associations foster
networking, professional
development, and
legitimacy of the
profession as a whole.
(C )

(+)= highly
competent

To legitimizes the work


we do by providing data
and information in an
academic format. (C )

(+)= highly
competent

SA professionals provide
support services to
student outside of the
classroom where
students spend the most
time. Higher education
fosters critical thinking
outsie of the specific
content area that they
are studying. (C )

(+)= highly
competent

Have done so in
coursework in SDA
program and portfolio.
(C )

Have an understanding
of the principles of the
profession and is
demonstrating my
knowledge through
coursework in SDA
()= competent program. (C )
Having ethical
foundations outlined by
SA professional
organizations and the
close knit community
that exists in SA
contribute to sustainable
()= competent practice. (W/C)

(+)= highly
competent

SA and higher education


is constantly changing
due to changing student
demographics and
financial issues to name
a few. (W/C)

Future Improvement & Development

Articulate principles of SA professional


practice to those who may not
understand the work we do.
Educate other professionals who may not
be knowlegeable about the historical
context that may be relevent to
understand in their work.

Use research and advocate for utilizing


best practices in designing new
programs.
Continue to participate and engage with
students to stay up to date on the needs
of diverse student populations.

Educate other professionals who may not


be knowlegeable about the varying roles
of faculty, AA, and SA in institutions.

Continue to participate in workshops and


conferences put on through SA
professional associations such at NASPA,
ACPA, etc.

Articulate principles of SA professional


practice to those who may not
understand the work we do.

Articulate history of higher education to


others when applicable.

Encourage participation of other SA


professionals to accompany me to attend
professional development opportunity
through conference and workshop
attendance.
Advocate the importance of our work to
those who may not understand what we
do.

Stay up to date on public and government


perceptions of higher education by being
up to date on news and other current
events.
Higher education is every evolving and as
SA professionals we must stay current
with needs/trends of students.

Continue to model and develop my SA


professional identity .

Continue to lead the values of SA


profession and staying current on best
practices.
Seel professional development
opportunities such as understanding
issues international students and study
abroad students face and the role of
higher education in America is impacted
by these students.

Competency Area
Assessment, Evaliation, and Research
The Assessment, Evaluation, and Research
competency area focuses on the ability to design,
conduct, critique, and use various AER methodologies
and the results obtained from them, to utilize AER
processes and their results to inform practice, and to
shape the political and ethical climate surrounding
AER processes and uses in higher education.

Professional Competency Areas for Student Affairs Educa


Overall Competency Ratings
0= no exposure to and no experience in this com
1= minimal exposure to but no experience in thi
2= moderate exposure to and minimal experience
3= moderate experience in this competency
4= experience in this competency
5= much experience in this competency, basic master has been achieved

Overall Competency Rating

Level

Foundational

eas for Student Affairs Educators (ACPA and NASPA, 2015)


Specific Skill Ratings
(+)= highly competent
()= competent
()= area of improvement/experience needed

basic master has been achieved

Evidence of Learning
W= Work
I= Internship
C= Coursework
V= Volunteer Work
O= Other

Skill

Differentiate among assessment, program review, evaluation, planning, and research as well
methods appropriate to each.

Select AER methods, methodologies, designs, and tools that ft with research and evaluation
questions and with assessment and review purposes.

Facilitate appropriate data collection for system/department-wide assessment and evaluation


using current technology and methods.

Effectively articulate, interpret, and apply results of AER reports and studies, including prof
literature.

Assess the legitimacy, trustworthiness, and/or validity of studies of various methods and
methodological designs (e.g. qualitative vs. quantitative, theoretical perspective, epistemolo
approach).

Consider rudimentary strengths and limitations of various methodological AER approaches i


application of fndings to practice in diverse institutional settings and with diverse student
populations.

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 resear
activities.

Ensure all communications of AER results are accurate, responsible, and effective.

Identify the political and educational sensitivity of raw and partially processed data and AER
handling them with appropriate confdentiality and deference to organizational hierarchies.

Design program and learning outcomes that are appropriately clear, specifc, and measureab
are informed by theoretical frameworks and that align with organizational outcomes, goals,
values.

Explain to students and colleagues the relationship of AER processes to learning outcomes a

d NASPA, 2015)

nce of Learning

ursework
lunteer Work

Specific Rating

Evidence of Learning

()= competent

Have exerience doing


assessment, conducting
surveys, and research
both in the workplace and
classroom setting. (W/C)

()= competent

(+)= highly
competent

Primary data collection is


through surveys and some
experience generating
reports through RepGen
on the Banner SMS. (W)

(+)= highly
competent

Conducted research and


used best practices in
various classes including
Theory, Lead &
Governance, and
Community Colleges to
name a few. (C )

(+)= highly
competent

Experience reading both


scientific and educational
research papers and can
apply the scientific
method in determining
validity of studies. (C )

(+)= highly
competent

Research conducted at
one institution can not be
applied equally across all
institutions. Many factors
including student
demographic, region, and
campus climate to name a
few need to be considered
when looking at what best
practices to implement
for your institution. (C )

()= competent

Maintaining
confidentiality (FERPA),
liability that institutions
assume such as title IX,
mandatory reporting are
a few examples of the
importance of following
institutional procedure
and policies to protext not
only institutions but
professionals/students
alike. (W/C)

(+)= highly
competent

Having others check your


data before distribution
and receiving feedback on
your data visualization
methods. I utlized these
methods during my
internship for Student
Life at SSC. (I)

()= competent

My experience with
graduate admissions in
the College of Nursing
and Health Science
granted me access to a
large pool of applicant
data. I managed
admissions process
between applicantsa and
faculty and learned the
intricacies of who had
access to tthat raw data I
downloaded. (W)

()= competent

My work training and


supervising New Student
Mentors in Albers helps
contribute to the colleges
goal to build community
amongst Albers student
and contributes to the
wrap around advising
services that we pride
ourselves in. (W)

()= competent

Have some experience


explaining to colleagues
at my internship at SSC
the basic concepts of the
assessment cycle and
explained the value of
data informing their
practice. (I)

Future Improvement & Development

Learn more about the differences between


program review, evaluation, and planning
are. Ask questions if terminilogy comes up
in future professional/academic
environments. I have mainly heard of
assessment and research through my
course of study.

Collaborate more with Institutional


Research to tap into their large dataset
that may be useful data to include for
department/office assessment purposes.

Actually applying reports and studies found


in literature in professional setting in
program development.

Continue to be up to date on current


educational research and how it can inform
my practice.

Always consider where and how studies


are conducted and how feasbible or
effective implementing that best practice
would be for any given institution yo may
be working in.

When conducting assessment to be


congnizant of any legal or ethical issues
that may arise and how diffferent
institutions handles these issues.

Continue to colleborate and receive


feedback on my work.

Depending on my access to institutional


data depending on my role there is much
more that I can learn about the political
and educational sensitivity of raw data. I
need to be vigilant if and when I have
access to such data as it relates to
confidentiality and organizational
hierarchies.

Managing an already established program


is not the same as created a program from
the ground up. The information that I can
gleem from the NSM program and
research of best practices will be
instrumental when desiging programs and
learning outcomes that are SMART.

Continue to try to integrate assessment


practices into the work I do and explaining
to others the importance of data informed
practice.

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

Professional Competency Areas for Student Affairs Educa


Overall Competency Ratings
0= no exposure to and no experience i
1= minimal exposure to but no experie
2= moderate exposure to and minimal
3= moderate experience in this competency
4= experience in this competency
5= much experience in this competency, basic master has been achieved

Overall Competency Rating

Level

Foundational

ency Areas for Student Affairs Educators (ACPA and NASPA, 20

Specific Skill Ratings


(+)= highly competent
()= competent
()= area of improvement/experience
s competency

mpetency, basic master has been achieved

Evidence of Learning
W= Work
I= Internship
C= Coursework
V= Volunteer Work
O= Other

Skill

Describe the systems used to govern public, private, and for-proft institutions of all types (tw
four-year, graduate, professional,vocational, etc.) in ones state/province and nation.

Explain the differences between public, private, and for-proft higher education with respect
legal system and what they may mean for respective students, faculty, and student affairs
professionals.

Describe how national and state/provincial constitutions and laws infuence the rights of stud
faculty, and staff on all types of college campuses.

Describe evolving laws, policies, and judicial rulings that infuence the student-institutional
relationship and how they affect professional practice.

Act in accordance with national, state/provincial, and local laws and with institutional policie
regarding non-discrimination.

Identify major internal and external stakeholders, policymakers, and special interest groups
infuence policy at the national, state/provincial, local, and institutional levels.

Describe the governance systems at ones institution including the governance structures fo
student affairs professionals, staff, and students.

Describe how policy is developed and implemented in ones department and institution, as w
local, state/province, and national levels of government.

Know when and how to consult with ones immediate supervisor and institutional legal coun
regarding matters that may have legal ramifcations.

Explain concepts of risk management, reasonable accommodation, and enact liability reduct
strategies .

Demonstrate awareness of inequitable and oppressive ways that laws and policies are enact
vulnerable student populations at national, state/provincial, local, and institutional levels.
Describe the student conduct process at the institutional level and demonstrate concern for
social, moral, educational, and ethical expectations of the community.

Encourage and advocate participation in national, state/provincial, local, and institutional el


processes as applicable.

ators (ACPA and NASPA, 2015)

ce of Learning

ursework
unteer Work

Specific Rating

Evidence of Learning

Have a basic
understanding of
differences between
public, private, and forprofit institutions from
Lead & Gov and
Foundations class in the
()= competent SDA program. (C )

(+)= highly
competent

Differences include
private schools dont
receive federal funding
and do not have to follow
the same rules like
public schools do. Forprofit institutions are
market/profit driven.
(C )

Example of staying
informed of laws that
govern higher education
in Washington would be
()= area of
knowing where to
improvement/ex access/navigate WAC
perience needed and federal laws. (C )

The focus and mission of


institutions can greatly
be influenced by changes
in laws, policies, and
judicial rulings.
Examples like Supreme
()= area of
Court cases, changes in
improvement/ex how federal monies are
perience needed distributed. (C )
Is clearly stated in job
descriptions on HR
hiring websites. HR is a
resource to know of
specific terminology. (W
()= competent )
Learned in Lead & Gov
class in SDA program.
Knows where to look for
this information for
example board of
()= competent trustees members. (C )
Examples include
Faculty Senate, Staff
Unions, and Student
()= competent Government. (C/W)
Have limited experience
in developing new
policies for department
and institutions. Do not
fully understand how
this applies at local,
state, and national level.
Have done some work
working in Albers in
()= area of
influencing and
improvement/ex advocating for change to
perience needed policies. (W)

(+)= highly
competent

Have basic
understanding of my
limitations of my role as
acaemic advisor and
knows when to consult
with others if problem is
beyong my scope of
responsibility or
expertise. (W)

Have limited experience


()= area of
in this area. Not in my
improvement/ex current scope of work
perience needed responsibilities. (O)

(+)= highly
competent

Coursework in SDA
program have taught me
various ways in which
institutions create
barriers for students.
Examples limited or lack
of resources for
veteran/DREAMER
students. (C )

Every institution has


Student Conduct
process. Decisions are
not based off of beyond a
reasonable doubt like
the US judicial system
but out of
preponderance of the
evidence. Every student
is afforded due process.
()= competent (C )
Have not personally
advocated for student to
be involved in electroral
process but understand
the process and
()= competent importance of it. (O)

Future Improvement & Development

Get better educated on specificity of


institutions that I may be working in for
the future if it is public or private and if
those differences are important to know
as it relates to my role on campus.

Continue to grow and develop my


understanding of what more specific legal
differences between public, private, and
for-profit higher education.

Utlize online resources and network of


professionals if questions arise that
impact rights of students, faculty, and
staff.

Stay current in state and federal rules


and regulations that impact higher
education.

HR is an example to stay current with


issues around non-discrimation.

Rely on professional network to learn


about who or what groups are movers
and shakers on campus.
Participate in Staff Unions if available
and be up to date on employees right and
responsibilities and what influence we
have in the governance structure at any
given institution.

Get involved on campus with various


committees to gain better understanding
of how decision-making occurs within an
institution and broadly.

Differ expertise to season professional if


cases with legal precedence arise in my
work.

Refer to expertise of others and seek


learning opportunities if my role requires
me to think about risk management.

Continue to stay well informed on how


inquities manifest in institutions and what
can be done as SA professionals to
change those systems.

Be a member of the conduct review


board.

When applicable engage in conversation


about the importance of getting involved
in elections of officials.

Competency Area
Human and Organizational Resources
The Human and Organizational Resources competency
area includes knowledge, skills, and attitudes used in
the selection, supervision, motivation, and formal
evaluation of the effective application of strategies and
techniques associated with financThe Organizational
and Human Resources competency area includes
knowledge, skills, and dispositions used in the
management of institutional human capital, financial,
and physical resources. This competency area
recognizes that student affairs professionals bring
personal strengths
and grow as managers through challenging themselves
to build new skills in the selection, supervision,
motivation, and formal evaluation of staff; resolution of
conflict; management of the politics of organizational
discourse; and the effective application of strategies
and techniques associated with financial resources,
facilities management, fundraising, technology, crisis
management, risk management and sustainable
resources.anagement, risk management, and
sustainable resources

Professional Competency Areas for Student Affairs Educa


Overall Competency Ratings
0= no exposure to and no experience in this comp
1= minimal exposure to but no experience in this
2= moderate exposure to and minimal experience i
3= moderate experience in this competency
4= experience in this competency
5= much experience in this competency, basic master has been achieved

Overall Competency Rating

Level

Foundational

eas for Student Affairs Educators (ACPA and NASPA, 2015)


Specific Skill Ratings
(+)= highly competent
()= competent
()= area of improvement/experience needed

asic master has been achieved

Evidence of Learning
W= Work
I= Internship
C= Coursework
V= Volunteer Work
O= Other

Skill

Demonstrate effective stewardship/use of resources (i.e., fnancial, human, material)

Describe campus protocols for responding to signifcant incidents and campus crises.

Describe environmentally sensitive issues and explain how ones work can incorporate elem
sustainability.

Use technological resources with respect to maximizing the effciency and effectiveness of on

Describe ethical hiring techniques and institutional hiring policies, procedures, and processe

Demonstrate familiarity in basic tenets of supervision and possible application of these supe
techniques.

Explain how job descriptions are designed and support overall staffng patterns in ones work

Design a professional development plan that assesses ones current strengths and weakness
establishes action items for
fostering an appropriate pace of growth.

Explain the application of introductory motivational techniques with students, staff, and othe

Describe the basic premises that underlie confict in and the constructs utilized for facilitatin
resolution.

Develop and utilize appropriate meeting materials (e.g. facilitation skills, agenda, notes/min

Communicate with others using effective verbal and non-verbal strategies appropriate to the
ways that the person(s) with whom you are engaged prefers.

Recognize how networks in organizations play a role in how work gets accomplished.

Understand the relational roles partners, allies, and adversaries play in the completion of go
assignments.

Explain the basic tenets of personal or organizational risk and liability as they relate to ones

Provide constructive feedback in a timely manner.

Advocate for equitable hiring practices.

Articulate basic institutional accounting techniques for budgeting as well as monitoring and
revenue and expenditures.

Effectively and appropriately use facilities management procedures as related to operating a


program in a facility.

Demonstrate an understanding of how physical space impacts the institutions educational m

Understand the basic concepts of facilities management and institutional policies related to
usage and environmental sustainability.

ASPA, 2015)
of Learning

nteer Work

Specific Rating

Evidence of Learning

(+)= highly
competent

Frequently directing
students to available on
campus resources and
staying up to date on
current events and
programs on campus.
(W)

Basic understanding of
title IX reporting
protocol and how to
manage students in
()= competent crisis. (W)
Know what is recyclable,
compostable, and
()= competent garbage. (W)

(+)= highly
competent

Continuously look at
ways to streamline and
maximize efficiency in
my work through use of
technology. Using
electronic methods of
data gathering and
moving away from paper.
(W)

Having only been a part


of and not the manager
of hiring processes I
()= area of
have limited experience
improvement/ex in the intricacies of HR
perience needed recruitment. (W)
Have experience
supervising front desk
student employees and
mentors for the New
Student Mentor
program. Provide
training and
performance appraisals.
()= competent (W)
()= area of
Have no experience
improvement/ex writing job descriptions.
perience needed (O)
Created professional
development plan as an
academic advisor in
Albers that assess
strengths and
weaknesses and SMART
()= competent gaols. (W)

Applied counseling skills


through my coursework
to help advise students
in Albers School of
Business. Practice
positive reframing, using
open-ended questions,
and affirming to name a
()= competent few. (W/C)
()= area of
Have limited experience
improvement/ex in formal training in
perience needed conflict resolution. (W)

Run weekly meetings


()= competent with NSM's. (W)

Have experience
working in various
offices and diverse group
of professionals with
varying communication
styles. Have improved in
my ability to assess
others communication
style and accomodating
()= competent their needs. (W)
Is an integral part of SA
and have grown and
developed in this area.
()= competent (W)
Relationships have a
significant impact on the
effectivenss in achieving
goals when working in
()= competent higher education. (W)
Have not had experience
()= area of
articulating
improvement/ex organizational risk and
perience needed liability. (O)

Provide performance
appraisals for mentors in
the New Student Mentor
()= competent program. (W)
()= area of
Have no experience
improvement/ex advocating for equitable
perience needed hiring practices. (O)
()= area of
improvement/ex Have no experience
perience needed managing budgets. (O)
Have very limited
experience in this area
()= area of
with the exception of
improvement/ex running programs and
perience needed events. (W)

(+)= highly
competent

Institution structure and


organization impact how
students navigate
college campus
resources. Example first
generation students lack
certain capital. (C )

()= area of
improvement/ex Have no experience in
perience needed this area. (O)

Future Improvement & Development

I still have limited


understanding/experience managing
budgets. Many professionals receive on
the job training in this area and I will
most likely to depending on my role.
Receive more training in how to manage
incidents and campus crisis. Staying up
to date of institutional response
protocols.
Assess institutions commitment to
sustainability and environmental
stewardship.

Advocate for more efficient processes


within office/department while being
realistic of limited technological
resources available due to time/money.

Attending HR training for supervisors to


learn about ethical hiring techniqures if
my role requires hiring staff and/or
students.

Expand my skill set of supervising


students to supervising staff as my roles
and responsibilities expand in the future.
HR training would help enhance my
supervisory skills.
When my roles and responsibilities
change to include hiring, knowing how
HR can help me understand what goes
into job descriptions.

Professional development plans are


common in the workplace and there are
various resources to help me design one
if need be.

Attend professional development


opportunities like motivational
interviewing techniques.
Attend professional development
opportunities on conflict resolution.
Continue to integrate more teambuilding
and other professional development
opporunities for my students in the
future.

Continue to improve in verbal


communications with professionals with
leadership styles/values that vastly differ
from mine.
Continue to expand my professional
network through intentional outreach and
attending national/regional conferences.

Continue to develop in people skills.

Learn about basic tenets of


personal/organizational risk and liability.

This can still an area of growth for me


and as I develop as a supervisor in the
future.
Joining a Union would be one way to
accomplish this goal.
On the job training and HR training if my
role requires budget management.

Learn appropriate facilities management


procedures if role requires it.

Continue to asses how student navigate


systems of higher education and what
ways to improve these systems.
My current professional experience does
not have me working in this area. If my
roles and responsbilities change to
incorporate this area then I will learn it
then.

Competency Area
Leadership
The Leadership competency area addresses the
knowledge, skills, and dispositions required of a
leader, with or without positional authority.
Leadership involves both the individual role of a
leader and the leadership process of individuals
working together to envision, plan, and affect change
in organizations and respond to broad- based
constituencies and issues. This can include working
with students, student affairs colleagues, faculty, and
community members. This section is organized by the
leadership learning concepts of Education, construct
knowledge and articulation; Training, skill
identification and enhancement; Development,
personal reflection and growth; and Engagement,
active participation and application.

Professional Competency Areas for Student Affairs Educa


Overall Competency Ratings
0= no exposure to and no experience in this com

1=
2=
3=
4=
5=

minimal exposure to but no experience in thi


moderate exposure to and minimal experience
moderate experience in this competency
experience in this competency
much experience in this competency, basic master has been achieved

Overall Competency Rating

Level

Foundational

eas for Student Affairs Educators (ACPA and NASPA, 2015)


Specific Skill Ratings
(+)= highly competent

Evidence of Learning
W= Work

()= competent
()= area of improvement/experience needed

basic master has been achieved

I= Internship
C= Coursework
V= Volunteer Work
O= Other

Skill

Articulate the vision and mission of the primary work unit, the division, and the
institution.

Identify and understand individual-level constructs of leader and leadership.


Explain the values and processes that lead to organizational improvement.

Explain the advantages and disadvantages of different types of decision-making


processes (e.g. consensus, majority vote, and decision by authority).

Identify institutional traditions, mores, and organizational structures (e.g., hierarchy,


networks, governing groups, technological resources, nature of power, policies, goals,
agendas and resource allocation processes) and how they infuence others to act in the
organization.

Identify ones own strengths and challenges as a leader and seek opportunities to
develop leadership skills.

Identify basic fundamentals of teamwork and teambuilding in ones work setting and
communities of practice.

Describe and apply the basic principles of community building.

Describe how ones personal values, beliefs, histories, and perspectives inform ones
view of oneself as an effective leader with and without roles of authority.

Build mutually supportive relationships with colleagues and students across


similarities and differences.

Understand campus cultures (e.g. academic, student, professorial, administrative) and


apply that understanding to ones work.

Use appropriate technology to support leadership processes (e.g. seeking input or


feedback, sharing decisions, posting data that supports decisions, use group support
website tools).

Think critically, creatively, and imagine possibilities for solutions that do not currently
exist or are not apparent.

Identify and consult with key stakeholders and individuals with differing perspectives
to make informed decisions.

Articulate the logic and impact of decisions on groups of people, institutional


structures (e.g. divisions, departments), and implications for practice.

Exhibit informed confdence in the capacity of individuals to organize and take action
to transform their communities and world.

Within the scope of ones position and expertise, lead others to contribute toward the
effectiveness and success of the organization.

d NASPA, 2015)

nce of Learning

ursework
lunteer Work

Specific Rating Evidence of Learning Future Improvement & Development

(+)= highly
competent

()=
competent

Had to understand the Continue to understand the mission and


various program areas vision of various institutions and how
that fell under the
they are similar/differ and how those
office of Student Life at differences manifest in the
SSC and how to create culture/structure of the organization.
a report that accurately
captures the mission
and vision of that
office. (I)
Leaders describe
Taking on more leadership roles and
individual characterics assessing your impact your leadership
while leadership is
has fosters clear vision, direction,
more about the abilities collaboration, and communication would
to lead as a whole.
be areas for improvement.
(W/I)

Current entry level


positions in higher
education have left me
with limited experience
()= area of
on how organization
improvement/e improvement happens.
xperience
(W)
needed

Is currently taking a Leadership


Systems, Identity, and Practice course
where we are learning deminsions of
leadership that are muted or
marginilized. The text explains
organizational stuctures, X and Y
leadership styles, etc.

Have not previously


formally or informally
learned about and
being able to define
different types of
decision-making
processes. However
have rudementary
understanding of
decision-making
processes through
having taken on
leadership roles in the
past. I have experience
both working
collectively to
accomplish a goal and
acting as the authority
when efficiency and
clarity is important.
(W)

Class in Leadership Systems will go over


the advantages and disadvantages of
different types of decision-making
processes.

()=
competent

(+)= highly
competent

Having worked in two a Continue to compare and contrast


religously affiliated
institutions of higher education that I
university and a large work in the future so I can best navigate
public research
them for myself and students.
university I have a
good understanding of
how institutions of
higher education is
structured, what
politics, and
beuracracy that exists
between departments
and areas on campus.
(W/C/I)

(+)= highly
competent

()=
competent

Strengths: good
Gaining confidence in effective
facilitator, inclusive,
leadership in various settings will
passionate, creative,
require continue practice. Seeking out
transparent, authentic, opportunities to present in professional
open-minded, and
settings in front of students and
insightful. Challenges: colleagues will strengthen my ability to
confidence, can have
communicate and teach others. In term
trouble staying
of organization and staying on task
organized/focused, and creating a stuctured workplan and
persitence can be
schedule can help keep me on track. To
difficult depending on stay persistant will require seeking out
support/culture. (W/C/I) supports like mentors, colleagues, and
friends when things get difficult.
Provide teambuilding Acquire more resources in different
activities for New
teambuilding excercises that can be
Student Mentors.
done with staff and students.
Practice teamwork on a
daily basis in the
workplace and
participated in
teambuilding activities
in the workplace. (W)

Things like sense of


However I have limited experience
community, community creating spaces for communities with a
standards and fostering few exceptions like being a Peer Advisor
a welcoming and
in the Summer Enrichment Scholars
inclusive environment Program during my undergrad at UVM.
are vital components of Currently one of the functions of the
community building.
NSM program is to foster community
(W/C)
among Albers students and using
assessment to measure progress
()= area of
towards this goal would be one way to
improvement/e
see if this goal is being met.
xperience
needed

(+)= highly
competent

(+)= highly
competent

(+)= highly
competent

(+)= highly
competent

My Asian American
Continue to lead by example of inclusion
values of valuing
and authenticity.
community and
harmony instilled by
my family inform the
way I lead. Leadership
that thinks about the
whole of a
group/organization is
not only more inclusive
but successul than
tradition
supervior/subordinate
relationships. (W/C/I)
Built a network of
support of
professionals in Seattle
and broadly across
various institutions.
Formed close
relationships with
students that I
supervise through the
NSM program and
students I advise. (W)

Continue to develop my skills in


supervising and advising students to
create a meaningful and lasting impact.
The same goes to expanding my
professional network of support to help
with career opportunities and
advancement in higher education.

Have a good
Learn more about how culture and
understanding of office, climate is changing on college
college, and campus
campuses. Campus climate surveys an
culture at SU. This
focus groups are ways to stay curreny
helps inform my
on climate.
interactions with
professionals and
students alike. (W)
Experience conducting
surveys through
Qualtrics at SU to
assess programs and
events. (W)

Streamlining data collection to minimize


survey fatigue from students and
minimize time/efforts in gathering and
proessing data.

(+)= highly
competent

()=
competent

My highly intuitive
mind has me exploring
and proposing new
ideas to improve
processes on a regular
basis. (W/C/I)

Getting buy-in from others to think


about alternative solutions to a problem
will continue to be a challenge. Backing
up what I say with data and research
will help ligitmize my alternative ideas.

During my internship Although I value collaboration, getting


at SSC I met with the buy-in and working with professionals
leaders of each
with different communication
program area and
styles/values continue to be a challenge
collaborated with them even with the strides I have made in
to create the Student
forming those relationships. Contiuning
Life Annual Report. (W) to improve my leadership and
communication with professionals and
understanding how to leverage peoples
capital.
Hierarchy and
structures create order
and efficiencies on one
hand and disorder and
inefficiencies in others.
Understanding how
and why divisions and
departments operate
independently and as a
whole will help
professionals navigate
and ultimately be more
successful in their
work. (W/C/I)

By understanding why institutions are


structured the way they are, it provides
a foundation in which to be able to
institute change and why change is slow
to come.

I struggle at times to
find my voice as a
leader to confidently
()= area of
improvement/e take on leadership. I
have stood up to
xperience
advocate for certain
needed()=
changes working in
area of
improvement/e Albers but can improve
on my execution. (W)
xperience
neededG20

I can better prepare and organize my


thoughts and ideas beforehand which is
an effective way for me to feel more
confident in what I have to say.

()=
competent

Current entry level


Advocate more when possible to
positions in higher
office/superisor on ideas and
education have left me suggestions for improvement.
with limited experience
in this area. However
within my internship at
SSC I have encouraged
the staff on speaking
up about this concerns
()= area of
improvement/e they might have to the
new dean. (W/I)
xperience
needed

Competency Area
Social Justice and Inclusion
For the purpose of the Social Justice and Inclusion
competency area, social justice is defined as both
a process and a goal that includes the knowledge,
skills, and dispositions needed to create learning
environments that foster equitable participation of
all groups and seeks to address issues of
oppression, privilege, and power. This competency
involves student affairs educators who have a
sense
of their own agency and social responsibility that
includes others, their community, and
the larger global context. Student affairs
educators may incorporate social justice and
inclusion competencies into their practice through
seeking to meet the needs of all groups, equitably
distributing resources, raising social
consciousness, and repairing past and current
harms on campus communities.

Professional Competency Areas for Student Affairs Educa


Overall Competency Ratings
0= no exposure to and no experience in this
1= minimal exposure to but no experience in
2= moderate exposure to and minimal experien
3= moderate experience in this competency
4= experience in this competency
5= much experience in this competency, basic master has been achieved

Overall Competency Rating

Level

Foundational

Areas for Student Affairs Educators (ACPA and NASPA, 2015)


Specific Skill Ratings
(+)= highly competent
()= competent
()= area of improvement/experience needed

y, basic master has been achieved

Evidence of Learning
W= Work
I= Internship
C= Coursework
V= Volunteer Work
O= Other

Skill

Identify systems of socialization that infuence ones multiple identities and sociopolitical
perspectives and how they impact ones lived experiences.

Understand how one is affected by and participates in maintaining systems of oppression,


privilege, and power.

Engage in critical refection in order to identify ones own prejudices and biases.

Participate in activities that assess and complicate ones understanding of inclusion,


oppression, privilege, and power.

Integrate knowledge of social justice, inclusion, oppression, privilege, and power into ones
practice.

Connect and build meaningful relationships with others while recognizing the multiple,
intersecting identities, perspectives, and developmental differences people hold.

Articulate a foundational understanding of social justice and inclusion within the context of
higher education.

Advocate on issues of social justice, oppression, privilege, and power that impact people bas
on local, national, and global interconnections.

A and NASPA, 2015)

ce of Learning

ursework
unteer Work

Specific Rating

Evidence of Learning

(+)= highly
competent

I harbor privileged
identity as a model
minority and I grew up
in an affluent
neighborhood. I'm also
an asian male which
steretypically is non
threatening. (C )

(+)= highly
competent

As a Master's educated
individual I occupy a
minority of Americans to
hold such a distinction.
(C )

(+)= highly
competent

Have done so
continuously throughout
the SDA program
through many
reflections. (C )

(+)= highly
competent

Have done so
continuously throughout
the SDA program. (C )

Have not been able to


integrate my knowledge
of social justice,
inclusion, and
()= area of
oppression, privileges,
improvement/ex and power as an
perience needed academic advisor. (W)

(+)= highly
competent

Emphasize the
importance of building
relationships with
students and
professionals and the
value of learning from
various perspectives.
(W/C/I)

(+)= highly
competent

It is imparative as a SA
professional to be
knowledgable about
issues of social justice in
the context of higher
education such as
access, support,
organization, culture,
etc. in order to ensure
the success of diverse
student populations.
(W/C)

Advocated for formalize


reporting protocol for
students NSM's/Advisors
when working with
students in distress and
()= competent title IX. (W)

Future Improvement & Development

Understanding intersectionality and


changing sociopolitcal perspectives is a
life long journey.

Continue to analyze my assumptions and


how my identities and privileges impact
others.

Continue to reflect on prejudices and


biases through attending professional
development opportunities.
Continue to seek out professional
development opportunities.

Seek campuses and offices that value


learning about social justice issues and
how to integrate that knowledge in their
work.

Continue to expand my professional and


personal network and learn and grow
from those connections.

Continue to stay up to date on the


changing student demographics and what
issues different institutions face in
recruiting, retaining, and graduating
students.
Would like to be able provide more
professional development opportunities
around social justice issues for staff and
students in my work. Either attending or
conducting workshops.

Competency Area
Student Learning and Development
The Student Learning and
Development competency area
addresses the concepts and principles
of student development and learning
theory. This includes the ability to
apply theory to improve and inform
student affairs and teaching practice.

Overall Competency Area

Professional Competency Areas for Student Affairs Educa


Overall Competency Ratings
Specific Skill Ratings
0= no exposure to and no experienc(+)= highly competent
1= minimal exposure to but no expe()= competent
2= moderate exposure to and minima
()= area of improvement/experien
3= moderate experience in this competency
4= experience in this competency
5= much experience in this competency, basic master has been achieved

Level

Foundational

t Affairs Educators (ACPA and NASPA, 2015)


Evidence of Learning
W= Work
I= Internship
C= Coursework
V= Volunteer Work
O= Other
achieved

Skill

Articulate theories and models that describe the development of


college students and the conditions and practices that facilitate
holistic development (e.g. learning, psychosocial and identity
development, cognitive-structural, typological, environmental, and
moral).

Articulate how race, ethnicity, nationality, class, gender, age, sexual


orientation, gender identity, dis/ability, and religious belief can
infuence development during the college years.

Identify the strengths and limitations in applying existing theories


and models to varying student demographic groups.
Articulate ones own developmental journey in relation to formal
theories.
Identify ones own informal theories of student development
(theories in use) and how they can be informed by formal theories to
enhance work with students.

Identify dominant perspectives present in some models of student


learning and development.

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.

Assess learning outcomes from programs and services and use theory
to improve practice.

ducators (ACPA and NASPA, 2015)

ce of Learning

ursework
unteer Work

Specific Rating

Evidence of Learning

()= competent

Learned various theories


and how to apply them
during my Student
Development Theory
class. (C )

(+)= highly
competent

Learned throughout my
undergraduate and
graduate program
diversity issues in both
context of individual and
systems. (W/C)

()= competent

Wrote theory papers


analyzing and comparing
theories to critically
assess their strength and
weaknesses. (C )

(+)= highly
competent

Wrote many reflections


throughout SDA program.
(C )

(+)= highly
competent

Incorporating theories
during training of New
Student Mentors. (I)

()= competent

Many student
development models are
centered around the
individual and may not be
applicable to those who
are raised in a collectivist
culture. (C )

()= competent

Created workshop for


College Access Now on
Educational Planning and
had to submit learning
outcomes beforehand. (V)

()= competent

Training New Student


Mentors and providing
feedback on mentors
performance. Learning
how to best supervise
student workers. (W)

()= competent

Conducted assessment
and generated annaul
report through internship
at SSC.

Future Improvement & Development

Review theories in texts and how to best


use them in a ever changing student
population.

Conduct workshops to educated


colleagues/students depending on role in
institution.
Informally applying theories when
working with students while being
cognizant to use it as a framework and
not fact.

Finish my portfolio.
Continue to assess advising style and
how to best work with a diverse student
population to ensure their personal and
academic success.

Continue to identify the strength and


limitations of various theories and how to
best apply them to a diverse student
population.

Run more workshops and clearly


communicate purpose and important
takeways.

Continue to assess how to improve


supervision and training of students
through feedbac from students and
colleagues.

Continue to implement assessment into


my work as a SA professional.

Competency Area
Technology
The Technology competency area focuses on the use of digital tools,
resources, and technologies for the advancement of student learning,
development, and success as well as the improved performance of
student affairs professionals. Included within this area are knowledge,
skills, and dispositions that lead to the generation of digital literacy and
digital citizenship within communities of students, student affairs
professionals, faculty members, and colleges and universities.

Professional Competency Areas for Student Affairs Educa


Overall Competency Ratings
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 competen
3= moderate experience in this competency
4= experience in this competency
5= much experience in this competency, basic master has been achieved

Overall Competency Rating

ent Affairs Educators (ACPA and NASPA, 2015)


Specific Skill Ratings
(+)= highly competent
()= competent
()= area of improvement/experience needed

been achieved

Level

Foundational

Evidence of Learning
W= Work
I= Internship
C= Coursework
V= Volunteer Work
O= Other

Skill

Demonstrate adaptability in the face of fast-paced technological change.

Remain current on student and educator adoption patterns of new technologies and familiar
and functionality of those technologies.

Troubleshoot basic software, hardware, and connectivity problems and refer more complex p
information technology administrator.

Draw upon research, trend data, and environmental scanning to assess the technological rea
students, colleagues, and other educational stakeholders when infusing technology into edu
interventions.

Critically assess the accuracy and quality of information gathered via technology and accura
information respecting copyright law and fair use.

Model and promote the legal, ethical, and transparent collection, use, and securing of electr

Ensure compliance with accessible technology laws and policies.

Demonstrate awareness of ones digital identity and engage students in learning activities re
communications and virtual community engagement as related to their digital reputation an

Model and promote equitable and inclusive practices by ensuring all participants in educatio
and utilize the necessary tools for success.

Appropriately utilize social media and other digital communication and collaboration tools to
advising, programming, and other learning-focused interventions and to engage students in

Engage in personal and professional digital learning communities and personal learning net
and/or global level.

Design, implement, and assess technologically-rich learning experiences for students and ot
effective use of visual and interactive media.

Ensure that ones educational work with and service to students is inclusive of students part
format courses and programs.

Incorporate commonly utilized technological tools and platforms including social medial and
and collaboration tools into ones work.

e of Learning

nteer Work

Specific Rating

Evidence of Learning

Exploring use of social


media to better
communicate with
(+)= highly competenstudents. (W/I)
Improve mobile
experience for students
like functionaility and
accessibility. Examples
include college apps,
college website, Canvas,
(+)= highly competenetc. (W/I)
I am the go to individual
in the office for
troubleshooting
(+)= highly competentechnology. (W/I)
Assessment and creation
(+)= highly competenof Annual Report. (I)
Experience reading and
citing research through
various courses in the
SDA program and my
undergraduate degree in
(+)= highly competenthe sciences. (C )

()= competent

Trained in FERPA. (W)


Learned about and
conducted case studies
on various legal/ethical
issues in higher
education. (C )

Learned about
institutional policy as it
pretains to use of and
distribution of
()= area of
information to third
improvement/experie party app developers at
nce needed
SSC. (I)

()= competent

Am aware of ones own


digital footprint. (W)

Considered access to
SSC app in the context of
a Community College
(+)= highly competensetting. (I)

Implemented texting as
a new form of
communication for
students in Albers
School of Business.
Created Facebook group
for Albers NSM program
to better communicate
(+)= highly competenwith students. (W)

()= competent

Used Canvas discussion


boards in several classes
such as Adult Learning,
Multicultural
Perspectives. (C )

()= competent

Used Powerpoint and


Prezi for
presentations/workshops
(W,I,C)

()= area of
improvement/experie
nce needed
none
Technology is
incorporated into most
(+)= highly competenaspects of my work.

Future Improvement & Development

Improve student adoption and


engagement on various social media
platforms such as Facebook or college
campus apps.

Continue to use and receive feedback


from students on the latest technology.

Continue to support collegues and utilize


IT when applicable.
Collaborating with Institutional Research
when applicable for pertinent data when
conductiing assessment.

Continue to be up to date on the latest


research that my be relevent to my work
as a SA professional.

Be aware of different institutional policies


when conducting assessment or
managing student records.

Network with professionals on campus


who may have to deal with FERPA
compliance issues such as the Registrar,
administration, etc.
Provide training/workshop to students to
manage online presence. Examples
Career Services workshops.

Conduct assessment through surveys and


focus groups on use of SSC app.

Conduct assessment on efficacy of


utilizing social media and other digital
communication methods.

Participate on free online professional


development workshops though NACADA
or NASPA/ACPA.
Examples to integrate more technology in
learning include using texting polls,
twitter feeds, infographics, etc.
Learn how to use Canvas to create
courses/programs.
Be up to date on the latest technology
and tools.

Competency Area
Advising & Supporting
The Advising and Supporting competency
area addresses the knowledge, skills, and
dispositions related to providing advising
and support to individuals and groups
through direction, feedback, critique,
referral, and guidance. Through developing
advising and supporting strategies that take
into account self-knowledge and the needs of
others, we play critical roles in advancing
the holistic wellness of ourselves, our
students, and our colleagues.

Overall Competency Rating

Level

Foundational

Skill

Exhibit culturally inclusive active listening skills (e.g., appropriately establishing interperson
paraphrasing, perception checking, summarizing, questioning, encouraging, avoid interrupt
clarifying).
Establish
with students,
groups,of
colleagues,
others that
acknowledges with
differenc
Recognizerapport
the strengths
and limitations
ones ownand
worldview
on communication
othe
experiences.could either liberate or constrain others with different gender identities, sexual
terminology
abilities, cultural backgrounds, etc.).
Facilitate refection to make meaning from experiences with students, groups, colleagues, an
Conscientiously use appropriate nonverbal communication.
Facilitate problem-solving.
Facilitate individual decision-making and goal-setting.
Appropriately
and support
students
andoutside
colleagues.
Know and use challenge
referral sources
(e.g., other
offces,
agencies, knowledge sources), and
referral
skills
in
seeking
expert
assistance.
Maintain
an appropriate
degree
of confdentiality
that
follows
legal andwith
licensing
Seek
opportunities
to expand
ones
own knowledge
and
skills applicable
in helping students
specif
Identify
when
and
with
whom
to
implement
appropriate
crisis
management
and
intervention
facilitates
the development
of trusting
relationships,
and recognizes
when as
confdentiality
sho
(e.g.,
relationship
issues, navigating
systems
of oppression,
or suicidality)
well as interfac
to protect
the student
or others.
specifc
populations
within
the college student environment (e.g., student veterans, low-incom
etc.).
Utilizeand
virtual
resources
andlaws,
technology
tomeet
the advisingethical
and supporting
of studen
Know
follow
applicable
policies,
and professional
guidelinesneeds
relevant
to adv
supporting students development.

Specific Rating

Evidence of Learning

Future Improvement & Development