Running head: NASPA/ACPA COMPETENCIES SELF-ASSESSMENT 1

NASPA/ACPA Competencies Self-Assessment

Lauren E. Van Fossen

Seattle University
NASPA/ACPA COMPETENCIES SELF-ASSESSMENT 2

Artifact E: NASPA/ ACPA Competency 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 (2015)
 NASPA/ACPA COMPETENCIES SELF-ASSESSMENT
ACPA/NASPA Skill
Competency Area
Articulate key elements of ones set of
1 personal beliefs and commitments
Personal and Ethical (e.g., values, morals, goals, desires,
Foundations self-definitions), as well as the source
of each (e.g., self, peers, family, or one
or more larger communities).
Involves the knowledge,
skills, and dispositions Articulate ones personal code of ethics
to develop and maintain for student affairs practice, informed
integrity in ones life by the ethical statements of
and work; this includes professional student affairs
thoughtful development, associations and their foundational
critique, and adherence ethical principles.
to a holistic and
Describe the ethical statements and
comprehensive standard
of ethics and their foundational principles of any
commitment to ones professional associations directly
own wellness and relevant to ones working context.
growth.
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.
Overall Rating:
Appropriately question institutional
0 1 2 3 4 5 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
Specific Evidence of Learning
Rating
W = At my assistantship I
have had professional
development in personal
wellness and managing
stress trainings.
Additionally, I have to
uphold code of ethics in
my work by adhering to
FERPA and managing
confidential student
records.
I = The reflection process
in the internship class has
really provided me the
opportunity to reflect on
my professional
experiences and
coursework. Furthermore,
+
in the ethical interview
assignment, I learned from
+ my supervisor about how
to lead with emotional
intelligence in ethical
situations that may
conflict with personal
+ values.
C = In Educational
Research, we identified
the code of ethics
associated with student
affairs based on the
professional associations
in our field and analyzed
research studies. I learned
to identity ethical issues in
research, both in
qualitative and
quantitative research.
3
Future Improvement &
Development
To further my development in
personal and ethical
foundations, I want to
participate in more activities
that challenge my assumptions
and perspectives and that put
me in more uncomfortable
positions. I plan to attend at
least one activity per quarter
that expands my view and
commits myself to continue
learning and growing, whether
that be a speaker, a student
event, or community event.
Throughout this program, I
have had the opportunity to
think more about the source of
personal and ethical
foundations, however; I want
to continue to reflect in these
areas and how it impacts my
work. Lastly, I want to be
more familiar with ethical
statements and resources. One
way to do this is to regularly
review ethical standards
provided by professional
associations and to review
FERPA regularly to help stay
consistent and knowledgeable
in our professional standards.
NASPA/ACPA COMPETENCIES SELF-ASSESSMENT 4

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,
environment, 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.
 NASPA/ACPA COMPETENCIES SELF-ASSESSMENT
ACPA/NASPA Skill
Competency Area
2 Describe the foundational
Values, Philosophy philosophies, disciplines, and
and History values of the profession.
Involves knowledge, Articulate the historical contexts of
skills, and institutional types and functional
dispositions that areas within higher education and
connect the history, student affairs.
philosophy and
Describe the various research,
values of the student
philosophies, and scholars that
affairs profession to
defined the profession.
ones current
professional Demonstrate responsible campus
practice. citizenship and participation in the
campus community.
Describe the roles of faculty,
academic affairs, and student
affairs educators in the institution.
Explain the importance of service
Overall Rating: to the institution and to student
affairs professional associations.
0 1 2 3 4 5
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 the
profession.
Explain the public role and societal
benefits of student affairs in
particular and of higher education
in general.
Specific Evidence of Learning
Rating
+ W = In my work in
academic advising, I look
to the professional
association for academic
advising, NACADA, for
resources, articles, and
publications to inform my
work and uphold the
values and pillars of the
professional association.
+
I = In my internship with
Career Services at the
University of Washington-
Bothell and the integration
assignments from class, I
have been able to learn
+ more about the evolving
and responding nature of
Career Services and the
connection with society
and economy. Through
conversations with my
supervisor and additional
literature, I have been able
to connect the history of
career services and
development to the current
professional practice.
C = In Foundations of
Student Affairs, I learned
+ more about the historical
and current context of
higher education,
generally and for students
+ with marginalized
identities. Furthermore,
through Daily News and
readings, I learned how to
grow my knowledge of
+ higher education trends
and issues. In Leadership
and Governance, I learned
5
Future Improvement &
Development
One of the areas of minimal
exposure for me in the
competency area of values,
philosophy, and history is
and understanding of the
global nature of higher
education and student affairs.
To further my development I
would love to visit higher
education institutions abroad
to experience and observe
global education. I would
also like to work on campus
citizenship and participation
in the campus community. I
currently to not engage in too
many campus activities that
are embedded in the
traditions of the campus. By
participating in the campus
community, I will feel more
connected to the students.
Another action step I will
take to further the
development of this
competency is to participate
in service outside of the
campus in order to engage in
the local community.
NASPA/ACPA COMPETENCIES SELF-ASSESSMENT
Articulate an understanding of the
ongoing nature of the history of
higher education and ones 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.
6
about the roles of key
stakeholders in our field,
particularly in academic
affairs, and how those
stakeholders influence our
+ work in student affairs.
O = As the Co-Editor-in-
Chief of MAGIS: A
Student Development
Journal, I have learned
how publications in the
field of student affairs
contribute to the values of
student development,
including scholarly
practice and inclusion of
experiences and voices.
 NASPA/ACPA COMPETENCIES SELF-ASSESSMENT
ACPA/NASPA Skill
Competency Area
3 Differentiate among assessment,
Assessment, program review, evaluation, planning,
Evaluation and and research as well as the methods
Research appropriate to each.
Select AER methods, methodologies,
Focuses on the ability to designs, and tools that fit with
design, conduct, research and evaluation questions and
critique, and use various with assessment and review purposes.
AER methodologies and
Facilitate appropriate data collection
the results obtained
for system/department-wide
from them, to utilize
assessment and evaluation efforts
AER processes and their
using current technology and
results to inform
methods.
practice, and to shape
political and ethical
Effectively articulate, interpret, and
climate surrounding
apply results of AER reports and
AER processes and uses
studies, including professional
in higher education.
literature
Assess the legitimacy,
Overall Rating: trustworthiness, and/ or validity of
studies of various methods and
0 1 2 3 45 methodological designs (e.g.
qualitative vs. quantitative,
theoretical perspective,
epistemological approach).
Consider rudimentary strengths and
limitations of various methodological
AER approaches in the application of
findings 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 research activities.
Ensure all communications of AER
results are accurate, responsible, and
effective.
7
Specific Evidence of Learning Future Improvement &
Rating Development
I = In my internship with In the competency area of
the Office of Student assessment, evaluation and
Development and planning research, I will improve and
and implementing the develop by learning more
SDA Preview Days, I about creating assessments
analyzed the previous based on learning outcomes.
years assessment data to Additionally, I want to try
synthesize key strengths using assessments that are
and areas for improvement alternatives to a traditional
for the Preview Days survey. At my next institution,
program. This analysis I want to become more
informed our changes to familiar with the institutions
Preview Days, including Institutional Review Board
shortening the day and and the resources and guidance
initiating a new way of they may bring to assist me in
meet departments. creating assessments and
Furthermore, I converted evaluations. As I finish my
the survey to Qualtrics and two positions in academic and
adapted the evaluation to career advising, I will
align with our program. advocate to get involved in
+ assessment and evaluation to
C = Two classes really further this competency and to
informed my work in discuss with my supervisors
assessment, evaluation and about how they utilize
research, SDAD 5990 MA assessment and data to inform
Project and Best Practices. decisions.
In my graduate research
project, I conducted
+ qualitative research
through interviews and
focus groups, analyzed the
data, and synthesized
results to inform practice.
The focus of Best
Practices was assessment
and in this course I learned
more about the purpose of
IRB and how different
institutions use or do not
use assessment to inform
practice and decisions.
Specifically at South
Seattle College, I learned
more about how
NASPA/ACPA COMPETENCIES SELF-ASSESSMENT
Identify the political and educational
sensitivity of raw and partially
processed data and AER results,
handling them with appropriate
confidentiality and deference to
organizational hierarchies
Design program and learning
outcomes that are appropriately clear,
specific and measurable, that are
informed by theoretical frameworks
and that align with organizational
outcomes, goals, and values.
Explain to students and colleagues the
relationship of AER processes to
learning outcomes and goals.
8
+ aggregation of data is
important to see the gaps
or strengths between
demographics and how
difficult that can be.
O = Through the Student
Development Divisional
Assessment Working
Group, I learned more
about how to create
assessments and the
foundations behind
assessment, including
+ learning outcomes based
on the mission of the
department or institution,
and how to create
assessments that will be
useful to the department.
 NASPA/ACPA COMPETENCIES SELF-ASSESSMENT
ACPA/NASPA Skill
Competency Area
Describe the systems used to govern
4 public, private, and for-profit
Law, Policy and institutions of all types (two-year,
Governance four-year, graduate, professional,
vocational, etc.) in ones
state/province and nation
Includes the knowledge,
skills and dispositions Explain the differences between
relating to policy public, private, and for-profit higher
development processes education with respect to the legal
used in various system and what they may mean for
contexts, the application respective students, faculty, and
of legal constructs, student affairs professionals.
compliance/ policy
Describe how national and
issues, and the
state/provincial constitutions and laws
understanding of
influence the rights of students,
governance structures
faculty, and staff on all types of
and their impact on
college campuses.
ones professional
practice.
Describe evolving laws, policies, and
judicial rulings that influence the
student-institutional relationship and
how they affect professional practice.
Overall Rating:
Act in accordance with national, state/
0 12 3 4 5 provincial, and local laws and with
institutional policies regarding non-
discrimination.
Identify major internal and external
stakeholders, policymakers, and
special interest groups who influence
policy at the national, state/provincial,
local, and institutional levels.
Describe the governance systems at
ones institution including the
governance structures for faculty,
student affairs professionals, staff, and
students
Describe how policy is developed and
implemented in ones department and
institution, as well as the local,
9
Specific Evidence of Learning Future Improvement &
Rating Development
W = In academic advising I feel that I need the most
and working in higher development in the
education, federal laws, competency area of law,
particularly FERPA are policy, and governance. I plan
involved. Adhering to to commit myself to being
federal laws, and training more involved in local and
and understanding my role national law and policy in
as a mandatory reporter is order to maintain active
important to navigate and awareness of how laws and
explain to students in policies could affect my
advising spaces. students. I will do this through
Furthermore, through engagement in the current
NACADA sessions and news with the new federal
professional development, administration, and have
I have learned more about conversations with colleagues
the federal and state laws regarding the implications of
and procedures and higher law, policy, and governance in
education that influence my work. In my work in
vulnerable populations, academic advising, I want to
particularly dreamer engage in committees and
students. build relationships with key
stakeholders to be able to be in
I = In my internship at the the spaces where academic
University of Washington- policies are created or
+ Bothell, I have learned reevaluated so that I can be an
more about the laws and advocate for students who are
policies associated with affected by the policies.
public institutions. For
example, in creating and
editing the institutions
website, there is specific
training on making the
website accessible to those
who use assistance
programs to read the
website. Furthermore, a
disabilities
accommodations
statement must be
included in all marketing
materials. These
processes have helped me
become more aware of
NASPA/ACPA COMPETENCIES SELF-ASSESSMENT 10

state/province, and national levels of federal laws that aid in

government. inclusion and accessibility
for students.
Know when and how to consult with
ones immediate supervisor and C = The course
institutional legal counsel regarding Leadership and
matters that may have legal Governance provided me
ramifications. with the foundations
knowledge and
Explain concepts of risk management,
understanding of
reasonable accommodation, and enact
governance in higher
liability reduction strategies.
education. I learned more
about those in power and
Demonstrate awareness of inequitable
how institutional policies
and oppressive ways that laws and
and procedures may come
policies are enacted on vulnerable
about. Furthermore, we
student populations at national,
discussed how systems of
state/provincial, local, and
inequity and oppression
institutional levels.
are supported or
Describe the student conduct process challenged based on laws
at the institutional level and and policies.
demonstrate concern of the legal, Another course that
social, moral, educational, and ethical supports this competency
expectations of the community area was Higher Education
Law. Through this course,
Encourage and advocate participation I learned historical
in national, state/provincial, local, and landmark cases that made
institutional electoral processes as significant changes in
applicable. higher education.
Through my analysis of
case law, I learned the
implications that law has
on student affairs, and I
connected cases with my
work in advising and
trends in higher education.
 NASPA/ACPA COMPETENCIES SELF-ASSESSMENT
ACPA/NASPA Skill
Competency Area
5 Demonstrate effective stewardship/use
Organizational and of resources (i.e., financial, human,
Human Resource material)
Includes knowledge, Describe campus protocols for
skills, and dispositions responding to significant incidents and
used in the management campus crises.
of institutional human
capital, financial, and Describe environmentally sensitive
physical resources. issues and explain how ones work
can incorporate elements of
sustainability.
Overall Rating:
Use technological resources with
0 1 2 3 4 5 respect to maximizing the efficiency
and effectiveness of ones work.
Describe ethical 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 that assesses ones current
strengths and weaknesses, and
establishes action items for fostering
an appropriate pace of growth.
Explain the application of
introductory motivational techniques
with students, staff, and others.
Describe the basic premises that
underlie conflict in and the constructs
utilized for facilitating conflict
resolution.
Develop and utilize appropriate
meeting materials (e.g. facilitation
Specific Evidence of Learning
Rating
W = In my graduate
assistantship, I was part of
the hiring committee to
hire a new full-time
+ academic advisor. As my
first exposure to hiring
procedures, I learned
about ethical and legal
+ hiring practices and a
typical hiring process and
interview schedule for an
academic advising
position.
+
I = In my internship
experiences in Preview
Days and Career Services
at University of
Washington-Bothell, I
have learned more about
organizational operations
through programming and
events. I am more familiar
with physical space and
facilities procedures to use
and maintain the physical
spaces of the campus.
Furthermore, as part of the
Student Success Center, I
+ have learned more about
the benefits to the one-
stop-shop method for
student services and
student affairs and the
challenges to physical
+
space and facilities to this
strategy and model.
C = In my MA graduate learning into my daily practice
research project about
exploring support for
student Veterans at
community colleges, I
+ learned more about the
benefits to having a
11
Future Improvement &
Development
In order to improve and
develop in the competency
area of organizational and
human resources, I want to
gain more understanding in
supervision styles to prepare
for supervision experiences.
One action step to work
towards this dimension is to
conduct informational
interviews with student affairs
professionals who are
supervisors and ask about their
supervisory styles,
experiences, and how they
have learned to manage and
supervise others and students.
Another sub-area of this
competency area I want to
grow in is a further
understanding of student
conduct, risk, and liability in
my work in student and
academic affairs. I currently
engage little in these
processes, however, these are
important to understand in
working with students and
engaging in program and event
planning. Lastly, I want to
gain more experience and
exposure of management of
financial resources and
budgeting. I can do this by
asking about budgeting and
finance as programs are
developed and decisions are
made. By integrating this
and work, I hope to gain a
better understanding once I
transition to the one who
makes informed budgetary
decisions.
NASPA/ACPA COMPETENCIES SELF-ASSESSMENT 12

skills, agenda, notes/minutes). physical safe space for

Communicate with others using
effective verbal and non-verbal
strategies appropriate to the situation
in ways that the person(s) with whom
you are engaged prefers.
Recognize how networks in
organizations play a role in how work
gets accomplished.
community development
for student Veterans and
+
the challenges to obtaining
this space. Physical space
is limited, essential, and
competitive to many
departments and student
+ groups.

Understand the relational roles +

partners, allies, and adversaries play
in the completion of goals and work
assignments.

Explain the basic tenets of personal or

organizational risk and liability as
they relate to ones work.

Provide constructive feedback in a +

timely manner.

Advocate for equitable hiring

practices.

Articulate basic institutional

accounting techniques for budgeting
as well as monitoring and processing
revenue and expenditures.

Effectively and appropriately use

facilities management procedures as
related to operating a facility or
program in a facility.

Demonstrate an understanding of how +

physical space impacts the
institutions educational mission.

Understand the basic concepts of

facilities management and
institutional policies related to energy
usage and environmental
sustainability.
 NASPA/ACPA COMPETENCIES SELF-ASSESSMENT
ACPA/NASPA Skill
Competency Area
6 Articulate the vision and mission of
Leadership the primary work unit, the division,
and the institution. (Education)
Addresses
the knowledge, skills, Identify and understand individual-
and dispositions level constructs of leader and
required of a leader, leadership. (Education)
with or without
positional authority. Explain the values and processes that
lead to organizational improvement.
(Education)
Explain the advantages and
Overall Rating:
disadvantages of different types of
decision-making processes (e.g.
0 1 2 3 4 5 consensus, majority vote, and decision
by authority). (Education)
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 influence
others to act in the organization.
(Education)
Identify ones own strengths and
challenges as a leader and seek
opportunities to develop leadership
skills. (Training)
Identify basic fundamentals of
teamwork and teambuilding in ones
work setting and communities of
practice. (Training)
Describe and apply the basic
principles of community building.
(Training)
Describe how ones personal values,
beliefs, histories, and perspectives
inform ones view of oneself as an
effective leader with and without roles
of authority. (Development)
Specific Evidence of Learning
Rating
+ W = In my academic
advising role and as a
staff, we discuss decisions
that affect academic
+ affairs and the students
that we work with. My
supervisor exposed me to
the political aspects that
inform decision-making at
higher levels within
academic affairs.
I = In my internships in
Preview Days and in
Career Services, I have
really developed my
leadership identity, both as
+ a leader and leadership in
the context of a small team
and with a fellow
Graduate Program
Assistant. I have worked
with other leaders who are
very different strengths
than me and have different
leadership preferences, so
I have been able to
+ articulate my strengths and
what I need to be
successful and also to
adapt to be a successful
team.
+
C = In Leadership in
Education I, I learned
more about my leadership
style, which I describe as
coaching and developing.
This has helped me
articulate my leadership
style and preference, and
+
also see the gaps in this
leadership style, such as
the strategic political side
of leadership, that can be
13
Future Improvement &
Development
In order to develop and
improve in the competency
area of leadership, I will
engage in more leadership
opportunities on teams in my
professional work, get
involved in campus and
divisional committees, and
develop my supervisory style
through supervising or
advising student leaders or
student groups. I want to learn
more about community
building and how to foster
community within a team or
staff or among students. To do
this, I want to conduct
informational interviews with
other sand my current
supervisors to discuss how
they try to build community
within their staff and with their
students. Overall, I need
improvement in sub-areas of
engagement in leadership as I
feel confident and competent
in many areas of education and
training of leadership.
NASPA/ACPA COMPETENCIES SELF-ASSESSMENT 14

Build mutually supportive useful in other contexts in

relationships with colleagues and
students across similarities and
differences. (Development)
Understand campus cultures (e.g.
academic, student, professorial,
administrative) and apply that
understanding to ones work.
(Engagement)
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). (Engagement)
Think critically, creatively, and
imagine possibilities for solutions that
do not currently exist or are not
apparent. (Engagement)
Identify and consult with key
stakeholders and individuals with
differing perspectives to make
informed decisions. (Engagement)
order to achieve the goals
of the institution. For the
final paper, I articulated
my leadership style and
+ what leadership means to
me.
O = In my role as Co-
Editor-in-Chief of MAGIS
I co-lead an Editorial
Board of 16 editors. We
have focused this year on
the embodying the mission
and vision of MAGIS,
performing with
intentionality and
community building, and
empowering editors for
leadership and
professional development
opportunities.

Articulate the logic and impact of

decisions on groups of people,
institutional structures (e.g.
divisions, departments), and
implications for practice.
(Engagement)

Exhibit informed confidence in the

capacity of individuals to organize
and take action to transform their
communities and world.
(Engagement)

Within the scope of ones position and

expertise, lead others to contribute
toward the effectiveness and success
of the organization. (Engagement)
 NASPA/ACPA COMPETENCIES SELF-ASSESSMENT
ACPA/NASPA Skill
Competency Area
Identify systems of socialization that
7 influences ones multiple identities
Social Justice and and sociopolitical perspectives and
Inclusion how they impact ones lived
experiences.
A process and a goal Understand how one is affected by
which includes the and participates in maintaining
knowledge, skills and systems of oppression, privilege, and
dispositions needed to power.
create learning
Engaged in critical reflection in order
environments that foster
to identify ones own prejudices and
equitable participation
biases.
of all groups while
seeking to address and
Participate in activities that assess
acknowledge issues of
and complicates ones understanding
oppression, privilege
of inclusion, oppression, privilege,
and power.
and power.
Integrate knowledge of social justice,
inclusion, oppression, privileges, and
power into ones own practice.
Overall Rating:
Connect and build meaningful
0 1 2 3 4 5 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 based on local,
national, and global interconnections.
15
Specific Evidence of Learning Future Improvement &
Rating Development
I = In my internship with As someone who holds many
SDAs Preview Days, one privileged identities, I want to
of our goals was to further develop and improve
maintain and foster in the competency area of
inclusive environment for social justice and inclusion by
the prospective graduate understanding how to best
students. By including a engage and support in action
salient identities panel and and advocacy. To do this, I
session on multicultural will participate in activities
competency, we expressed and events that challenge my
the program and the understanding of privilege, on
+
professions commitment campus, in the community,
to social justice and and through professional
furthering multicultural associations in higher
awareness, knowledge, and education. I will further my
skills. understanding of how I
contribute to systems of
C = In the course, oppression through frequent
Multicultural Perspectives, reflection of myself and
I have expanded my myself in the context of my
knowledge of social professional setting.
justice, injustice,
oppression, and privilege
to even further than in the
context of higher
education. Furthermore, I
have developed an
understanding of systems
of oppression and how
pervasive these systems are
+ in our society and in higher
education. This course has
really given me the
language to discuss issues
of social justice and
oppression, and also the
historical significance
foundations of these issues.
 NASPA/ACPA COMPETENCIES SELF-ASSESSMENT
ACPA/NASPA Skill
Competency Area
Articulate theories and models that
8 describe the developmental of college
Student Learning and students and the conditions and
Development practices that facilitate holistic
development s(e.g. Learning,
psychosocial and identity
Addresses the concepts developments, cognitive-structural,
and principles of student typological, and moral).
development and
learning theory. This Articulate how race, ethnicity,
includes the ability to nationality, class, gender, age, sexual
improve and inform orientation, gender identity,
student affairs and dis/ability, and religious belief can
teaching practice. influence development during the
college years.
Identify the strengths and limitations
Overall Rating: in applying existing theories and
models to varying student
demographic groups.
0 1 2 3 4 5
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.
16
Specific Evidence of Learning Future Improvement &
Rating Development
+ W = I utilize student An area of future
development theory in development for the
academic advising to help competency area of student
inform how I advise based learning and development is
on levels or stages of to learn and practice how to
development. For assess student learning and
example, understanding create useful learning
differences in development outcomes, particularly in my
between first-year, work in advising and
traditionally aged students programming. This will help
and adult learners or inform my work so that I am
transfer students. Student thinking about the purpose of
development theory what I am doing and how it
informs how I guide may or may not contribute to
conversations and ask student learning.
questions to help students Furthermore, I want to reflect
+ reflect. more on my own informal
theory and how I use theory
I = In my internship with personally in my work. I also
University of Washington- will continue to reflect on my
Bothell, I have used adult own developmental journey in
learning theory and relation to student
andragogy to inform my development theories. I will
+ programming and do this by scheduling time to
workshops for graduate reflect on my growth and
students. I have had to development and how
adapt my understanding of development and identity
theory to career services theories inform my own
and learn new career growth.
+ development theory that
informs practice.
C = The course, Student
Development Theory,
Research, and Practice
informed my knowledge of
student development
theory. Through our
assignments and research,
not only did we learn how
to apply theory, but also
developed a critical lens
regarding theory and the
limitations they may hold.
 NASPA/ACPA COMPETENCIES SELF-ASSESSMENT
ACPA/NASPA Skill
Competency Area
Demonstrate adaptability in the face
9 of fast-paced technological change.
Technology
Remain current on student and
Focuses on the use of educator adoption patterns of new
digital tools, resources, technologies and familiarize oneself
and technologies for the with the purpose and functionality of
advancement of student those technologies.
learning, development,
Troubleshoot basic software,
and success as well as
the improved hardware, and connectivity problems
performance of student and refer more complex problems to
affairs professionals. an appropriate information
technology administrator.
Overall Rating:
Draw upon research, trend data, and
environmental scanning to assess the
0 1 2 3 4 5 technological readiness and needs of
students, colleagues, and other
educational stakeholders when
infusing technology into educational
programs and interventions.
Critically assess the accuracy and
quality of information gathered via
technology and accurately cite
electronic sources of information
respecting copyright law and fair use.
Model and promote the legal, ethical,
and transparent collection, use, and
securing of electronic data.
Ensure compliance with accessible
technology laws and policies.
Demonstrate awareness of ones
digital identity and engage students in
learning activities related to
responsible digital communications
and virtual community engagement as
related to their digital reputation and
identity.
Model and promote equitable and
Specific Evidence of Learning
Rating
+ W = In my assistantship, I
helped launch a reminder
texting and emailing
+ system, Remind.com, to
inform students of
upcoming deadlines or
resources. This was a
system we learned about
through a session at
+
NACADA and we put into
practice this year.
Furthermore, I am an
administrator of the
Faculty Advisor Canvas
Course that is used as an
online handbook for want to self-learn Publisher to
faculty advisors. I keep
content up to date and have the system in order to enhance
learned more about Canvas
modules and features.
I = In my internship at UW
+ Bothell, we have utilized
many forms of technology think about how they could be
to increase student
accessibility to resources,
such as creating a website
using Kentico for career
+ services resources for
graduate students, videos
of foundational content,
and utilizing Trumba for
online calendaring and
marketing. In my
internship with Preview
Days, I used features of
Qualtrics to create an
assessment and analyze the
data.
C = In Adult Learning, I
created a voice over
presentation and learned
strategies to create
17
Future Improvement &
Development
To improve my competency
in the area of Technology, I
want to learn more about
technology platforms that are
used in our filed and that can
help best reach out to
students. I also want to
become more skilled at
creating and editing websites
and software to enhance
marketing of programs and
services. To do this, in my
next position, I will ask to be
trained in the website editing
software. Furthermore, I
become more familiar with
my graphics and marketing
skills. In addition to website
editing and marketing, I want
to research different
technology platforms and
adapted to the needs of the
department or the students
within the context of the
functional area and the
institution.
NASPA/ACPA COMPETENCIES SELF-ASSESSMENT 18

inclusive practices by ensuring all engaging material online

participants in educational endeavors
can access and utilize the necessary
tools for success.
Appropriately utilize social media
and other digital communication and
collaboration tools to market and
promote advising, programming, and
other learning-focused interventions
and to engage students in these
activities.
via Canvas. In Capstone,
enhancing my LinkedIn
profile and creating a
website through Weebly is
evidence of using social
media and online platforms
and an awareness of my
digital identity.

Engage in personal and professional

digital learning communities and
personal learning networks at the
local, national, and/or global level.

Design, implement, and assess

technologically-rich learning
experiences for students and other
stakeholders that model effective use
of visual and interactive media.

Ensure that ones educational work +

with and service to students is
inclusive of students participating in
online and hybrid format courses and
programs.

Incorporate commonly utilized +

technological tools and platforms
including social media and other
digital communication and
collaboration tools into ones work.
 NASPA/ACPA COMPETENCIES SELF-ASSESSMENT
ACPA/NASPA Skill
Competency Area
Exhibit culturally inclusive active
10 listening skills (e.g., appropriately
Advising and establishing interpersonal contact,
Supporting paraphrasing, perception checking,
summarizing, questioning,
encouraging, avoid interrupting,
Addresses the clarifying).
knowledge, skills and
dispositions related to Establish rapport with students,
providing advising groups, colleagues, and others that
support to individuals acknowledges differences in lived
and groups through experiences.
direction, feedback,
Recognize the strengths and
critique, referral, and
limitations of ones own worldview
guidance.
on communication with others (e.g.,
how terminology could either liberate
or constrain others with different
gender identities, sexual orientations,
abilities, cultural backgrounds, etc.).
Overall Rating:
Facilitate reflection to make meaning
from experiences with students,
0 1 2 3 4 5 groups, colleagues, and others.
Conscientiously use appropriate
nonverbal communication.
Facilitate problem-solving.
Facilitate individual decision-making
and goal-setting.
Appropriately challenge and support
students and colleagues.
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.
Specific Evidence of Learning
Rating
W = My graduate
+ assistantship has allowed
me to get extensive
experience in advising and
supporting undergraduate
students. I have built
positive and supportive
relationships with my
advisees. In combination
with my coursework, I
have exemplified and put
into practice inclusive
language and practice to
promote equity in
academic advising. I have
developed the ability to
learn broadly and deeply
about my campus to make
appropriate and effective
referrals.
I = In my internship in
career services, I have
advising experience in
+ helping students make
meaning of their academic
experiences towards career
+ development and
transferrable skills.
Through this experience, I
+
have facilitated individuals
decision-making and career
+ discernment. Furthermore,
I have used technology and
virtual resources, such as
+ videos and virtual advising,
to increase accessibility to
graduate and commuter
students.
C = In COUN 5100, I have
developed active listening
skills and put them into
practice in my professional
19
Future Improvement &
Development
In order to further my
advising and supporting
skills, I want to continue to
learn and practice counseling
and advising techniques, and
multiculturally responsive
advising. To do this, I want
to read articles regularly and
an advising theory or
technique book at least once
per year in order to enhance
my skills. I will attend a
multicultural competency
training at least once per
quarter to inform my overall
practice, and also to challenge
my worldview. In addition to
local trainings, I want to
attend NACADA conferences
and further my involvement
in the professional
organization. This will
broaden my resources and
shared knowledge/network
with other advisor and learn
new research regarding
promising practices in
academic advising and
student success.
NASPA/ACPA COMPETENCIES SELF-ASSESSMENT 20

Maintain an appropriate degree of + work. COUN 5100

confidentiality that follows applicable provided me with the
legal and licensing requirements, counseling skills to move
facilitates the development of trusting away from problem
relationships, and recognizes when solving and towards
confidentiality should be broken to guiding and helping
protect the student or others. students make decisions on
their own.
Seek opportunities to expand ones +
own knowledge and skills in helping
students with specific concerns (e.g.,
relationship issues, navigating
systems of oppression, or suicidality)
as well as interfacing with specific
populations within the college student
environment (e.g., student veterans,
low- income students, etc.).

Utilize virtual resources and

technology to meet the advising and
supporting needs of students.

Know and follow applicable laws, +

policies, and professional ethical
guidelines relevant to advising and
supporting students development.