Artifact H: Knowledge, Skills, and Competencies Analysis

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

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

Lora 2
ACPA/NASPA
Competency Area

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

Overall Rating:
0 1 2 3 4 5

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

Specific
Rating

Evidence of Learning

Future Improvement &

Development

W- Through one on ones with

students and conduct hearings
C- While in class, challenging myself
to actively listen and not always
participate
W,I,C,O-Networking: With RAs,
residents and colleagues
All- Incorporating reflection in daily
life and work

My strengths in this area have

greatly been shaped by my
graduate assistantship. Having
one on one meetings and
conversations both in
supervising them as well as
conduct meetings has been
essential in problem solving,
understanding verbal and
nonverbal communication,
and confidentiality. Crisis
management has also been a
big part of my GAship.

W: During staff meetings, one on

ones and conduct hearings
W: All aspects of my assistantship
W,I: During one one supervision,
setting goals and check-ins
W,I: Respectfully sharing my
opinion and experiences to
challenge and encourage
W,I: Problem solving through
research and reaching out
W,I: While on call and responding t
a crisis and student conduct
W: In particular with conduct cases

W,I,C,V: Consider my own biases

and experience as well as the
language I use

W: Conferences, trainings and

programs around these topics

Looking ahead, I hope to

continue to challenge myself,
colleagues and students
effectively through having
difficult conversations,
establishing norms, and
reflection. I also plan on
seeking out committee work at
my next institution to gain a
better understanding of
students needs and where I
can utilize my strengths.

Lora 3
ACPA/NASPA
Competency Area

Skill

Differentiate among assessment, program review,

evaluation, planning, and research and the
methodologies appropriate to each.
Assessment,
Effectively articulate, interpret, and use results of
Evaluation, &
AER reports and studies, including professional
Research
literature.
Facilitate appropriate data collection for
system/department-wide assessment and
The Assessment,
evaluation efforts using up-to-date technology
Evaluation, and
Research competency and methods.
area (AER) focuses Assess trustworthiness and other aspects of
on the ability to use, quality in qualitative studies and assess the
design, conduct, and transferability of these findings to current work
settings.
critique qualitative
and quantitative AER Assess quantitative designs and analysis
analyses; to manage techniques, including factors that might lead to
organizations using measurement problems, such as those relating to
sampling, validity, and reliability.
AER processes and
Explain the necessity to follow institutional and
the results obtained
divisional procedures and policies (e.g., IRB
from them; and to
approval, informed consent) with regard to
shape the political
ethical assessment, evaluation, and other research
and ethical climate
activities.
surrounding AER
Explain to students and colleagues the
processes and uses on relationship of AER processes to learning
campus.
outcomes and goals.
Identify the political and educational sensitivity of
raw and partially processed data and AER results,
handling them with appropriate confidentiality
and deference to the organizational hierarchy.
Overall Rating:
Align program and learning outcomes with
organization goals and values.
0 1 2 3 4 5

Specific
Rating

Evidence of Learning

Future Improvement &

Development

I: Independent Study at UW
utilizing program evaluations
W: Graduate Assistantship utilizing
student surveys

This has been the most difficult

area for me both in experience
and my understanding of it. Yet
I know this is an integral part of
student services and student
success. For this reason, I
elected to take on an independent
study at UW with assessment
work. For future improvement, I
plan on taking a university
training or certificate program to
improve my skills. Additionally,
If my next job does not have
assessment, evaluation, or
research as part of my duties, I
will seek it out. I can also
improve my knowledge by
seeking webinars, trainings,
literature around assessment and
how it applies to the work I do. I
also hope to continue to use
learning outcomes for program
outlines and incorporate them in
the professional development I
facilitate for RAs

I: Independent Study at UW
providing feedback of results
W: Graduate Assistantship making
changes to programing model based
on results

I: Independent Study at UWlearning from supervisor

I: Independent Study at UWlearning from supervisor and

committee members when discussed
during meetings

I: Independent Study at UW all post

event surveys are based on
competencies

W: Graduate AssistantshipProgramming is compromised

around learning outcomes

W: Supervising programming for

RAs and HRL using learning
outcomes

W,I,C- Required to use Los for

programming, internship and overall
SDA

Lora 4
ACPA/NASPA
Competency Area

Equity, Diversity, &

Inclusion

Skill

Specific
Rating

Evidence of Learning

Future Improvement &

Development

Identify the contributions of similar and diverse

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

W,I,C,V- Conversations with

colleagues and supervision
W,I,C: Open communication and
critically think of issues
W,I,C: Communicate my awareness
and perspectives openly

For my development, I hope

to include these topics in my
job search and interviews by
having conversations with
professionals at institutions
about diversity and
environment and their campus
culture. Additionally, I hope
to continue to explore and
share my experience with
others and challenging myself
to learn and listen from others
that share different identities
or similar but identify with
other salient ones I will strive
to keep an open and inclusive
environment to have these
conversations and improve my
articulation social justice in
higher education. Most
importantly, I will continue to
speak up and act against
injustices and have
conversations with colleagues
and students around the
importance of EDI.

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

change aspects of the environment that do not

promote fair treatment.
Analyze the interconnectedness of societies worldwide
and how these global perspectives impact institutional
learning.

+
+

W,I,C: invite and take part in

conversation with others to
challenge
W,I,C: Model effective dialogue
between students to effectively
discuss EDI
W,I,: Professional development
programs for student staff and
program planning
W,I,C: Conversations and open to
learning from others around their
diverse backgrounds
W,I,C: Professional development
opportunities, Internship
conversations, coursework/ text
W,I: In supervising programs of my
students, and professional
development trainings, give
feedback during policy, conduct
conversations
W,I,V: Always speak up/ act
against injustices
I: working with staff from Mexico
and presenting on theory and higher
education

Lora 5
ACPA/NASPA
Competency Area

Skill

Articulate ones personal code of ethics for

student affairs practice, which reflects the
Ethical Professional ethical statements of professional student
Practice
affairs associations and their foundational
ethical principles.
Describe the ethical statements and their
The Ethical
foundational principles of any professional
Professional Practice associations directly relevant to ones working
competency area
context.
pertains to the
Explain how ones behavior embodies the
knowledge, skills, and ethical statements of the profession, particularly
attitudes needed to
in relationships with students and colleagues, in
understand and apply the use of technology and sustainable practices,
ethical standards to in professional settings and meetings, in global
ones work. While
relationships, and while participating in job
ethics is an integral
search processes.
component of all the Identify ethical issues in the course of ones job.
competency areas,
Utilize institutional and professional resources
this competency area to assist with ethical issues (e.g., consultation
focuses specifically
with more experienced supervisors and/or
on the integration of colleagues, consultation with an associations
ethics into all aspects Ethics Committee).
of self and
Assist students in ethical decision making and
professional practice. make referrals to more experienced
professionals when appropriate.
Demonstrate an understanding of the role of
beliefs and values in personal integrity and
Overall Rating:
professional ethical practices.
Appropriately address institutional actions that
0 1 2 3 4 5
are not consistent with ethical standards.
Demonstrate an ethical commitment to just and
sustainable practices.

Specific
Rating

Evidence of Learning

Future Improvement &

Development

W: Practice ethical decision making

on the job, on call, and in personal
life to reflect the student affairs
practice

C: Learn about these ethical

decisions and practices through
coursework and research

This competency is interesting

to think about because when I
think of ethical practice, I
know that it is how I work and
my values and morals play into
this. However, I cannot find
words to articulate my own
code of ethics. For my future
improvement and
development in this area I
must first create and articulate
my personal code.
Additionally, I will think
critically of the issues in my
job and how to best approach
them. While ethical dilemmas
may not always come up, it is
important for me to know
how I would handle them. As
a supervisor, I hope to create
professional development for
students around ethical
decision making and attempt
to not allow my personal
beliefs and value get in the way
of students building their own
codes on ethics.

W: Practice ethical decision making

and behavior with collegues,
students, networks and as I job
search

W,I: Through conversations with

collogues and staying up to date on
current issues

W,I: Reach out to supervisors and

colleagues as well as professional
association social media pages

W: During one on one

conversations, staff meetings,
conduct hearings
W: Practice this every day and with
reflection of my own beliefs and
encouraging of dialogue around
integrity
W: Daily and especially while on call
W,I: Compost in the caf, careful
with materials and companies I
order from and collaborate with

Lora 6
ACPA/NASPA
Competency Area

Skill

Describe the foundational philosophies,

disciplines, and values on which the profession is
built.
Articulate the historical contexts of institutional
The History,
types and functional areas within higher
Philosophy, and Values education and student affairs.
competency area
Describe the various philosophies that define the
involves knowledge,
profession.
skills, and attitudes that Demonstrate responsible campus citizenship.
connect the history,
Demonstrate empathy and compassion for
philosophy, and values
student needs.
of the profession to
Describe the roles of both faculty and student
ones current
affairs educators in the academy.
professional practice.
This competency area Explain the importance of service to the academy
and to student affairs professional associations.
embodies the
Articulate the principles of professional practice.
foundations of the
profession from which Articulate the history of the inclusion and
exclusion of people with a variety of identities in
current and future
research and practice
higher education.
will grow. The
Explain the role and responsibilities of the
commitment to
student affairs professional associations.
demonstrating this
Explain the purpose and use of publications that
competency area
incorporate the philosophy and values of the
ensures that our present profession.
and future practices are Explain the public role and societal benefits of
informed by an
student affairs and of higher education generally.
understanding of our
history, philosophy, and Articulate an understanding of the ongoing nature
of history and ones role in shaping it.
values.
Model the principles of the profession and
communicate the expectation of the same from
Overall Rating:
colleagues and supervisees.
Explain how the values of the profession
0 1 2 3 4 5
contribute to sustainable practices.

History,
Philosophy, &
Values

Specific
Rating

Evidence of Learning

Future Improvement &

Development

W,I,C: Discuss with my supervisor

and RAs around issues of access and
higher education attainment for
students and the need for staff to
promote social and personal
development
W,I,C: With supervisor, especially
during job search and in text
C, I: Mainly in class discussions and
Internship presentation
W,I,C,V: In everyday practice
W,C,I,V,O: Although working on
this, I attempt to do so in my
interaction with students
W,I,C: understand the roles and
when asked about SA can speak to it
W,C: Yes, professional development
and networking as well as the
development of institution and
students
C: mainly through course work

History and philosophy are

areas where utilizing research
will help my development.
Intentional research will help
me articulate the role of
student affairs professionals in
the field and how they relate to
faculty and learning. I plan on
continuing membership with
organizations and publications
to stay engaged with trends.
Additionally, working on how
I articulate my profession how
I am working to shape it will
be essential to future
improvement and
development. Taking
advantage of professional
development will also be
essential to my future
improvement and
development.

W,C: member of NASPA and

attended conference

W,C: Relevant research and

professional development

W,C: Explain to students, family,

colleagues

W,I,C: Professional development

and personal reflection of identity
and purpose

W,I,C: Model the way and challenge

others to do the same by
communicating expectation

Lora 7
ACPA/NASPA
Competency Area

Human &
Organizational
Resources
The Human and
Organizational
Resources competency
area includes
knowledge, skills,
and attitudes used in
the selection,
supervision,
motivation, and formal
evaluation of
staff; conflict
resolution; management
of the politics of
organizational
discourse; and the
effective application of
strategies and
techniques associated
with financial resources,
facilities management,
fundraising, technology
use, crisis management,
risk management, and
sustainable resources.

Overall Rating:
0 1 2 3 4 5

Skill

Specific
Rating

Evidence of Learning

Describe appropriate hiring techniques and institutional

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

W: Sat on the committee to hire AD

and RA/DA hiring

+
+

To better develop this

competency, I will seek more
W: Supervising a staff of 11 students opportunities to be on hiring
committees or review
documents relating to staffing
W: helped rewrite job descriptions
for a variety of positions at GAship
and recruitment. I will
continuously ask for feedback
W, C: Using this tool as well as goal
from RAs that I supervise and
setting with supervisor
my own supervisor.
Additionally, I will continue to
W: With an HRL lense, train
students on conflict resolution and
take on budgeting tasks and
mediation. As well as conduct
managing department funds.
meetings for me
I will stay up-to-date on the
latest
ways to improve
W,I: During programs and everyday
effectiveness and efficiency
managing of residence halls
W: Manage all budget for student
and implement ways to do it.
staff programming
I also wish to further develop
W: Delegate tasks, manage budget
one on one technique through
supervision of RAs and
W,I: Ordering items versus in
conversations with residents.
person for efficiency
W: Decisions around using recycled If I am hired as a resident
paper, compost
director, I aim to become
W,I: weekly meetings with staff
familiar with protocols as soon
as I am hired to appropriately
W,I: Comfortable communicating
respond to crisis.
with others in both one on one and

group settings, practice every day at

job/internship
W,I: networking and collaboration

W,I: On call as well as daily practice

Future Improvement &

Development

W: take these into consideration

with most decisions and crises

Lora 8
ACPA/NASPA
Competency Area

Law, Policy, &

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

Overall Rating:
0 1 2 3 4 5

Skill
Explain the differences between public and private
higher education with respect to the legal system and
what they may mean for students, faculty, and staff at
both types of institutions.
Describe the evolving legal theories that define the
studentinstitution relationship and how they affect
professional practice.
Describe how national constitutions and laws influence
the rights that students, faculty, and staff have on public
and private college campuses.
Explain the concepts of risk management and liability
reduction strategies.
Explain when to consult with ones immediate supervisor
and campus legal counsel about those matters that may
have legal ramifications.
Act in accordance with federal and state/province laws
and institutional policies regarding nondiscrimination.
Describe how policy is developed in ones department
and institution, as well as the local, state/province, and
federal levels of government.
Identify the major policy makers who influence ones
professional practice at the institutional, local,
state/province, and federal levels of government.
Identify the internal and external special interest groups
that influence policy makers at the department,
institutional, local, state/province, and federal levels.
Describe the public debates surrounding the major policy
issues in higher education, including access, affordability,
accountability, and quality.
Describe the governance systems at ones institution,
including the governance structures for faculty, staff, and
students.
Describe the system used to govern or coordinate ones
state/province system of higher education, including
community college, for-profit, and private higher
education.
Describe the federal and state/province role in higher
education.

Specific
Rating

Evidence of Learning

W,I,C: explain this during conduct

and issues around federal laws.
Higher Ed. finance course was
helpful in this as well

C- Winter quarter Law class

W,C- Mainly during conduct cases

explaining federal funding

W- Consult with my supervisor

frequently
W: Every day and consult with
supervisor if I have any concerns
W,C,O: Sit in on meetings around
policy changes, consult supervisor
and course work

C- met with WA policy makers

during class

C,O: In consultation with supervisor

however no direct experience
W,C: Both in my job, course work,
and personal experience as a grad
student

W,C: org. charts and understanding

them through course work

W; Especially with issues of conduct

Future Improvement &

Development
I have seen great improvement
in this competency while
taking the Higher Ed Law
class this quarter. Still, there is
much to learn and I plan on
continuing conversations with
colleagues and supervisors and
utilize text and online research
to answer questions around
legal matters. If appropriate, I
can also improve in this
competency by asking
appropriate administrators at
institutions. With the
convenience of TV and social
media, a future improvement
is also to stay informed
through media and
publications regarding these
policy issues.

Lora 9
ACPA/NASPA
Competency Area

Leadership
The Leadership
competency area
addresses the
knowledge, skills, and
attitudes required of a
leader, whether it be a
positional leader or a
member of the staff,
in both an individual
capacity and within a
process of how
individuals work
together effectively to
envision, plan, effect
change in
organizations, and
respond to internal
and external
constituencies and
issues.

Overall Rating:
0 1 2 3 4 5

Skill

Specific
Rating

Evidence of Learning

Future Improvement &

Development

Describe how ones personal values, beliefs, histories, and

perspectives inform ones view of oneself as an effective leader.
Identify ones strengths and weaknesses as a leader and seek
opportunities to develop ones leadership skills.
Identify various constructs of leadership and leadership styles
that include but are not limited to symbolic, expert, relational,
and inspirational.
Identify basic fundamentals of teamwork and teambuilding in
ones work setting and communities of practice.
Describe and apply the basic principles of community building.

W,I,C,V,O: Reflection on values in

the work and interactions I have
with students, colleagues and
networks . Constant reflection on
strengths and limitations
W,I,C,V,O

Future development in this

competency means continuing
to improve by expressing and
challenging values, beliefs, and
perspectives of others and
reflecting on my own. I will
constantly seek opportunities
for teamwork and
collaboration and join groups
that are meant to share and ask
questions for leadership
development and support in
the profession. Staying up-todate on processes that
improve organizational
structures is also important for
my development of this
competency. I hope to
collaborate with
offices/individuals that can
help explain diverse
perspectives to ensure
inclusiveness. Most
importantly, I plan on making
identity development and
multicultural competence a
part of my work and life-long
learning commitment.

Use technology to support the leadership process (e.g., seeking

feedback, sharing decisions, posting data that support decisions,
using group-support website tools).
Understand campus cultures (e.g., academic cultures, student
cultures) and collaborative relationships, applying that
understanding to ones work.
Articulate the vision and mission of the primary work unit, the
division, and the institution.
Explain the values and processes that lead to organizational
improvement.
Identify institutional traditions, mores, and organizational
structures (e.g., hierarchy, networks, governing groups, nature
of power, policies, goals, agendas and resource allocation
processes) and how they influence others to act in the
organization.
Explain the advantages and disadvantages of different types of
decision-making processes (e.g., consensus, majority vote, and
decision by authority).
Think critically and creatively, and imagine possibilities for
solutions that do not currently exist or are not apparent.
Identify and then effectively consult with key stakeholders and
those with diverse perspectives to make informed decisions.
Explain the impact of decisions on diverse groups of people,
other units, and sustainable practices.
Articulate the logic used in making decisions to all interested
parties.
Exhibit informed confidence in the capacity of ordinary people
to pull together and take practical action to transform their
communities and world.
Identify and introduce conversations on potential issues and
developing trends into appropriate venues such as staff
meetings.

W,I,C: With the work I do with

students, in HRL staff and
classmates
W,I: Surveys from students sharing
feedback and researching data
W,I: Immersing in campus culture
and asking questions
W,I,C: Know mission of institution
and how it manifests in the work I
do.
W,I: Explaining processes to
students and policies leading to
improvements
W,I,C: Introduced in class then in
work that I do and internship.
Discussing with supervisor around
decision processes
W,I: Reach out to supervisor,
colleagues when making decisions
that affect the larger community
W,I,C,V,O: Confident in the
training we provide to students, and
those we work with to make
thoughtful decisions
W: weekly meetings with staff

Lora 10
ACPA/NASPA
Competency Area

Skill

Identify key elements of ones set of personal

beliefs and commitments (e.g., values, morals,
Personal
goals, desires, self-definitions), as well as the
Foundations
source of each (e.g., self, peers, family, or one
or more larger communities).
The Personal
Identify ones primary work responsibilities
Foundations
and, with appropriate ongoing feedback, craft a
competency area
realistic, summative self-appraisal of ones
involves the
strengths and limitations.
knowledge, skills, and Describe the importance of ones professional
attitudes to maintain and personal life to self, and recognize the
emotional, physical, intersection of each.
social, environmental, Articulate awareness and understanding of
relational, spiritual,
ones attitudes, values, beliefs, assumptions,
and intellectual
biases, and identity as it impacts ones work
wellness; be selfwith others; and take responsibility to develop
directed and selfpersonal cultural skills by participating in
reflective; maintain activities that challenge ones beliefs.
excellence and
Recognize and articulate healthy habits for
integrity in work; be better living.
comfortable with
Articulate an understanding that wellness is a
ambiguity; be aware broad concept comprised of emotional,
of ones own areas of physical, social, environmental, relational,
strength and growth; spiritual, and intellectual elements.
have a passion for
Identify and describe personal and professional
work; and remain
responsibilities inherent to excellence.
curious.
Articulate meaningful goals for ones work.
Identify positive and negative impacts on
Overall Rating:
psychological wellness and, as appropriate, seek
assistance from available resources.
0 1 2 3 4 5
Recognize the importance of reflection in
personal and professional development.

Specific
Rating
+

Evidence of Learning
W,I,C,V,O: Personal reflection and
conversations with friends, family
and colleagues.

W,I: Constantly asking for feedback

and goal setting with supervisor

W,I,C,V,O: Reflection in the work

that I do and the intersection with
my personal life

W,I,C,V: Constantly looking to

challenge my beliefs and
understanding of the world and
others through personal
conversations, conferences,
trainings, etc.

W,O: Constantly working on

practices of healthy habits

W,O: I have an understanding that

wellness is all encompassing of the
whole self

W,I,C: Strive to be excellent in the

work that I do and welcome
feedback
W: Goal setting at the beginning of
every semester
W,O
W,I,C,V,O: Reflection through
external processing. Daily practice.

Future Improvement &

Development
For future improvement I will
continue to reflect on these
key elements and articulate
them but also be open minded
and inclusive in language and
not generalize. I also plan on
asking for feedback more
readily from those who
supervise me and those I
supervise. Self-care and
reflection are also integral to
this competency, and
necessary for development.
I plan to improve my
development of personal and
culture skills by participating in
more activities outside of my
knowledge area. By getting
involved on campus
committees and attending
events, this can be an
immediate improvement. On
a personal note, I hope to
improve habits around
exercise and disconnecting
from technology, writing
down goals, and working to
achieve them.

Lora 11
ACPA/NASPA
Competency Area

Skill

Articulate theories and models that describe the

development of college students and the
Student Learning & conditions and practices that facilitate holistic
Development
development.
Articulate how differences of race, ethnicity,
nationality, class, gender, age, sexual
The Student Learning orientation, gender identity, disability, and
and Development
religious belief can influence development
competency area
during the college years.
addresses the
Identify and define types of theories (e.g.,
concepts and
learning, psychosocial and identity
principles of student development, cognitive-structural, typological,
development and
and environmental).
learning theory. This Identify the limitations in applying existing
includes the ability to theories and models to varying student
apply theory to
demographic groups.
improve and inform Articulate ones own developmental journey
student affairs
and identify ones own informal theories of
practice, as well as
student development and learning (also called
understanding
theories-in-use) and how they can be
teaching and training informed by formal theories to enhance work
theory and practice. with students.
Generate ways in which various learning
theories and models can inform training and
teaching practice.
Identify and construct learning outcomes for
both daily practice as well as teaching and
Overall Rating:
training activities.
Assess teaching, learning, and training and
0 1 2 3 4 5
incorporate the results into practice.

Specific
Rating

Evidence of Learning

W,I,C: Working to incorporate

theories in trainings for RAs,
presented on theories for
internship workshop and
constantly in classes

Future Improvement &

Development

Future improvement in this

competency means taking
advantage of more
opportunities to present or
talk about theories and
practice. Also develop more
W,I,C: Through studying theories
knowledge on identities that I
and conversations with peers and
students.
do not hold by having honest
conversations with others.
I want to challenge myself to
W,I,C: Through class assignments
give explanation of theories to
and readings and one on ones with
others that are unfamiliar with
supervisor
them and utilize theories to
inform my practice. I also
W,I,C: In the work that I do,
want to think critically about
recognizing that students do not
theories and who they were
fit a mold, instead theories inform written for, who they exclude,
the work we do.
and how they can be
generalized or tailored to
W,I,C: Reflection on own
better serve student needs.
development journey and
recognizing what theories resonate I also want to challenge myself
with that experience ( Yosso)
to develop professional
development for RAs using
W: RA training
these various learning theories
and ask for feedback from
W: RA programs and professional
RAs.
development
W,I: Surveying students from last
year ( residents and RAs) and
incorporating changes to our
programming model this year