Professional Documents
Culture Documents
The first outcome is a goal that will be challenging, as I will have to go out of my way to
accomplish it. The second may come with time, but will take more than idle thinking for this to
become routine.
These are the first two foundational outcomes listed for the AER competency area and
hopefully I will be able to say I have reached these outcomes after taking Research &
Assessment next semester.
Act in accordance with national, state/provincial, and local laws and with
institutional policies regarding non-discrimination.
Explain the differences between public, private, and for-profit higher education
with respect to the legal system and what they may mean for respective students,
faculty, and student affairs professionals.
Describe evolving laws, policies, and judicial rulings that influence the studentinstitutional relationship and how they affect professional practice.
These are two foundational outcomes of this competency area that I found intriguing and
challenging. Much like some of my other goals, they will take work to accomplish and will not
come based on experience but through exploration of the field and a search for answers. While I
may learn basics about these in future courses, to fully master these outcomes will take more.
Understand the relational roles partners, allies, and adversaries play in the
competition of goals and work assignments.
I chose the last two outcomes as goals in this competency area because of my interest in
campus ecology and how physical space impacts the culture of an institution. The second goal
plays more into physical space for programing and the third goal plays more into physical space
for the campus environment.
Leadership
Of the seventeen foundational outcomes identified for the Leadership (LEAD)
competency area, I selected eight that I believe I am proficiently accomplishing already. A few
of the eight I believe I have found success in are:
Articulate the vision and mission of the primary work unit, the division, and the
institution.
Build mutually supportive relationships with colleagues and students across
similarities and differences.
Next semester I begin my first practicum experience in the Dean of Students office at
UNI. This experience will be my first one that involves working with students in a superior role
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These goals are challenging for me, and if Im being completely honest, I do not know if
I will be able to master them in the coming semesters. However, goals are meant to be big; they
are meant to seem unreachable, and if I want to better myself as a student affairs professional, I
must set high expectations for myself.
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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 influence development during
the college years.
These goals are ones that I believe are achievable, but will still take some intentional
thought and discipline in order to reach and maintain. The first goal will come with time, as I
begin to understand and memorize development theories to the point at which they come second
nature to me. The second goal fits well with some of my other goals from other competency
areas, specifically the social justice and inclusion competency area. Obtaining this goal will take
intentionality as I learn from daily experiences as a pre-professional.
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Technology
Of the fourteen foundational outcomes identified for the Technology (TECH)
competency area, I selected six outcomes that I feel I have mastered and one that I am on my
way to accomplishing. A few of the six I believe I am already accomplishing are:
Critically assess the accuracy and quality of information gathered via technology
and accurately cite electronic sources of information respecting copyright law and
fair use.
Engage in personal and professional digital learning communities and personal
learning networks at the local, national, and/or global level.
The first goal I hope to accomplish during my first practicum next semester as I evaluate
MapWorks data about students in order to better serve them. The second part of that outcome
will be accomplished in classroom settings as situations present themselves.
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Know and use referral sources (e.g., other offices, outside agencies, knowledge sources),
and exhibit referral skills in seeking expert assistance.
Know and follow applicable laws, policies, and professional ethical guidelines relevant to
advising and supporting students development.
These are goals that I believe will be met with time spent in pre-professional experiences.