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

Overall Competency Ratings Specific Skill Ratings Evidence of Learning

0= no exposure to and no experience in this competency (+)= highly competent W= Work
1= minimal exposure to but no experience in this competency ()= competent I= Internship
2= moderate exposure to and minimal experience in this competency ()= area of improvement/experience needed C= Coursework
3= moderate experience in this competency V= Volunteer Work
4= experience in this competency O= Other
5= much experience in this competency, basic master has been achieved
Competency Area Overall Competency Rating Skill Specific Rating Evidence of Learning Future Improvement & Development
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 3= moderate experience in this
foundations are aligned because integrity has an internal
competency
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.

Articulate key elements of ones set of personal beliefs and W, C, V, O (my personal Continue to remain in a constant state of
commitments (e.g., values, morals, goals, desires, self-definitions), as beliefs are always personal and professional reflection, and
+
well as the source of each (e.g., self, peers, family, or one or more evolving through my lived open mindedness.
larger communities). experiences)
Articulate ones personal code of ethics for student affairs practice, Join professional student affairs
informed by the ethical statements of professional student affairs associations/attend conferences and
associations and their foundational ethical principles. workshops
Describe the ethical statements and their foundational principles of Join professional student affairs
any professional associations directly relevant to ones working associations/attend conferences and
context. workshops
W, C, V, O (recognize Further learning through internship
ethical practice in opportunities
professional experiences,
Identify ethical issues in the course of ones job.
learned about ethics in
undergraduate
coursework)
Need to learn more about the ethical
Explain how ones behavior reflects the ethical statements of the statements of Student Affairs practice to

profession and address lapses in ones own ethical behavior. address the lapses in my own behavior
W, V, C (questioning the Continue to reflect on and more deeply
Appropriately question institutional actions which are not consistent
norm on a daily basis in question institutions, practices, courses and
with ethical standards. knowledge
lived experiences)
W, O (utilize HR in Research varying ethics committees and how
Utilize institutional and professional resources to assist with ethical they function, learn more about professional
professional setting,
issues (e.g., consultation with appropriate mentors, supervisors and/or associations in student affairs
utilize on campus
colleagues, consultation with an associations ethics committee).
resources as needed)
Articulate awareness and understanding of ones attitudes, values, Taking course in Social Justice, Will take
beliefs, assumptions, biases, and identity how they affect ones course on Multicultural Perspectives

integrity and work with others.

C, V (push myself in daily Take course on Multicultural Perspectives,

Take responsibility to broaden perspectives by participating in experiences to challenge and push myself to grow in multicultural

activities that challenge ones beliefs. my comfort zone in class, competency
work and other)
Identify the challenges associated with balancing personal and Be mindful of all of my commitments and
professional responsibilities, and recognize the intersection of ones W,C, V, O personal need for work/life balance
personal and professional life.
Identify ones primary work responsibilities and, with appropriate,
ongoing feedback, craft a realistic, summative self-appraisal of ones W, V Learn more about assessment strategies and
strengths and limitations. feedback strategies for differing personalities
W, C, V, O (concept of
wellness evolves in my
Articulate an understanding that wellness is a broad concept
lived experiences, have
comprised of emotional, physical, social, environmental, relational, +
developed self care
spiritual, moral, and intellectual elements.
knowledge in lived
experience and courses)
Recognize and articulate healthy habits for better living. + W, C, V, O
W, C, V, O (coursework on
Identify positive and negative impacts on wellness and, as appropriate, health and wellness,

seek assistance from available resources. utilize wellness resources Continue reflecting on how I am feeling, and
as needed) learning self-care practices
Take course on Best Practices, Leadership in
Identify and describe personal and professional responsibilities Education, etc. Need to define "excellence in

inherent to excellence in practice. practice" in order to describe my
responsibility
W, C, V (reflecting on my Reflecting more deeply on a personal level,
Recognize the importance of reflection in personal, professional, and engage and learn from my peers and
lived experiences every
ethical development. professionals through meaningful questions,
day)
conversation and reflections
Competency Area Overall Competency Rating
Skill Specific Rating Evidence of Learning Future Improvement & Development
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 2= moderate
embodies the foundations of the profession from exposure to and
which current and future research, scholarship, minimal experience
and practice will change and grow. The in this competency
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.

Describe the foundational philosophies, disciplines, and values of the In foundations, but will also take History
C (foundations)
profession. of Higher Education
Articulate the historical contexts of institutional types and functional areas within In foundations, but will also take History
C (foundations)
higher education and student affairs of Higher Education
Describe the various research, philosophies, and scholars that defned the In foundations, but will also take History
C (foundations)
profession. of Higher Education
C, W, V (engaged
Demonstrate responsible campus citizenship and participation in the campus
presence in on campus have done this as a student, but need to do
community
work, and involvement) this as a professional
Have worked with various members of
Describe the roles of faculty, academic affairs, and student affairs educators in faculty, academic and student affairs
C, W, V, O educators on varying levels, but can
the institution.
improve my knowledge about these roles
in different regions through out history
Join professional student affairs
Explain the importance of service to the institution and to student affairs associations/attend conferences and
workshops to understand how to serve
professional associations.
them
Join professional student affairs
Learn and articulate the principles of professional practice associations/attend conferences and
workshops/
Articulate the history of the inclusion and exclusion of people with a variety of In foundations, but will also take History
C, W, V
identities in higher education. of Higher Education
C, V, O (foundations, Join professional student affairs
associations like NASPA
Explain the role and responsibilities of student affairs professional associations. peer discussions)

make it a point to stay versed in

C, W
Explain the purpose and use of publications that incorporate the philosophy professional journals, news, publications,
and values of the profession. and philosophy related to the profession
Personal experience has made this area
Explain the public role and societal benefts of students affairs in particular C, O relateable for me, but I would love to learn
and of higher education in general. from others perspectives
Articulate an understanding of the ongoing nature of the history of higher In foundations, but will also take History
C, W, V
education and ones role in shaping it. of Higher Education
Be able to model the principles of the profession and expect the same from In foundations, but will also take History
C, W, V
colleagues and supervisees of Higher Education
 Have knowledge about sustainability
W (worked in practices but need to learn how to connect

sustainable rec center) that knowledge to the student affairs
Explain how the values of the profession contribute to sustainable practices. profession
In foundations, but will also take History
Articulate the changing nature of the global student affairs profession and of Higher Education to better understand
C (foundations)
communicate the need to provide a contextual understanding of higher the ways higher education has evolved so
education. far
Competency Area Overall Competency Rating Skill Specific Rating Evidence of Learning Future Improvement & Development
Assessment, Evaluation, 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 4= experience in this
processes and their results to inform competency
practice, and to shape the political and
ethical climate surrounding AER processes
and uses in higher education.

C, V (research methods,

Differentiate among assessment, program review, evaluation, planning, senior seminar, leadership
and research as well as the methods appropriate to each. program development
Select AER methods, methodologies, designs, and tools that fit with W, C, V, O (coursework
research and evaluation questions and with assessment and review + in research methods/
purposes. conducted research study

C, W (conducted research
+ study / assess programs at
Facilitate appropriate data collection for system/department-wide
professional job)
assessment and evaluation efforts using current technology and methods.
C (conducted research
study, in depth review of
+
Effectively articulate, interpret, and apply results of AER reports and existing literature on
studies, including professional literature. various topics)
Assess the legitimacy, trustworthiness, and/ or validity of studies of various C, V, W (research
methods and methodological designs (e.g. qualitative vs. quantitative, + methods, research
theoretical perspective, epistemological approach). practice)
Able to recognize strengths and limitations
Consider rudimentary strengths and limitations of various methodological C (conducted research of methodologies, but need to do this in

AER approaches in the application of findings to practice in diverse study) regards to institutions and student
institutional settings and with diverse student populations. populations
Explain the necessity to follow institutional and divisional procedures and C (research methods,
policies (e.g., IRB approval, informed consent) with regard to ethical + research practice,
assessment, evaluation, and other research activities. ethics/IRB knowledge)
Ensure all communications of AER results are accurate, responsible, and C, W, V, O (Personal
+
effective. practice)
Identify the political and educational sensitivity of raw and partially C, W (knowledge about
processed data and AER results, handling them with appropriate ethics, confidentiality, law
confidentiality and deference to organizational hierarchies. and IRB standards)
Design program and learning outcomes that are appropriately clear, Need to take SD Theory, and learn more
specific, and measurable, that are informed by theoretical frameworks and about program and learning outcome
that align with organizational outcomes, goals, and values. structures
C, V, W (AER in
Explain to students and colleagues the relationship of AER processes to professional work and
learning outcomes and goals. leadership development)
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.
Overall Competency Rating Skill Specific Rating Evidence of Learning Future Improvement & Development
1= minimal exposure to but
no experience in this
competency
Describe the systems used to govern public, private, and for-proft institutions of Take Leadership and Governance of Post-
all types (two-year, four-year, graduate, professional, vocational, etc.) in ones Secondary Education/ Research SU and
state/province and nation. WA practices
Explain the differences between public, private, and for-proft higher education Take Leadership and Governance of Post-
with respect to the legal system and what they may mean for respective Secondary Education/ Higher Education
students, faculty, and student affairs professionals. Law
Describe how national and state/provincial constitutions and laws infuence the
Take Course in Higher Education Law
rights of students, faculty, and staff on all types of college campuses.
Describe evolving laws, policies, and judicial rulings that infuence the student-
Take Course in Higher Education Law
institutional relationship and how they affect professional practice.
Act in accordance with national, state/ provincial, and local laws and with
Take Course in Higher Education Law
institutional policies regarding non-discrimination.
Identify major internal and external stakeholders, policymakers, and special Take Course in Higher Education Law/
interest groups who infuence policy at the national, state/provincial, local, and Research policy makers and universtity
institutional levels. stakeholders
Take Leadership and Governance of Post-
Describe the governance systems at ones institution including the governance Secondary Education/ Research and
structures for faculty, student affairs professionals, staff, and students understand how SU is governed
Take Leadership and Governance of Post-
Secondary Education/ Higher Education
Describe how policy is developed and implemented in ones department and
Law and learn how these courses are
institution, as well as the local, state/province, and national levels of
applicable to SU, WA and the US
government.
W, V (professional Working in HR has granted me some
experience in HR and knowledge, but I have further
Know when and how to consult with ones immediate supervisor and Youth Leadership understanding to gain in relation to
institutional legal counsel regarding matters that may have legal ramifcations. Programming) Student Affairs specifically
Working in HR and volunteering at a
W, V (professional
youth leadership seminar has granted me
experience in HR and
some knowledge, but I have further
Youth Leadership
Explain concepts of risk management, reasonable accommodation, and enact understanding to gain in relation to
Programming) Student Affairs specifically
liability reduction strategies .
Demonstrate awareness of inequitable and oppressive ways that laws and Further explore these issues in Higher Ed
C (social justice)
policies are enacted on vulnerable student populations at national, Law, and possibly in internship
Served on conduct housing board at
undergraduate institution, but want to
V (HRL conduct review
Describe the student conduct process at the institutional level and demonstrate increas knowledege specifically in the legal
board)
concern for the legal, social, moral, educational, and ethical expectations of the and ethical expecations and focus on
community. conduct processes in internship
 Understand the impact of the individual
voter, but want to understand how to
O (personal experience)
Encourage and advocate participation in national, state/provincial, local, and better encourage particpation and
institutional electoral processes as applicable understanding among students
Competency Area Overall Competency Rating Skill Specific Rating Evidence of Learning Future Improvement & Development
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
finance. 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
3= moderate experience in
student affairs professionals bring personal
this competency
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

Demonstrate effective stewardship/use of resources (i.e., financial, human,

Describe campus protocols for responding to significant incidents and W, V, O (conduct, health
campus crises. and safety training)
W, O (worked in a
position grounded in
sustainability and
Describe environmentally sensitive issues and explain how ones work can environmental
incorporate elements of sustainability. awareness)
C, W, O, V (use
technological resources
+ to streamline work and
Use technological resources with respect to maximizing the efficiency and processes on a daily
effectiveness of ones work. basis)
W (professional Need to grow knowledge in institutional
Describe ethical hiring techniques and institutional hiring policies, experience in Corporate setting. Research SU policies and ask
procedures, and processes HR and hiring) professionals for guidance
W, V (professional
supervisory experience in

Demonstrate familiarity in basic tenets of supervision and possible work and volunteer
application of these supervision techniques. organization)
W (professional
experience in Corporate

Explain how job descriptions are designed and support overall staffing HR, recruitment and
patterns in ones work setting. hiring)
 W (professional
experience working with
Design a professional development plan that assesses ones current supervisors to review and
strengths and weaknesses, and establishes action items for fostering an asses progress and
appropriate pace of growth. implement action plan)
Explain the application of introductory motivational techniques with Attend leadership workshops and retreats,

students, staff, and others. take leadership in education
W, C, O (have held and
attended conflict
resolution workshops,
Describe the basic premises that underlie conflict in and the constructs facilitate discussion and
utilized for facilitating conflict resolution activities)
W, C, O, V (hold
meetings in my job,
conduct seminar
+ planning meetings for
leadership organization,
Develop and utilize appropriate meeting materials (e.g. facilitation skills, held secretary board
agenda, notes/ minutes). membership for RSA)

Communicate with others using effective verbal and non-verbal strategies C, W, O, V (associates
+
appropriate to the situation in ways that the person(s) with whom you are degree in communication
engaged prefers. studies and practices)
W, V, O (member of
several networks and
groups that work
Recognize how networks in organizations play a role in how work gets differently to accomplish
accomplished. tasks)
Analyze work processes and how time is
Understand the relational roles partners, allies, and adversaries play in the spent in different groups, projects, and
completion of goals and work assignments. work

Have experience with this in the

consulting industry, but need to learn
Explain the basic tenets of personal or organizational risk and liability as more about the relation to SA. Leadership
they relate to ones work. and Governance and Higher Ed Law.

W, C, V, O (writing,
programming,
+ assessment feedback in
personal and professional
experiences)
Provide constructive feedback in a timely manner.
W (Professional in Full
+ Time HR Work for
Advocate for equitable hiring practices. consulting company)
Articulate basic institutional accounting techniques for budgeting as well as Possible Internship, sit in on session with

monitoring and processing revenue and expenditures. peer in professional position at SU
V, O (on and off campus
programming in large
+
Effectively and appropriately use facilities management procedures as halls, spaces, and
related to operating a facility or program in a facility residence hall facilities)
 Recognize space limitations on campus
and how they limit achievement of the

Demonstrate an understanding of how physical space impacts the institutional mission/how they can be
institutions educational mission. improved
Some basic knowledge, but can research
and adapt more practices in regards to

Understand the basic concepts of facilities management and institutional environmental sustainability and energy
policies related to energy usage and environmental sustainability. saving tactics
Competency Area Overall Competency Skill Specific Rating Evidence of Future Improvement & Development
Rating Learning
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 4= experience in this
working with students, student affairs colleagues, competency
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.
W, C, O Understand and ground my practice in
Articulate the vision and mission of the primary work unit, the division, the mission of each institution, division
and the institution. and department I work in.
W, C, V, O (personal
and professional
workshops centered
on leader and
Identify and understand individual-level constructs of leader and leadership personality
leadership. and style)
Explain the values and processes that lead to organizational Take Course Design elective
W, C, V, O (personal
and professional
experiences with
varying decision
Explain the advantages and disadvantages of different types of decision- making processes,
making processes (e.g. consensus, majority vote, and decision by some beneficial, some
not)
authority).
Identify institutional traditions, mores, and organizational structures Leadership and Governance
(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.
W, C, V, O (personal Constantly seeking out new leadership
and professional and professional development
workshops centered opportunities. Attend NASPA/ACPA
+ on leader and workshops
Identify ones own strengths and challenges as a leader and seek leadership personality
opportunities to develop leadership skills. and style)
W, C, V, O (personal
and professional
experiences in
+ developing and
Identify basic fundamentals of teamwork and teambuilding in ones work implementing team
setting and communities of practice. building activities
 C, V, O (participate in
programs and seek
+ out resources
centered on
Describe and apply the basic principles of community building. community building)
W, C, V, O (personal
and professional
engagement in
leadership
+ organizations,
Describe how ones personal values, beliefs, histories, and perspectives reflections on lived
experiences and
inform ones view of oneself as an effective leader with and without
growth through age)
roles of authority.
W, C, V, O (working
with, resepecting, and
learning from varying
+ personalities
Build mutually supportive relationships with colleagues and students personally and
across similarities and differences professionally)
Understand campus cultures (e.g. academic, student, professorial,

administrative) and apply that understanding to ones work.
W, C, V, O (social
media, shared
Use appropriate technology to support leadership processes (e.g. + calendars, documents,
seeking input or feedback, sharing decisions, posting data that supports survey spaces, etc)
decisions, use group support website tools).
W, C, V, O (assessing
and improving
policies, streamlinging
+ programs and
Think critically, creatively, and imagine possibilities for solutions that do practices
not currently exist or are not apparent.
Identify and consult with key stakeholders and individuals with differing

perspectives to make informed decisions.
W, C, O (personal I can recognize impact of decisions, but
experiences with hope to learn how to better articulate
Articulate the logic and impact of decisions on groups of people, others decisions through Leadership and Governance,
institutional structures (e.g. divisions, departments), and implications for affecting my journey) Social Justice, Higher Ed Law,
practice. Multicultural perspectives
C (social justice and
undergraduate
coursework in
Exhibit informed confidence in the capacity of individuals to organize
and take action to transform their communities and world. sociology)
W, C, O, V
(leadership practices,
assessment,
operational
Within the scope of ones position and expertise, lead others to definitions, and
contribute toward the effectiveness and success of the organization inclusivity)
Competency Area Overall Competency Rating Skill Specific Rating Evidence of Learning Future Improvement & Development
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,
2= moderate exposure to and
and power. This competency involves
minimal experience in this
student affairs educators who have a sense
of their own agency and social competency
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
Identify systems of socialization that influence ones multiple identities and
C (Social Justice)
sociopolitical perspectives and how they impact ones lived experiences. Will also take multicultural perspectives
Understand how one is affected by and participates in maintaining systems
C (Social Justice)
of oppression, privilege, and power. Will also take multicultural perspectives
Want to look for additional workshops
Engage in critical reflection in order to identify ones own prejudices and C (Social Justice) and literature on social justice and
biases. multicultural competency
Participate in activities that assess and complicate ones understanding of C, O (Social Justice /

inclusion, oppression, privilege, and power. The Wall by Jamie Utt)

C, O (some competency
Integrate knowledge of social justice, inclusion, oppression, privilege, and
in inclusion from social Learning about issues in Social Justice, but
justice and programming) need to begin to develop a concept of
power into
ones practice how to put this knowledge to use
Connect and build meaningful relationships with others while recognizing W, C, V, O (work, study
the multiple, intersecting identities, perspectives, and developmental and volunteer in groups Take Multicultural Competency and learn
differences people hold. of diverse populations) better multicultural awareness
C, V (Social Justice,
Articulate a foundational understanding of social justice and inclusion inclusion activities and
within the context of higher education. programming)
Learning about issues in Social Justice, but
C (Social Justice) need to begin to develop a concept of

Advocate on issues of social justice, oppression, privilege, and power that what I am passion about in order to
impact people based on local, national, and global interconnections. advocate and take action
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 Skill Specific Rating Evidence of Learning Future Improvement & Development
1= minimal exposure to but no
experience in this competency
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 No knowledge of Student Dev. Theories.
development, cognitive-structural, typological, environmental, and Will take Student Development Theory,
moral). Research and Practice
Articulate how race, ethnicity, nationality, class, gender, age, sexual C, V, O (social justice,
orientation, gender identity, dis/ability, and religious belief can conducted research study,
influence development during the college years. lived experience)
Identify the strengths and limitations in applying existing theories No knowledge of Student Dev. Theories.
and models to varying student demographic groups. Will take Student Development Theory,
Research and Practice
Articulate ones own developmental journey in relation to formal No knowledge of Student Dev. Theories.
theories. Will take Student Development Theory,
Research and Practice
Identify ones own informal theories of student development
No knowledge of Student Dev. Theories.
(theories in use) and how they can be informed by formal theories
Will take Student Development Theory,
to enhance work with students.
Research and Practice
Identify dominant perspectives present in some models of student
learning and development.
W, C, V, O (view learning
Construct learning outcomes for both daily practice as well as
outcomes as goals to be
teaching and training activities.
reached)
W, C, (program
Assess teaching, learning, and training and incorporate the results
assessment and evaluation
into practice.
practice)
Assess learning outcomes from programs and services and use No knowledge of Student Dev. Theories.
theory to improve practice Will take Student Development Theory,
Research and Practice
Competency Area Overall Competency Rating Skill Specific Rating Evidence of Learning Future Improvement & Development
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 3= moderate experience in
professionals. Included within this area are this competency
knowledge, skills, and dispositions that lead to
the generation of digital literacy and digital
citizenship within communities of students,
student affairs professionals, faculty members,
W, C, V, O (work and
school are always
+ utilizing new
Demonstrate adaptability in the face of fast paced technological technologies, platforms,
change. and are ever changing)
W,C, V, O (remaining
receptive and taking
+ iniative to learn new
Remain current on student and educator adoption patterns of new technology in work,
technologies and familiarize oneself with the purpose and school, learning, and
functionality of those technologies. effectiveness)

W, C, V (take iniative to
+ figure out small issues to
Troubleshoot basic software, hardware, and connectivity problems further personal growth,
and refer more complex problems to an appropriate information but know when to ask
technology administrator. for help when needed)
W (assessment practices
in professional
environment to bring in
Draw upon research, trend data, and environmental scanning to new technology and
assess the technological readiness and needs of students, colleagues, increase understanding
and other educational stakeholders when infusing technology into and competency in
educational programs and interventions. employees)
W, C, V, O
(knowledgeable about
Critically assess the accuracy and quality of information gathered via credible sources,
technology and accurately cite electronic sources of information coursework in research
respecting copyright law and fair use. and credibility)
Model and promote the legal, ethical, and transparent collection, Research specific technology and fair use

use, and securing of electronic data. laws and policies.
Research specific technology and fair use

Ensure compliance with accessible technology laws and policies. laws and policies.
Demonstrate awareness of ones digital identity and engage students
in learning activities related to responsible digital communications W, V, O (self awareness
and virtual community engagement as related to their digital of online presence)
W, V, O, C (working to
Model and promote equitable and inclusive practices by ensuring all make sure tools related to

participants in educational endeavors can access and utilize the technology are equally Would like to learn more about equitable
necessary tools for success. accessible) resources
Appropriately utilize social media and other digital communication W (Professional Media
and collaboration tools to market and promote advising, + Coordinator and Campus
programming, and other learning-focused interventions and to Rec Marketing
engage students in these activities. Coordinator experiences)
Engage in personal and professional digital learning communities and Join professional associations, seek out

personal learning networks at the local, national, and/or global level. workshops and webinars in this area
Design, implement, and assess technologically-rich learning Try course design class, asking for

experiences for students and other stakeholders that model effective feedback, learn branding guidelines
W, C, V (understanding
that online and hybrid
formats have their
challenges and being
Ensure that ones educational work with and service to students is available and welcoming
inclusive of students participating in online and hybrid format to questions and
courses and programs. concerns)
W (heavy use of social
media, messaging, and
+ communication in
Incorporate commonly utilized technological tools and platforms professional full time
including social medial and other digital communication and work as media
collaboration tools into ones work. coordinator)

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 competency
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,
Overall Competency
Rating Skill Specific Rating Evidence of Learning Future Improvement & Development
4= experience in this
W, C, V, O (Associates degree in
Exhibit culturally inclusive active listening skills (e.g., appropriately establishing communication studies and
+
interpersonal contact, paraphrasing, perception checking, summarizing, practices, active listening in
questioning, encouraging, avoid interrupting, clarifying). professional and personal practice)
W, C, V, O (maintains welcoming
Establish rapport with students, groups, colleagues, and others that and inclusive attitudes in lived Expand my knowledge in multicultural
acknowledges differences in lived experiences. experience) perspectives
W, C, V, O (recognize that
Recognize the strengths and limitations of ones own worldview on everyone comes from a different
communication with others (e.g., how terminology could either liberate or background, strive to maintain
constrain others with different gender identities, sexual orientations, abilities, welcoming and inclusive attitudes Expand my knowledge in multicultural
cultural backgrounds, etc.). in lived experience) perspectives
Facilitate reflection to make meaning from experiences with students, groups, C (this is a huge role of my social
colleagues, and others. justice class)
I know what nonverbal communication is,
but need to be more self aware of my
Conscientiously use appropriate nonverbal communication. actions
W, C, V, O (recognize when
problems arrive and facilitate
discussions and ask questions to
Facilitate problem-solving. resolve problems)
W, V, O (smart goals experience
and programming in practice and
Facilitate individual decision-making and goalsetting. youth leadership programming)
W, C, V, O (often facilitate
discussions and ask challenging
questions to broaden perspectives
Appropriately challenge and support students and colleagues. of my peers and colleagues)
W, C, V, O (can direct people to
Know and use referral sources (e.g., other offices, outside agencies, knowledge appropriate resources and seek out
+
sources),and exhibit referral skills in seeking expert resources as needed in most
assistance. situations)
W, V (serve as a mandated
reporter in multiple capacities,
Identify when and with whom to implement appropriate crisis management and some training in crisis
intervention responses. intervention, gut instinct)
Maintain an appropriate degree of confidentiality that follows applicable legal
and licensing requirements, facilitates the development of trusting relationships, W, V (serve as a mandated
reporter
W, V, O in
and recognizes when confidentiality should be broken to protect the student or multipleout
capacities)
(reaching to
colleagues and other resources to
understand implications and
Seek opportunities to expand ones own knowledge and skills in helping students support services for varying issues,

with specific concerns (e.g., relationship issues, navigating systems of oppression, always looking to further my
or suicidality) as well as interfacing with specific populations within the college knowledge in support of differing
student environment (e.g., student veterans, low-income students, etc.). populations)
W, C, V, O (can direct people to
appropriate resources and seek out

Utilize virtual resources and technology to meet the advising and supporting resources as needed in most
needs of students. situations)
Take leadership and governance, higher ed
law and history of higher education.

Know and follow applicable laws, policies, and professional ethical guidelines Research institutional policies and
relevant to advising and supporting students development. practices