Artifact E: 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 (2015)

ACPA/NASPA Competency Area Skill Specific Rating Evidence of Learning Future Improvement & Development

Advising & Supporting
The Advising and Supporting
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:
01 2 3 4 5
Exhibit culturally inclusive 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 that
acknowledges differences in lived experiences.
Facilitate reflection to make meaning from experiences with students, groups,
colleagues, and others.
Conscientiously use appropriate nonverbal communication.
Utilize virtual resources and technology to meet the advising and supporting
needs of students.
Facilitate problem-solving.
Facilitate individual decision-making and goal setting.
Appropriately challenge and support students and colleagues.
W: In my role as an Assistant Area Coordinator, I While I feel confident in my Advising & Support
advise the South Campus Hall Council. As the competency, I recognize that there are areas and
+ advisor, I help to support a group of about 15 opportunities for future improvement and
students as they promote advocacy, develop development. For me, this specifically relates to
recognition opportunities, and plan programs for 5 increasing my awareness of my nonverbal
residential communities comprised of 835 communication, remaining innovative in my
residents. In this role I have demonstrated this practice of challenging and supporting students and
+ competency through campus and community colleagues, continuing to enhance my knowledge
networking, building strong and positive on current and evolving laws, policies, and ethical
+ relationships with my students, helping them guidelines within higher education and as they
navigate institutional policies, and challenging to relate to advising and supporting students.
√ think through a more inclusive lens. (i.e. dietary
restrictions, ADA, etc.)
+ I: During my internship with Summer Search –
Seattle, I had the opportunity to advise both high
+ school and college level students. One example I
can think of is when I was working with a high
school senior on finalizing her matriculation.
+ Based on my prior advising experience, and
institutional context, I could help her troubleshoot
some of the concerns and requirements that she
√ needed resolved. Additionally, when I was unsure
of how to move forward, I could refer her as need.

ACPA/NASPA Competency Area
Social Justice & Inclusion
This competency involves student
affairs educators who have a sense
of their own agency and social
responsibility that includes others,
their community, and the larger
global context. Student Affairs
educators may incorporate social
justice and inclusion competencies
into their practice through seeking
to meet the needs of all groups,
equitably distributing resources,
raising social consciousness, and
repairing past and current harms on
campus communities.
Overall Rating:
0 1 2 3 4 5
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 one’s 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).
Seek out opportunities to expand one’s own knowledge and skills in helping
students with specific concerns (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)
Know and follow applicable laws, policies, and professional ethical guidelines
relevant to advising and supporting student’s development.
Skill
Identify systems of socialization that influences one’s multiple identities and
sociopolitical perspectives and how they impact one’s lived experiences.
Understand how one is affected by and participates in maintaining systems of
oppression, privilege, and power.
Engage in critical reflection in order to identify one’s own prejudices and
biases.
Participate in activities that assess and complicate one’s understanding of
inclusion, oppression, privilege, and power.
Integrate knowledge of social justice, inclusion, oppression, privilege, and
power into one’s practice.
Connect and build meaningful relationships with others while recognizing the
multiple, intersecting identities, perspective, 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 intersections
C: Since the SDA program is practitioner based, I
+ feel like there are connections to Student
Development Theory, Higher Ed Law, and
Counseling.
+
+
+
+
√
Specific Rating Evidence of Learning Future Improvement & Development
W: Working with Seattle University has provided I feel as though it is my role as a Student Affairs
+ me with the framework to be a more socially just practitioner to remain in tune with what is
and inclusive student affairs practitioner. In my happening in the field. Whether that be through
work as an Assistant Area Coordinator, I help to literature, networking with colleagues from other
√ create and maintain an inclusive residential institutions and regions, or attending professional
community. This is both for the staff and for my development opportunities. These will help me to
residents. I have also had numerous opportunities continuously improve in this competency.
to facilitate social justice training presentations for
+
HRL Student leader trainings and the annual
iLead Conference. (Unconscious Bias & Identity)
+ I: During my internship I was able to work with a
variety of students, particularly those from low-
+ SES, first-gen, and undocumented backgrounds.
Additionally, I co-facilitated a session on
Unconscious Bias and Identity as part of the
+ “Rites of Passage” Senior transition event.
I: As one of the SDA Preview Days Co-
+ Coordinators, I also helped with the “day of”
planning and logistics. Taking into account things
like including pronouns on nametags, ensuring
their were gender neutral restrooms available, as
well as, providing sessions and activities that were
+
accessible and inclusive of all who were in
attendance.
C: SDA Program is heavily social justice focused.
O: I have been able to enhance these skills and
learn more about social justice through my
attendance at both the Regional and national
conferences for NASPA.
ACPA/NASPA Competency Area
Personal and Ethical Foundations
The Personal and Ethical
Foundations competency area
involves the knowledge, skills, and
dispositions to develop and
maintain integrity in one’s life and
work; this includes thoughtful
development, critique, and
adherence to a holistic and
comprehensive standard of ethics
and commitment to one’s own
wellness and growth. Personal and
ethical foundations are aligned
because integrity has an internal
locus informed by a combination of
external ethical guidelines, an
internal voice of care, and our own
lived experiences. Our personal and
ethical foundations grow through a
process of curiosity, reflection, and
self-authorship.
Overall Rating:
012 3 4 5
Skill
Articulate key elements of one’s set of personal beliefs and commitments (e.g.
values, morals, goals, desires, self-definitions), as well as the source of each
(e.g. self, peers, family, or one or more larger communities).
Articulate one’s personal code of ethics for student affairs practice, informed
by the ethical statements of professional student affairs associations and their
foundational ethical principles.
Describe the ethical statements and their foundational principles of any
professional associations directly relevant to one’s working context.
Explain how one’s behavior reflects the ethical statements of the profession
and address lapses in one’s own ethical behavior.
Identify ethical issues in the course of one’s job.
Utilize institutional and professional resources to assist with ethical issues
(e.g., consultation with more experienced supervisors and/or colleagues,
consultation with an association’s Ethics Committee).
Articulate awareness and understanding of one’s attitudes, values, beliefs,
assumptions, biases, and identify how they affect one’s integrity and work with
others.
Take responsibility to broaden perspectives by participating in activities that
challenge one’s beliefs
Appropriately question institutional actions that are not consistent with ethical
standards.
Identify the challenges associated with balancing personal and professional
responsibilities, and recognize the intersection of one’s personal and
professional life
Identify one’s primary work responsibilities and, with appropriate, ongoing
feedback, craft a realistic, summative self-appraisal of one’s strengths and
limitations.
Articulate and understanding that wellness is a broad concept comprised of
emotional, physical, social, environmental, relational, spiritual, moral and
intellectual elements.
Recognize and articulate healthy habits for better living.
Identify positive and negative impacts on wellness and, as appropriate, seek
assistance from available resources.
Identify and describe personal and professional responsibilities inherent to
excellence in practice
Recognize the importance of reflection in personal, professional, and ethical
development.
Specific Rating Evidence of Learning Future Improvement & Development
W: I have been able to identify quite a few ethical This is a competency area that I personally struggle
issues in my current role and have a clear with.
√ understanding of my personal and professional
values. In my practice I try to remain as ethical as I have always struggled with finding a work/life
I am able and when I am unsure of how to move balance or harmony. Mostly because of the passion
forward, I identify a colleague who can help me. and dedication I have for my respective roles. I am
√ hoping to continue developing in this area as I
I: During my internship, my site supervisor would know that I cannot effectively role model or
challenge me to participate in activities that would advocate for self-care if I do not engage in it
∆ allow me to engage in self-care. This was helpful myself.
because when I began to do that, it helped me to
be a more present in my work.
√
C: Completing an informational interview with
professionals in the field regarding ethical
dilemmas as part of internship class helped me to
build connections, and identify trends/patterns that
√ could potentially influence my work beyond
graduate studies.
+
+
+
√
∆
+
+
√
∆
+
+
ACPA/NASPA Competency Area
History, Philosophy, & Values
The History, Philosophy, and
Values competency area involves
knowledge, skills, and attitudes
that connect the history,
philosophy, and values of the
profession to one’s current
professional practice. This
competency area embodies the
foundations of the profession from
which current and future research
and practice will grow. The
commitment to demonstrating this
competency area ensures that our
present and future practices are
informed by an understanding of
our history, philosophy, and
values.
Overall Rating:
0 1 2 3 4 5
ACPA/NASPA Competency Area
Human & Organizational
Resources
Skill Specific Rating Evidence of Learning Future Improvement & Development
Describe the foundational philosophies, disciplines, and values on which the C: Most of the evidence I have for this The primary way that I hope to develop or improve
profession is built. √ competency are connected to my coursework in on this competency is by researching more about
the Student Development Administration program. the history, philosophy, and values of our
Articulate the historical contexts of institutional types and functional areas I think about the section of our Foundations profession. Conducting research and reading
within higher education and student affairs. √ course that reviewed the history of higher literature will help me in gaining a foundational
education. understanding since I did not take the History of
Higher Education course offered in my Masters
Describe the various research, philosophies, and scholars that define the
training.
profession. ∆
Demonstrate responsible campus citizenship and participation in the campus
community. +
Articulate the changing nature of the global student affairs profession and
communicate the need to provide a contextual understanding of higher √
education.
Describe the roles of faculty, academic affairs, and student affairs educators in
the institution. +
Explain the importance of service to the institution and to student affairs
professional associations. √
Learn and articulate the principles of professional practice.
√
Articulate the history of the inclusion and exclusion of people with a variety of
identities in higher ed. √
Explain the role and responsibilities of the 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 and of higher
education generally. √
Articulate an understanding of the ongoing nature of history and one’s 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.
+
Skill Specific Rating Evidence of Learning Future Improvement & Development
Demonstrate effective stewardship/use of resources (i.e., financial, human, W: For this competency area, the skills I have The majority of these skills have been addressed in
material) + demonstrated are related to crisis response, my housing role, but I am challenging myself to
understanding policy and procedures at an enhance these skills through other functional areas.

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
Describe campus protocols for responding to significant incidents and campus
crises.
Describe environmentally sensitive issues and explain how one’s work can
incorporate elements of sustainability.
Use technological resources with respect to maximize the efficiency and
effectiveness of one’s 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 one’s work setting.
Design a professional development plan that assesses one’s 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 skills,
agenda, notes/ minutes).
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.
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 one’s work.
Provide constructive feedback in a timely manner.
Advocate for equitable hiring practices.
+ institutional level, and supervision. In my role as
an Assistant Area Coordinator, I directly supervise
4 Resident Assistants and 7 Desk Assistants. This
has allowed me the opportunity to enhance my
supervision skills, while assisting them during
√ crisis incidents and documentations. Additionally,
I co-facilitate our weekly staff meetings. Another
component of this role is providing feedback in a
timely fashion, and participating in the Selection,
+ Recruitment, and Performance committee.
+ I: During an critical incident this summer at my
internship with Summer Search, I was briefed on
what the necessary steps and practices were to
ensure that the organization was in compliance
with their policies and procedures.
+
O: These skills have also been enhanced through
professional development opportunities within
Integrity Formation at Seattle University. In my
role as a Conduct Administrator I have the chance
+ to use my motivational interviewing skills in order
to have effective developmental conversations
with students.
∆
√
√
+
√
√
+
√
∆
√
 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 institution’s
educational mission. √

Understand the basic concepts of facilities management and institutional

policies related to energy usage and environmental sustainability. √

ACPA/NASPA Competency Area Skill Specific Rating Evidence of Learning Future Improvement & Development

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 one’s
professional practice.
Overall Rating:
0 1 2 3 4 5
Describe the systems used to govern public, private, and for-profit institutions
of all types (two-year, four-year, graduate, professional, vocational, etc.) in
one’s state/province and nation.
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 how national and state/provincial constitutions and laws influence the
rights of students, faculty, and staff on all types of college campuses.
Describe evolving laws, policies, and judicial rulings that influence the student-
institutional relationship and how they affect professional practice.
Act in accordance with national, state/ 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.
C: In the Student Development Administration I plan to begin watching the news and subscribing
program we are required to take Higher Education to higher ed news outlets to remain up to date about
√ Law. In this course we learn about pivotal court what legislation is affecting the community on a
cases that helped to inform some of our practices regional and national level.
today, and the difference between policy and law.
In addition, we also took Leadership &
Governance which taught us about institutional
√ structures and systems and the way in which they
impact our professional practice.
I: During my internship at Summer Search, I was
∆ able to help in the development of a best practices
workbook that would support undocumented
students, and also, think about access through a
critical lens and the impact various laws and
∆
policies can have on students of marginalized
identities.
W: In my role as an Assistant Area Coordinator, I
√ see this show up mostly in my Conduct
Administrator capacity. Particularly as it relates to
student conduct and Title XI.
√

Describe the governance systems at one’s institution including the governance

structures for faculty, student affairs professionals, staff, and students
+
Describe how policy is developed and implemented in one’s department and
institution, as well as the local, state/province, and national levels of
government. √

Know when and how to consult with one’s immediate supervisor and
institutional legal counsel regarding matters that may have legal ramifications. ∆

Explain concepts of risk management, reasonable accommodation, and enact

liability reduction strategies.
+

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:
01 2 3 4 5
Demonstrate awareness of inequitable and oppressive ways that laws and
policies are enacted on vulnerable student populations at national,
state/provincial, local, and institutional levels.
Describe the student conduct process at the institutional level and demonstrate
concern for the legal, social, moral, educational, and ethical expectations of the
community.
Encourage and advocate participation in national, state/provincial, local, and
institutional electoral processes as applicable
Skill
Articulate the vision and mission of the primary work unit, the division, and
the institution.
Identify and understand individual-level constructs of “leader” and
“leadership.”
Explain the values and processes that lead to organizational improvement.
Explain the advantages and disadvantages of different types of decision-
making processes (e.g. consensus, majority vote, and decision by authority).
Identify institutional traditions, mores, and organizational structures (e.g.,
hierarchy, networks, governing groups, technological resources, nature of
power, policies, goals, agendas and resource allocation processes) and how
they influence others to act in the organization.
Identify one’s own strengths and challenges as a leader and seek opportunities
to develop leadership skills.
Identify fundamentals of teamwork and teambuilding in one’s work setting and
communities of practice.
Describe and apply the basic principles of community building.
Describe how one’s personal values, beliefs, histories, and perspectives inform
one’s view of oneself as an effective leader with and without roles of authority.
Build mutually supportive relationships with colleagues and students across
similarities and differences
Understand campus cultures (e.g. academic, student, professorial,
administrative) and apply that understanding to one’s work.
+
+
∆
Specific Rating Evidence of Learning Future Improvement & Development
W: Participation on departmental committees, co- Leadership is one competency that I feel fairly
√ supervising and managing two residential comfortable with. I hope to continue engaging in
communities on campus, and co-charing a leadership opportunities both in my work place and
committee as well all have demonstrated my within the professional organizations I may become
ability to make ethical decisions as a leader and to a member to.
√ effectively collaborate with others.
C: The majority of my electives have been from
the STML coursework. In these classes I have
√ learned about transformative justice, developed
skills in motivational interviewing and active
listening, and the discernment of my own
leadership experiences and how that will inform
√ my future professional practice.
O: In my personal involvement on campus, I have
engaged in initiatives that help to promote the first
generation experience. Part of that is serving on
the IMPRINT publication committee. In addition,
+
I have helped plan a hurricane relief fundraiser for
Puerto Rico, served as an editor on SDA’s MAGIS
publication and acted as the SDA Student
Ambassador for the last two years in collaboration
with the SDA faculty.
+
+
+
+
+
+

ACPA/NASPA Competency Area
Technology
Draw upon research, trend data, and
environmental scanning to assess
the technological readiness and
needs of students, colleagues, and
other educational stakeholders when
infusing technology into educational
programs and interventions.
Overall Rating:
01 2 3 4 5
Use appropriate technology to support leadership processes (e.g. seeking input
or feedback, sharing decisions, posting data that supports decisions, use group
support website tools). √
Think critically, creatively, and imagine possibilities for solutions that do not
currently exist or are not apparent.
+
Identify and consult with key stakeholders and individuals with differing
perspectives to make informed decisions. √
Articulate the logic and impact of decisions on groups of people, institutional
structures (e.g. divisions, departments), and implications for practice. √
Exhibit informed confidence in the capacity of individuals to organize and act
to transform their communities and world. +
Within the scope of one’s position and expertise, lead others to contribute
toward the effectiveness and success of the organization √
Skill Specific Rating Evidence of Learning Future Improvement & Development
W: In our Housing & Residence Life department Staying up to date with the technological
√ we rely heavily on technology. (Building access, advancements is key in our day and age. I also hope
student conduct, opening/checkouts, account think critically about the ways in which I
Demonstrate adaptability in the face of fast paced technological change. billing, etc.) This has enhanced my knowledge of incorporate technology into my practice.
numerous platforms.
Remain current on student and educator adoption patterns of new technologies I: During my internship at Summer Search, I used
and familiarize oneself with the purpose and functionality of those Sharepoint for the first time.
technologies. √
O: Personal experience with technology and
Troubleshoot basic software, hardware, and connectivity problems and refer certain databases has allowed me to train others
on how to use them or to make processes more
more complex problems to an appropriate information technology
+ efficient.
administrator.
Draw upon research, trend data, and environmental scanning to assess the
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.
√

ACPA/NASPA Competency Area
Student Learning & 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
practice, as well as understanding
teaching and training theory and
practice.
Overall Rating:
01 2 3 4 5
Ensure compliance with accessible technology laws and policies.
Demonstrate awareness of one’s 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 inclusive practices by ensuring all
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.
Skill
Articulate theories and models that describe the development of college
students and the conditions and practices that facilitate holistic development
(e.g. learning, psychosocial and identity development, cognitive-structural,
typological, environmental, and moral).
Articulate how race, ethnicity, nationality, class, gender, age, sexual
orientation, gender identity, dis/ability, and religious belief can influence
development during the college years.
Identify the strengths and limitations in applying existing theories and models
to varying student demographic groups.
Articulate one’s own developmental journey in relation to formal theories.
Identify one’s 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.
√
√
+
+
Specific Rating Evidence of Learning Future Improvement & Development
I: During my internship for Preview Days, I was I plan to continue practicing theory in my full-time
able to engage in conversations surrounding career. While I will not use it everyday I do think
multicultural competency, and to incorporate that there are situations that may arise where
+ theory into the Preview Days experience. At applying theory could be helpful.
Summer Search I was able to develop learning
outcomes for some of the programming that I did
for the high school seniors. In addition, I got to
advise the students on their transition into college
+ using student development theory.
W: In my assistantship, I have been able to engage
in assessment processes in order to inform the
future departmental practices.
+
C: This competency has shown up within Student
√ Development Theory course primarily.
Understanding what it means to truly put theory to
practice has been critical to my development as a
future practitioner.
√
+
√
+
ACPA/NASPA Competency Area
Assessment, Evaluation, &
Research
The Assessment, Evaluation, and
Research competency area (AER)
focuses on the ability to use, design,
conduct, and critique qualitative and
quantitative AER analyses; to
manage organizations using AER
processes and the results obtained
from them; and to
shape the political and ethical
climate surrounding AER processes
and uses on campus.
Overall Rating:
01 2 3 4 5
Skill
Differentiate among assessment, program review, evaluation, planning, and
research and the methodologies appropriate to each.
Effectively articulate, interpret, and apply results of AER reports and studies,
including professional literature.
Select AER methods, methodologies, designs and tools that fit with research
and evaluation efforts using current technology and methods.
Facilitate appropriate data collection for system/department-wide assessment
and evaluation efforts using up-to-date technology and methods.
Assess legitimacy, trustworthiness and/or validity of studies of various
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.
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.
Design program and learning outcomes that are appropriately clear, specific,
and measurable, 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.
Specific Rating Evidence of Learning Future Improvement & Development
W: In my work, I have been involved in some of While I feel as though I developed this competency
√ the Assessment and Evaluation processes for further than before, I still feel as though there are
student leaders within Housing & Residence Life. more areas for improvement. I think I will be more
intentional about professional development
I: This competency was enhanced through my opportunities that discuss AER and the ways in
√ research on supporting Men of Color and which I can apply it into my day to day practice.
Undocumented Students at Summer Search. I was
able to disaggregate data, provide the team with As I reflect upon my first-year experience, it is
findings, recommendations, and feedback to enlightening to know that most of the skills that I
√
improve their practice. felt I needed experience in, I now feel competent in.
Coursework: Best Practices helped me to
√ understand the way that AER is incorporated into
practice based on institutional type, functional,
area, and role. Intro to Educational Research
√ helped me to gain foundational knowledge about
AER.
√ O: I would also say that my prior educational
research experience as an undergraduate McNair
Scholar has provided me with first-hand
experience with the AER process and
√ understanding the importance of adhering to
institutional and divisional procedures and
policies (IRB, Informed Consent).
+
√
+
√