Artifact E: Knowledge, Skills, and Competencies Analysis

Rachel Fielding

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 Skill Specific Rating Evidence of Learning
Competency Area
Exhibit culturally inclusive active listening skills (e.g., C = Coursework: My Career
appropriately establishing interpersonal contact, (+) Counseling course taught me valuable
Advising & Supporting paraphrasing, perception checking, summarizing, skills in active listening, establishing
questioning, encouraging, avoid interrupting, clarifying). rapport with diverse individuals, using
technology to provide resources, and
Establish rapport with students, groups, colleagues, and more. This course gave me the
The Advising and others that acknowledges differences in lived experiences. (+) opportunity to co-advise students in
Supporting competency Facilitate reflection to make meaning from experiences with career services at SU, and showed me
area addresses the students, groups, colleagues, and others. (√) the distinctions between advising and
knowledge, skills, and Conscientiously use appropriate nonverbal communication. (+) counseling practices.
attitudes related to
providing counseling and Utilize virtual resources and technology to meet the advising (√) I = Internship: My internship with
and supporting needs of students. Learning Assistance Programs afforded
advising support,
Facilitate problem-solving. (+) me the opportunity to conduct 1:1
direction, feedback, needs assessments with students,
critique, referral, and Facilitate individual decision-making and goal setting. (+)
through which I learned skills in
guidance to individuals Appropriately challenge and support students and (+) motivational interviewing, how to build
and groups. colleagues. impactful relationships, and when to
Know and use referral sources (e.g., other offices, outside provide additional resources for support
agencies, knowledge sources), and exhibit referral skills in (+) tailored to their unique academic and
seeking expert assistance. nonacademic needs. Within my GA
Identify when and with whom to implement appropriate Training Internship, I learned how to
crisis management and intervention responses. support a population of graduate
(√)
students during a period of transition to
Overall Rating: Maintain an appropriate degree of confidentiality that new professional and academic
follows applicable legal and licensing requirements, experiences.
0 1 2 3 4 5 facilitates the development of trusting relationships, and (√)
recognizes when confidentiality should be broken to protect V = Volunteer As Chair of the
the student or others. SUSDA organization, my main role has
Recognize the strengths and limitations of one’s own been to serve as both a supporter and a
worldview on communication with others (e.g., how challenger to my colleagues on the
terminology could either liberate or constrain others with (+) executive board, as well as for our
different gender identities, sexual orientations, abilities, overarching community. This role has
cultural backgrounds). taught me how to actively support my
peers through personal and professional
Seek out opportunities to expand one’s own knowledge and challenges, while maintaining a balance
skills in helping students with specific concerns (relationship of their individual needs, the needs of
issues, navigating systems of oppression, or suicidality) as (√) our team, and our greater community.
well as interfacing with specific populations within the
college student environment (e.g., student veterans, low- Serving as an ESL tutor at SCC helped
income students etc.) me to hone my skills in supporting
Know and follow applicable laws, policies, and professional students of varying cultures and
ethical guidelines relevant to advising and supporting (√) identities, and increased my nonverbal
student’s development. communication awareness and skills.
Future Improvement &
Development
While I have gained skills in advising
and supporting throughout my time
in the SDA program, this is a
competency area I wish to integrate
more into my professional work
experience.
To continue to develop my advising
and supporting skills I will be
seeking a position that will
incorporate student-facing
interactions directly into my daily
responsibilities.
I will strive to attend professional
conferences and strategically seek
sessions and workshops related to
advising practices and the ethical
laws and policies that coincide with
them.
I will ask my mentors for direction
when I am unsure how to help
students with specific concerns,
seeking their input, knowledge and
guidance through their experiences.
I will seek out trainings specific to
my institution regarding institutional
crisis management, intervention
policies and responses.
I will seek to better understand what
it means to be a “responsible
employee” and use my best
judgment and ethical guidelines at all
times.
ACPA/NASPA Skill Specific Rating Evidence of Learning Future Improvement &
Competency Area Development

Differentiate among assessment, program review, C = Coursework: My courses in For future improvement and
evaluation, planning, and research and the methodologies (√) student development theory and the development in the area of
Assessment, appropriate to each. American community college assessment, evaluation, and research
Evaluation, & Research Effectively articulate, interpret, and apply results of AER challenged me with research I plan to incorporate more research
reports and studies, including professional literature. (√) projects centered on assessing and into my practice, and will work to
Select AER methods, methodologies, designs and tools evaluating gaps in accessibility of include more professional literature
The Assessment, that fit with research and evaluation efforts using current (√) services at the institutional level, and in my assessment reports, summaries
Evaluation, and Research technology and methods. required me to incorporate and recommendations.
competency area (AER) recommendations for improvement
Facilitate appropriate data collection for
focuses on the ability to based on existing literature and best Additionally, I will seek
system/department-wide assessment and evaluation (+)
use, design, conduct, and practices. opportunities to attend assessment
efforts using up-to-date technology and methods.
critique qualitative and trainings and serve on assessment
quantitative AER Assess legitimacy, trustworthiness and/or validity of I = Internship: As the learning committees at my institution to
analyses; to manage studies of various methodological designs (e.g. qualitative (+) assistance intern at SU I assessed the improve student services, practices,
organizations using AER vs. quantitative, theoretical perspective, epistemological Fall 2017 workshop series for policies, accessibility, and retention.
processes and the results approach) accessibility, participation, and This will allow me to continue to
obtained from them; and Consider rudimentary strengths and limitations of impact. Drawing upon adult develop my AER skills by
to various methodological AER approaches in the learning theory, research and best collaborating with and learning from
shape the political and application of findings to practice in diverse institutional (√) practices from other institutions, I others with more developed
ethical climate settings and with diverse student populations was able to provide experience.
surrounding AER Explain the necessity to follow institutional and recommendations for increased
processes and uses on divisional procedures and policies (e.g., IRB approval, (+) accessibility of LAP programs. I will strive to attend conferences
campus. informed consent) with regard to ethical assessment, Within this experience I learned that and presentations on current
evaluation, and other research activities. research is truly critical to taking research by practitioners in the field.
Ensure all communications of AER results are accurate, (+) assessment to the next level in
responsible, and effective. improving practice. Finally, I will remain committed to
Identify the political and educational sensitivity of raw keeping up with research in higher
Overall Rating: and partially processed data and AER results, handling (√) As the GA Training Intern at SU, I education by subscribing to journals
them with appropriate confidentiality and deference to developed and implemented the and publications such as the Chronicle
0 1 2 3 4 5 the organizational hierarchy. assessment tool for Fall 2017 GA of Higher Education, and work to read
Design program and learning outcomes that are Training. Additionally, I analyzed at least one research focused article
appropriately clear, specific, and measurable, are the data from that survey to per week.
informed by theoretical frameworks, and that align with (+) determine areas of growth to
organizational outcomes, goals, and values. strengthen future trainings. I also
analyzed the assessment results for
the 2016-2017 graduate assistantship
Explain to students and colleagues the relationship of (+)
experience to identify ways in which
AER processes to learning outcomes and goals.
the experience can be improved for
future GAs. Both sets of data, and
their summaries, were presented to
the Assistant Vice President for
Student Development.
 W = Work: My professional work
experience outside of the field of
student affairs has given me
transferable skills in data analysis
and the assessment of employee
utilization, policies, operations, and
processes.

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

Competency Area Development

Identify systems of socialization that influence one’s C = Coursework: Social Justice, While my coursework throughout
Social Justice & multiple identities and sociopolitical perspectives and (+) Multicultural Perspectives, and the SDA program has increased my
Inclusion how they impact one’s lived experiences. Student Development Theory all awareness and knowledge
Understand how one is affected by and participates in helped me to grow in my surrounding social justice and
This competency involves maintaining systems of oppression, privilege, and power. (+) multicultural competence and inclusion, I need to work to gain
student affairs educators Engage in critical reflection in order to identify one’s (√) pushed me to become a more more practical and tangible
who have a sense of their own prejudices and biases. reflective and cognizant practitioner experience.
own agency and social Participate in activities that assess and complicate one’s regarding issues of privilege, power,
responsibility that understanding of inclusion, oppression, privilege, and (√) and oppression. By challenging my Though I have taken steps to find
includes others, their power. own privileges and biases, I have my voice in advocacy of social
community, and the larger developed an understanding of the justice, I will strive to lean in to
Integrate knowledge of social justice, inclusion, (+)
global context. Student needs of oppressed and conversations focused on social
oppression, privilege, and power into one’s practice.
Affairs educators may marginalized student populations justice and inclusion moving
incorporate social justice Connect and build meaningful relationships with others and how I can better support and forward, rather than remaining
and inclusion while recognizing the multiple, intersecting identities, (+) advocate for them. passive.
competencies into their perspective, and developmental differences people hold.
practice through seeking Articulate a foundational understanding of social justice History of Higher Education helped I will remain committed to
to meet the needs of all and inclusion within the context of higher education. (+) me to better understand the conscientiously questioning my
groups, equitably Advocate on issues of social justice, oppression, privilege, historical context of exclusion in privileges and biases in my approach
distributing resources, and power that impact people based on local, national, (√) higher education, and to understand to professional work and personal
raising social and global intersections implications for my own practice. relationships and experiences.
consciousness, and
repairing past and current My case study for Adult Learning I will seek to attend and participate
harms on campus focused on increasing inclusivity and in professional development
communities. equitability of learning assistance opportunities inside and outside of
programs services for diverse my institution, campus forums, and
student populations. community events to continue to
Overall Rating: become a more aware and inclusive
I = Internship: Within my practitioner comfortable with having
0 1 2 3 4 5 Learning Assistance internship, it tough conversations.
was necessary for me to recognize
 my space as a white practitioner as I I will work to better portray myself
worked with and advised students of as an ally to those with marginalized
color, and I learned that naming my and oppressed identities.
awareness of the differences in our
experiences often served as a way to
break down barriers.

In collaboration with campus

partners I worked to incorporate a
session on multicultural competence
as a part of Graduate Assistant
Training.

W = Work: My professional work

experience outside of the field of
student affairs has pushed me to
voice concerns related to inequitable
and discriminatory practices in the
workplace, especially as they relate
to my personal experience with
gender and age.

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

Competency Area Development

Articulate key elements of one’s set of personal beliefs C = Coursework: Leadership While I feel strong in my personal
and commitments (e.g. values, morals, goals, desires, self- Systems Identity and Practice, foundations, I feel I have room to
Personal and Ethical definitions), as well as the source of each (e.g. self, peers, (+) Multicultural Perspectives, Social grow in my ethical foundations and
Foundations family, or one or more larger communities). Justice, Foundations of Higher experiences in practice, especially as
Articulate one’s personal code of ethics for student Education, Student Development they relate to student affairs
affairs practice, informed by the ethical statements of (∆) Theory, and Capstone have all associations.
The Personal and Ethical professional student affairs associations and their pushed me to engage in deep
Foundations competency foundational ethical principles. reflection about my personal morals, Moving forward I will take active
area involves the Describe the ethical statements and their foundational values, ethics, and biases as they steps to become more involved in
knowledge, skills, and principles of any professional associations directly (∆) relate to my practice in student student affairs associations and
dispositions to develop relevant to one’s working context. affairs. Within these courses, I have research their ethical statements and
and maintain integrity in Explain how one’s behavior reflects the ethical begun to better recognize, foundational principles to better
one’s life and work; this statements of the profession and address lapses in one’s (√) understand, and articulate my connect them to my personal
includes thoughtful own ethical behavior. identities – both privileged and practice.
development, critique, marginalized – and have developed
and adherence to a a better sense of self regarding my I will also remain committed to deep
Identify ethical issues in the course of one’s job. (+)
holistic and personal values. These courses have personal and professional reflection,
Utilize institutional and professional resources to assist
 comprehensive standard with ethical issues (e.g., consultation with more also helped me to understand the and will seek support from mentors
of ethics and commitment experienced supervisors and/or colleagues, consultation (√) extensive history of exclusion and and colleagues when faced with
to one’s own wellness and with an association’s Ethics Committee). discrimination in higher education, ethical issues in my practice.
growth. Personal and Articulate awareness and understanding of one’s as well as how far the system has
ethical foundations are attitudes, values, beliefs, assumptions, biases, and identify (+) come, and how hard we will always I will seek additional experience with
aligned because integrity how they affect one’s integrity and work with others. have to work to strive for equitable, integrity formation, and aim to move
has an internal locus Take responsibility to broaden perspectives by (√) accessible, just, and humane services up to conduct chair at my next
informed by a participating in activities that challenge one’s beliefs for all populations. institution.
combination of external Appropriately question institutional actions that are not (√)
ethical guidelines, an consistent with ethical standards. I = Internship: My learning I will work to better prioritize my
internal voice of care, and assistance internship required me to own self-care so I can be stronger in
Identify the challenges associated with balancing personal
our own lived become FERPA certified and my support and advocacy for self-
and professional responsibilities, and recognize the (+)
experiences. Our personal increased my knowledge of ethical care in my students and colleagues.
intersection of one’s personal and professional life
and ethical foundations confidentiality and practices.
grow through a process of Identify one’s primary work responsibilities and, with
curiosity, reflection, and appropriate, ongoing feedback, craft a realistic, (+) W = Work: My previous
self-authorship. summative self-appraisal of one’s strengths and professional experiences have
limitations. helped me to identify ethical issues
Overall Rating: Articulate an understanding that wellness is a broad in the course of my job that relate to
concept comprised of emotional, physical, social, (+) my own mistreatment and the
0 1 2 3 4 5 environmental, relational, spiritual, moral and intellectual mistreatment of others in the
elements. workplace.
Recognize and articulate healthy habits for better living. (+)
Identify positive and negative impacts on wellness and, as V = Volunteer: My work as
appropriate, seek assistance from available resources. (+) conduct review board member for
Identify and describe personal and professional (+) integrity formation at SU pushes me
responsibilities inherent to excellence in practice to question actions inconsistent with
Recognize the importance of reflection in personal, (+) my own ethical standards as well as
professional, and ethical development. the institutions.

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

Competency Area Development

History, Philosophy, & Describe the foundational philosophies, disciplines, and (+) C = Coursework Foundations of Moving forward I will take a more
Values values on which the profession is built. Higher Education, History of active role in student affairs
Higher Education, and Student professional associations. Though I
Articulate the historical contexts of institutional types and
The History, Philosophy, Development Theory have all have joined NASPA, I will make it a
functional areas within higher education and student (+)
and Values competency helped me to recognize where the point to attend conferences and seek
affairs.
area involves knowledge, field of student affairs started, how involvement throughout the year.
skills, and attitudes that Describe the various research, philosophies, and scholars (√) far it has come, and how far we still By doing so I will be better able to
connect the history, that define the profession. have to go. Capstone pushed me to understand the role of professional
philosophy, and values Demonstrate responsible campus citizenship and (+) better understand who I am as an associations and what it means to
participation in the campus community.
 of the profession to Articulate the changing nature of the global student affairs individual and as a practitioner, and serve them.
one’s current profession and communicate the need to provide a (+) challenged me to articulate how my
professional practice. contextual understanding of higher education. values and approach to student I will strive to engage on a deeper
This competency area Describe the roles of faculty, academic affairs, and student (+) affairs intersect with the those of the level with global perspectives outside
embodies the affairs educators in the institution. field. of my immediate institution and
foundations of the Explain the importance of service to the institution and to (√) geographical location. By engaging
profession from which student affairs professional associations. I = Internship: Interning in two with current literature, research, and
current and future Learn and articulate the principles of professional practice. (+) separate departments on the SU trends in national and global higher
research and practice will campus has allowed me to gain first education, I will be able to be a more
grow. The commitment hand experience understanding the informed practitioner and
Articulate the history of the inclusion and exclusion of
to demonstrating this history, values, and philosophy understand the needs of my students
people with a variety of identities in higher education. (+)
competency area ensures inherent in a small private Jesuit and the field as they shift and evolve
that our present and institution. Additionally, I gained an over time.
future practices are Explain the role and responsibilities of the student affairs (√) understanding of how separate
informed by an professional associations. departments work to embody the I will seek experience at more
understanding of our Explain the purpose and use of publications that values of the field in their own way. institutional types.
history, philosophy, and incorporate the philosophy and values of the profession. (√)
values. V = Volunteer: My involvements
Explain the public role and societal benefits of student (√) with SUSDA as Chair, Internship &
Overall Rating: affairs and of higher education generally. Networking Committee member,
Articulate an understanding of the ongoing nature of (+) and First Year Committee member;
0 1 2 3 4 5 history and one’s role in shaping it. and with Integrity Formation all
represent my commitment to service
Be able to model the principles of the profession and (+) to my institution and participation in
expect the same from colleagues and supervisees the campus community.
Explain how the values of the profession contribute to (+)
sustainable practices.

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

Competency Area Development

Demonstrate effective stewardship/use of resources (i.e., C = Coursework: Capstone For my future development in this
Human & financial, human, material) (+) increased my knowledge around competency area I will apply my HR
Organizational institutional hiring practices, background and experience to the
Resources Describe campus protocols for responding to significant (+) increased my skills with providing student affairs profession by seeking
and accepting constructive opportunities to serve on hiring
incidents and campus crises.
The Human and feedback, and pushed me to develop committees for positions within my
Organizational Resources a formal professional development institution and to advocate for
competency area includes Describe environmentally sensitive issues and explain plan. Higher Education Finance diversity and equitability in the hiring
knowledge, skills, how one’s work can incorporate elements of (+) introduced me to institutional process.
and attitudes used in the sustainability. financial practices and increased my
selection, supervision, understanding of the sources of I will seek out and attend
motivation, and formal revenue for both public and private professional development trainings
evaluation of Use technological resources with respect to maximizing (+) institutions, how budgets are and workshops focused on
staff; conflict resolution; the efficiency and effectiveness of one’s work. allocated and maintained, and sustainability, and research practices
management of the implications of institutional financial to incorporate them into my work.
politics of organizational Describe ethical hiring techniques and institutional hiring (+) duress on practice and our Additionally, I will seek to
discourse; and the policies, procedures, and processes departments. understand how my mentors
effective application of implement sustainability into their
strategies and techniques I = Internship: Each of my professional practice as guidance for
Demonstrate familiarity in basic tenets of supervision
associated with financial internships at SU required me to my own.
and possible application of these supervision techniques. (+)
resources, facilities utilize both human and material
management, fundraising, resources to implement impactful Familiarize myself with institutional
technology use, crisis Explain how job descriptions are designed and support and successful programming. In my protocols for crisis management, and
management, risk overall staffing patterns in one’s work setting. (+) role as GA Training Intern for the understand how protocols vary
management, and Office of Student Development I across campuses.
sustainable resources. Design a professional development plan that assesses employed skills in networking and
one’s current strengths and weaknesses, and establishes (+) worked to build my professional I will also increase my supervisory
community in order to collaborate skills by seeking a position that will
action items for fostering an appropriate pace of growth.
with campus partners and provide me first hand experience
Overall Rating: implement a multiculturally supervising student employees, and
Explain the application of introductory motivational (√) competent two-day training for new will strive to work my way up to a
0 1 2 3 4 5 techniques with students, staff, and others. graduate assistants. higher level supervisory position
within a functional area of interest.
Describe the basic premises that underlie conflict in and In working within Learning
the constructs utilized for facilitating conflict resolution. (√) Assistance Programs I was able to Finally, I will seek out budgetary
tap into the knowledge of seasoned information within my department
Develop and utilize appropriate meeting materials (e.g. professionals and use technology to of work to increase my
facilitation skills, agenda, notes/ minutes). (+) create a workshop focused on understanding, and attend
learning preferences and study workshops on budget management
strategies and provide holistic 1:1 to develop these skills.
Communicate with others using effective verbal and non- student support.
verbal strategies appropriate to the situation in ways that (+)
the person(s) with whom you are engaged prefers. W = Work: My professional work
in human resources, recruitment,
Recognize how networks in organizations play a role in and hiring has familiarized me with
how work gets accomplished. (+) ethical and equitable hiring
practices, international visas, and
Understand the relational roles partners, allies, and employment laws.
adversaries play in the completion of goals and work (+)
V = Volunteer: Serving as the
assignments. Chair of SUSDA has increased my
verbal and nonverbal
Explain the basic tenets of personal or organizational risk communication skills, provided me
and liability as they relate to one’s work. (√) additional experience in developing
and utilizing meeting materials, and
Provide constructive feedback in a timely manner. (+) understanding organizational risk
and liability with regard to
Advocate for equitable hiring practices. (+) institutional policy.
 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 Skill Specific Rating Evidence of Learning Future Improvement &

Competency Area Development

Law, Policy, & Describe the systems used to govern public, private, and C = Coursework: Higher During Winter quarter 2018 I will be
Governance for-profit institutions of all types (two-year, four-year, Education Finance introduced me taking courses in Higher Education
graduate, professional, vocational, etc.) in one’s (+) to systems of governance across Law and Leadership and
state/province and nation. institutional types as well as how Governance to increase my
The Law, Policy, and Explain the differences between public, private, and for- state and federal governments knowledge and build more of an
Governance competency profit higher education with respect to the legal system (+) impact institutional funding. understanding in this competency
area includes the and what they may mean for respective students, faculty, area.
knowledge, skills, and The American Community College
attitudes relating to policy and student affairs professionals. introduced me to leadership and Attend conferences, trainings, and
development processes governance at the community webinars to familiarize myself with
used in various contexts, Describe how national and state/provincial constitutions college level, and required me to laws on the local, state, and national
the and laws influence the rights of students, faculty, and research the governance structure of levels. Attend institutional trainings
application of legal staff on all types of college campuses. (√) Seattle Central College. to understand the policies enacted by
constructs, and the the institution to adhere to these
understanding of Describe evolving laws, policies, and judicial rulings that I = Internship: Researched Title laws.
governance structures and influence the student-institutional relationship and how (+) IX law, policy, and procedures and
their impact on one’s increased my understanding of the I will take a more active approach to
they affect professional practice.
professional practice. subject to create a supplemental keeping up with the political climate
training workshop for Grad and the ever-evolving laws and
Act in accordance with national, state/ provincial, and Assistants in my GA Training policies related to higher education
local laws and with institutional policies regarding non- (+) Internship. This experience taught on the national level. In doing so, I
discrimination. me how broad Title IX is, the steps will be better equipped to
Overall Rating: for remaining compliant as an understand how laws and policies
Identify major internal and external stakeholders, institution, and what it means to be affect the student populations and
 0 1 2 3 4 5 policymakers, and special interest groups who influence (∆) a responsible employee. marginalized communities I work
policy at the national, state/provincial, local, and with, and will be able to tailor my
institutional levels. Familiarized myself with FERPA practice to best support them.
laws and regulations as well as SU
policies to become certified for my Continue my work with integrity
Describe the governance systems at one’s institution
internship in learning assistance formation and student conduct.
including the governance structures for faculty, student (√)
programs.
affairs professionals, staff, and students Research non-discrimination
practices, laws, and policies and
Describe how policy is developed and implemented in advocate for non-discrimination in
one’s department and institution, as well as the local, (∆) every aspect of my professional
state/province, and national levels of government. practice.

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 . (√)

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

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

Competency Area Development

Articulate the vision and mission of the primary work C = Coursework: Leadership During spring 2018 I plan to take a
unit, the division, and the institution. (+) Systems, Identity, and Practice course on transformational
Leadership helped me to construct my personal leadership.
 Identify and understand individual-level constructs of vision, values, and passions as a
“leader” and “leadership.” (+) leader. This course challenged me I will continuously seek out and take
The Leadership to reflect deeply about who I am, advantage of leadership development
competency area Explain the values and processes that lead to my strengths, and challenges in workshops and activities. Attend
addresses the knowledge, (√) regards to my leadership identity professional conferences and
organizational improvement.
skills, and attitudes and skills. I learned to be more sessions focused on leadership styles
required of a leader, comfortable and open to the and techniques, and organizational
whether it be a positional Explain the advantages and disadvantages of different meaning making process in this leadership.
leader or a member of the types of decision-making processes (e.g. consensus, (+) course, which taught me how to
staff, in both an individual majority vote, and decision by authority). value and engage in reflection on a I also hope to continue to hone my
capacity and within a deeper level. Furthermore, I began skills in leadership through
process of how Identify institutional traditions, mores, and organizational to recognize my tendency toward an collaboration by seeking
individuals work together structures (e.g., hierarchy, networks, governing groups, empowerment and servant style opportunities to work with
effectively to envision, technological resources, nature of power, policies, goals, approach to leadership, in which I colleagues, mentors, and campus
plan, effect change in (√) believe collaboration has emerged as partners to build community and
organizations, and agendas and resource allocation processes) and how they one of my key strengths. achieve common goals.
respond to internal and influence others to act in the organization.
external constituencies I = Internship: As the GA
and issues. Identify one’s own strengths and challenges as a leader Training intern for the Office of
and seek opportunities to develop leadership skills. (+) Student Development I worked
Overall Rating: with institutional staff, high-level
Identify basic fundamentals of teamwork and administrators, and incoming
0 1 2 3 4 5 teambuilding in one’s work setting and communities of (+) graduate student employees to plan
and facilitate training and
practice.
orientation to their new roles. In
doing so, I built relationships and
Describe and apply the basic principles of community (+) collaborated with campus partners
building. to implement programming that
successfully balanced the needs of
Describe how one’s personal values, beliefs, histories, the new graduate assistants with the
and perspectives inform one’s view of oneself as an (+) needs of each department within the
effective leader with and without roles of authority. Division of Student Development.

V = Volunteer: Serving as SUSDA

Build mutually supportive relationships with colleagues
Executive Chair and on various
and students across similarities and differences (+)
committees within the SUSDA
organization has given me first hand
Understand campus cultures (e.g. academic, student, experience with decision-making
professorial, administrative) and apply that understanding (+) processes, teamwork, and
to one’s work. community building. With my
involvement in SUSDA I have
Use appropriate technology to support leadership worked with faculty and peers to
processes (e.g. seeking input or feedback, sharing (+) facilitate a successful orientation to
the SDA program for new and
decisions, posting data that supports decisions, use group
 support website tools). continuing students, and to plan and
implement a graduation celebration
Think critically, creatively, and imagine possibilities for for our graduating students, in
solutions that do not currently exist or are not apparent. (+) addition to community development
and professional development
programming throughout the
Identify and consult with key stakeholders and
academic year. Serving in the role
individuals with differing perspectives to make informed (+)
of chair has also taught me valuable
decisions. skills in clear and effective
communication, and maintaining
Articulate the logic and impact of decisions on groups of stature during times of
people, institutional structures (e.g. divisions, (+) organizational distress.
departments), and implications for practice.

Exhibit informed confidence in the capacity of

individuals to organize and take action 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

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

Competency Area Development

C = Coursework: Adult Learning While I feel very well versed in my

Demonstrate adaptability in the face of fast paced (+) required the use of technology as it technological skills, there will always
Technology technological change. was entirely online, and taught me be room for growth and
how to remain adaptable to meet development, especially with how
Draw upon research, Remain current on student and educator adoption deadlines and communicate quickly new technologies arise over
trend data, and patterns of new technologies and familiarize oneself with (+) effectively with my peers and time.
environmental scanning instructor. Capstone utilized
the purpose and functionality of those technologies.
to assess the technological technology in the creation of the For future development in this
readiness and needs of online web portfolio which pushed competency area I plan to grow my
students, colleagues, and Troubleshoot basic software, hardware, and connectivity me to learn an entirely new online website design and maintenance
other educational problems and refer more complex problems to an (+) platform. American Community skills and apply them to my practice.
stakeholders when appropriate information technology administrator. College, Student Development I will attend trainings like terminal
infusing technology into Theory, and History of Higher four or the equivalent at my
educational programs and Draw upon research, trend data, and environmental Education required the use of institution to understand the
interventions. scanning to assess the technological readiness and needs technology in research and technologies and web platforms that
of students, colleagues, and other educational (√) collaboration in group projects. they use.
 Overall Rating: stakeholders when infusing technology into educational
programs and interventions. I = Internship: Both of my I will pursue my interest in
0 1 2 3 4 5 internships at SU required me to researching technology in higher
Critically assess the accuracy and quality of information utilize technology to communicate education and how its use both
(+) and to create and implement positively and negatively impacts
gathered via technology and accurately cite electronic
trainings, workshop presentations, accessibility.
sources of information respecting copyright law and fair webinars, assessment surveys and
use. reports. I will work to improve my LinkedIn
profile, keep it up to date, and
Model and promote the legal, ethical, and transparent W = Work: maintain a responsible web presence
collection, use, and securing of electronic data. (+) My professional experience working that represents who I am ethically
remotely requires me to use and morally.
Ensure compliance with accessible technology laws and (+) technology as the only form of
policies. communication between my
colleagues and myself, through
which I have learned the importance
Demonstrate awareness of one’s digital identity and of self-management, scheduling, and
engage students in learning activities related to consistency.
responsible digital communications and virtual (+)
community engagement as related to their digital Additionally, working as an
reputation and identity operations analyst requires me to
maintain up to date knowledge of
Model and promote equitable and inclusive practices by content management systems to
(+) track data and create and analyze
ensuring all participants in educational endeavors can
reports to solve problems for my
access and utilize the necessary tools for success. team and department.

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.

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

Competency Area Development

Articulate theories and models that describe the C = Coursework: To improve my skills in this
development of college students and the conditions and (+) Student Development Theory and competency area I hope to become
Student Learning & practices that facilitate holistic development (e.g. Multicultural Perspectives both gave better at making meaning of my own
Development me a foundational understanding of experiences, and facilitating the
learning, psychosocial and identity development,
the unique identities that each meaning making process for others.
cognitive-structural, typological, environmental, and
 moral). individual holds as well as how they
The Student Learning and intersect to make us who we are. Additionally, my functional area of
Development competency Theory pushed me to recognize the highest interest is orientation and
area addresses the Articulate how race, ethnicity, nationality, class, gender, strengths and weakness of transition programs, and I will be
concepts and principles of age, sexual orientation, gender identity, dis/ability, and traditional student development seeking positions in this area. I am
student development and religious belief can influence development during the (+) theories, and encouraged me to drawn to helping students through
learning theory. This college years. build my own understanding of their periods of transition, and will work
includes the ability to usefulness and effectiveness in to incorporate Schlossberg’s theory
apply theory to improve today’s educational climate. I have of transition into my approach with
Identify the strengths and limitations in applying existing
and inform student affairs also been able to utilize this work.
theories and models to varying student demographic (√)
practice, as well as Schlossberg’s Theory of Transition
understanding teaching groups. and Baxter-Magolda’s Theory of I will continue my own personal
and training theory and Self-Authorship to better identity work, and reflect on my
practice. Articulate one’s own developmental journey in relation to (+) understand my own personal personal journey to identify my own
formal theories. developmental journey and make informal theories to enhance my
meaning of my prior experiences relational work with students.
and experience in this program.
Identify one’s own informal theories of student I will remain committed to using
development (‘theories in use’) and how they can be (√) I = Internship: student development theories to
Overall Rating: informed by formal theories to enhance work with My internship experience allowed inform and guide my practice. I will
me to put theory to practice and work to incorporate theory into my
0 1 2 3 4 5 students. gain tangible skills. Schlossberg’s conversations with colleagues and
transition theory and Pope’s model mentors to keep it at the forefront of
of multicultural competence my practice.
Identify dominant perspectives present in some models (+)
informed my work as the GA
of student learning and development. Training intern in the Office of
Student Development, and Kolb’s
Construct learning outcomes for both daily practice as (√) learning styles helped to inform a
well as teaching and training activities. workshop I planned and
implemented for Learning
Assistance Programs.
(+)
Further, my internship with
Learning Assistance Programs
pushed me to assess my own
workshop as well as the overall
Assess teaching, learning, and training and incorporate study strategy workshop series.
the results into practice. Within this process I learned ways
to make immediate improvements
to my practice, as well as how to
incorporate research and practices
from other institutions to inform
future work and departmental
improvement.