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SDA Portfolio | Bopha Cheng

Artifact H: NASPA/ACPA Competency Analysis

Artifact H: NASPA/ACPA Competency Analysis Chart Bopharuth Cheng SDAD 579/ J. Diaz Winter 2014

NOTE: I developed this chart in my SDAD 579 Capstone Seminar course. (Word Count= 1192)

SDA Portfolio | Bopha Cheng

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

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

SDA Portfolio | Bopha Cheng ACPA/NASPA Competency Area

Artifact H: NASPA/ACPA Competency Analysis Skill Specific Rating Evidence of Learning Future Improvement & Development

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

Overall Rating: 0 1 2 3 4 5

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

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At my professional job at South Seattle Community College (SSCC), I had worked with a group of Outreach Ambassadors closely on a training program thus, developed a rapport with these student workers. They trusted me and came to me for advice on personal academic goals and achievement. Additionally, I created regularly emailed communication to all students regarding student success and support services offered at SSCC. During my internship at Highline Community College (HCC). I learned the importance of role modeling and becoming more selfaware of my actions and words when working with a highly diverse group of students. (Word Count= 98)

I will continue to develop my skills in this area as student populations, student issues and external issues continue to change. An area that I will need to develop is challenging and encouraging effectively. I would like to do this in a manner that elevates the other person as well as create space for learning. (Word Count= 55)

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SDA Portfolio | Bopha Cheng ACPA/NASPA Competency Area

Artifact H: NASPA/ACPA Competency Analysis Skill Specific Rating Evidence of Learning Future Improvement & Development

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

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Prior to the SDA program, my understanding of AER was at the bare minimum. I learned general research practice in EDUC 515 Introduction to Research and Graduate Study and furthered my learning through individual and group interviews in my internship with Southeast Asian Access in Education (SEAeD). Before conducting my interviews for my project, I determined it was not a research study by reading and understanding Seattle Universitys Institutional Review Board and completing some modules on the CITI Human Subject Training program. (Word Count= 82)

I would like to develop and integrate AER into regular professional practice. I hope to assess my programs and evaluate their effectiveness on student success, retention, persistence and completion. (Word Count= 29)

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SDA Portfolio | Bopha Cheng ACPA/NASPA Competency Area

Artifact H: NASPA/ACPA Competency Analysis Skill Specific Rating (+) W, C () W, I, C (+) W, I, C (+) W, C ()() I () W, I (+) W, I, C () W, I, C (+) W, I, C Evidence of Learning Future Improvement & Development

Equity, Diversity, & Inclusion

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

Identify the contributions of similar and diverse people within and to the institutional environment. Integrate cultural knowledge with specific and relevant diverse issues on campus. Assess and address ones own awareness of EDI, and articulate ones own differences and similarities with others. Demonstrate personal skills associated with EDI by participating in activities that challenge ones beliefs. Facilitate dialogue effectively among disparate audiences. Interact with diverse individuals and implement programs, services, and activities that reflect an understanding and appreciation of cultural and human differences. Recognize the intersectionality of diverse identities possessed by an individual. Recognize social systems and their influence on people of diverse backgrounds. Articulate a foundational understanding of social justice and the role of higher education, the institution, the department, the unit, and the individual in furthering its goals. Use appropriate technology to aid in identifying individuals with diverse backgrounds as well as assessing progress towards successful integration of these individuals into the campus environment. Design culturally relevant and inclusive programs, services, policies, and practices. change aspects of the environment that do not promote fair treatment. Analyze the interconnectedness of societies worldwide and how these global perspectives impact institutional learning.

I have intentionally chosen internships and work environments that will enhance my cultural competency. Particular readings have shaped my understanding of power and privilege systems like Delgados Critical Race Theory, Yossos Cultural Wealth, Rothenbergs book White Privilege and Pope, Reynolds and Muellers book Multicultural Competency in Student Affairs. My internship sites with HCC and SEAeD addresses equity, diversity and inclusion in our work in developing programming and understanding students. My work at SSCC allowed me to be a part of and learn from an inclusive environment. (Word Count= 86)

I hope to develop my competency in this area by learning about other cultures and expand my breadth of networks to both in and out of higher education. (Word Count= 28)

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SDA Portfolio | Bopha Cheng ACPA/NASPA Competency Area

Artifact H: NASPA/ACPA Competency Analysis Skill Specific Rating Evidence of Learning Future Improvement & Development

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

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In my position at SSCC, I had to separate my personal life with my professional work. This was a challenge because my good friend and colleague also works at SSCC which meant I had to be diligent about professional and personal conversations in the workplace as well maintain professional interactions. My internship with SEAeD enhanced my understanding of ethical professionalism because of the student interviews that I conducted at several college campuses. I was clear that I will not share information without permission of each site and used my internship hours appropriately at each campus. (Word Count= 95)

I feel highly competent in this area with much experience from professional practice. I may continue to learn and developing others to make ethical decisions. (Word Count= 25)

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SDA Portfolio | Bopha Cheng ACPA/NASPA Competency Area History, Philosophy, & Values

Artifact H: NASPA/ACPA Competency Analysis Skill Specific Rating (+) C ()(+) W, C (+) C (+) W, I, O (+) W, I, C (+) W, C () W () C () C ()() W, C () O (+) W, I, C, O () W, C, O (+) W, I, C, O (+) W, I, C, O Evidence of Learning Future Improvement & Development

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

There are several core courses that have contributed to my learning of the this area, these courses were SDAD 577 Foundations in Student Affairs Profession, SDAD 578 Student Development Theory, Research and Practice, SDAD 559 The American Community College and SDAD 585 Higher Education Finance. These courses gave me a firm understanding into the context of higher education. I learned much about history, philosophies and values of different governing bodies within institutional settings. I think it is important to learn and understand these areas of an institution to help me identify a campus that fits my professional values but also as way to learn and understand why things work the way they do.(Word Count= 113)

I plan to develop my understanding of this competency when I enter new spaces and environments. I also need to practice articulating my profession, role and responsibilities in a way that makes sense to others. (Word Count= 35)

SDA Portfolio | Bopha Cheng ACPA/NASPA Competency Area

Artifact H: NASPA/ACPA Competency Analysis Skill Specific Rating (+) W, C, O Evidence of Learning Future Improvement & Development

Human & Organizational Resources


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

Overall Rating: 0 1 2 3 4 5

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

Much of the learning in this competency area occurred () W, I, O after deep reflection of my previous work experience () W, I, O when I managed the student operations and services at a () W, I, C, O branch campus. I contrasted some of my attitudes and management styles based on () W, C the knowledge gained from courses in the SDA program () W, I, C like SDAD 577, EDAD 570 Leadership in Education I, and ()(+) W, O PUBM 585 Leadership, Learning and Change ()(+) W, O Management. () W, I, O During the SDA program, I (+) W, O have learned to effectively tap into colleagues and students () W strengths as well practice (+) W, O strategic planning and incorporating individuals into (+) W, I, C larger visions and goals. (Word Count= 94) (+) W (+) W ()(+) W, O () W, C

I hope to improve and develop my skills to effectively manage conflict and understand more about cultivating a learning environment. (Word Count= 20)

SDA Portfolio | Bopha Cheng ACPA/NASPA Competency Area

Artifact H: NASPA/ACPA Competency Analysis 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 ones professional practice.

Overall Rating: 0 1 2 3 4 5

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

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The course work and material from SDAD 580 Higher Education Law enhanced my professional practice by understanding higher education from a law and policy lens. My internship with SEAeD exposed me to national and local policy work like the CARE project directed Dr. Robert Teranishi from UCLA on race and ethnic data disaggregation in institutions of higher education and working with the Washington State Commission on Asian Pacific American Affairs to advocate for access to higher education. In professional practice, I learned to put myself at the table of where I want my voice to be heard like on the AAPI Advisory Committee at SSCC and contribute to departmental and college-wide strategic planning. (Word Count= 113)

I would like to develop and improve my learning by staying current to this body of knowledge, advocating for policies relevant to my values and take part in administrative level governance on a college campus. (Word Count= 35)

SDA Portfolio | Bopha Cheng ACPA/NASPA Competency Area

Artifact H: NASPA/ACPA Competency Analysis Skill Specific Rating (+) C Evidence of Learning Future Improvement & Development

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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.

Describe how ones personal values, beliefs, histories, and perspectives inform ones view of oneself as an effective leader. Identify ones strengths and weaknesses as a leader and seek opportunities to develop ones leadership skills. Identify various constructs of leadership and leadership styles that include but are not limited to symbolic, expert, relational, and inspirational. Identify basic fundamentals of teamwork and teambuilding in ones work setting and communities of practice. Describe and apply the basic principles of community building. Use technology to support the leadership process (e.g., seeking feedback, sharing decisions, posting data that support decisions, using group-support website tools). Understand campus cultures (e.g., academic cultures, student cultures) and collaborative relationships, applying that understanding to ones work. Articulate the vision and mission of the primary work unit, the division, and the institution. Explain the values and processes that lead to organizational improvement. Identify institutional traditions, mores, and organizational structures (e.g., hierarchy, networks, governing groups, nature of power, policies, goals, agendas and resource allocation processes) and how they influence others to act in the organization. Explain the advantages and disadvantages of different types of decision-making processes (e.g., consensus, majority vote, and decision by authority). Think critically and creatively, and imagine possibilities for solutions that do not currently exist or are not apparent. Identify and then effectively consult with key stakeholders and those with diverse perspectives to make informed decisions. Explain the impact of decisions on diverse groups of people, other units, and sustainable practices. Articulate the logic used in making decisions to all interested parties. Exhibit informed confidence in the capacity of ordinary people to pull together and take practical action to transform their communities and world. Identify and introduce conversations on potential issues and developing trends into appropriate venues such as staff meetings.

I gained confidence through my internship at HCC and ()(+) W, C learned leadership theories in EDAD 570; both have ()(+) W, I, C empowered me to translate leadership into practice. In (+) W, C other courses, I was able to (+) W, I, C assert my leadership skills in group projects and in work I (+) W demonstrate leadership through my relational and (+) W community building skills. (Word Count= 51) () W, I () W, O () W, C () W, C () W, I () W, C () W, C ()(+) W, I ()(+) W, I () W, I, C

As a leader, I believe in know thy self; self-awareness will help me be a stronger leader in the future. I also want to develop a balance between my assertive leadership style and my collaborative leadership style. (Word Count= 37)

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SDA Portfolio | Bopha Cheng ACPA/NASPA Competency Area

Artifact H: NASPA/ACPA Competency Analysis Skill Specific Rating Evidence of Learning Future Improvement & Development

11

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

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I have been able to build and articulate my personal foundations through coursework like EDAD 570 SDAD 579 Capstone Seminar. I developed the majority of my personal foundation through conversations with friends and my partner. As a reflective and healing process, my partner and I have deep conversations about personal well-being in our regular evening walks. My reflections on my past work experience has given me renewal energy to live by my core foundations and maintain work-life balance as well as focusing on self-care. (Word Count= 84)

I hope to maintain my personal foundations through reflection and develop a greater sense of well-being through spiritual work. (Work Count= 19)

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SDA Portfolio | Bopha Cheng ACPA/NASPA Competency Area

Artifact H: NASPA/ACPA Competency Analysis Skill Specific Rating Evidence of Learning

12 Future Improvement & Development I hope to refer to theories and allow theories to guide my work. Additionally, as an improvement to my understanding of theories, I will need to discern appropriateness of theories in practice and incorporate multiple theories if needed. (Word Count= 38)

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

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Course materials from SDAD 578 and EDUC 513 Adult Learning contributed to my learning. I think it is important to integrate theories into practice because it provides a foundation to student learning and development. I have applied theories in training programs at HCC and SSCC on leadership building skills and in my project with SEAeD. (Word Count= 55)

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