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

Articulate key elements of ones set of W= Work I will familiarize myself with
personal beliefs and commitments (+) My Graduate the code of ethics provided
Personal and Ethical (e.g., values, morals, goals, desires, Assistantship in the by professional student
self-definitions), as well as the source Center for Student affairs associations, and
Foundations
of each (e.g., self, peers, family, or one Involvement has articulate my strengths and
or more larger communities). provided me with the areas of growth. Through this
Involves the environment to engage critical reflection I will be
Articulate ones personal code of ethics (+)
knowledge, skills, and with students and staff able to further apply these
for student affairs practice, informed
by the ethical statements of with diverse ideas and concepts to my professional
dispositions to
professional student affairs perspectives. My practice.
develop and maintain
associations and their foundational colleagues and students
integrity in ones life
ethical principles. continually encourage I will also seek to continually
and work; this
and challenge me in my work towards improved
includes thoughtful Describe the ethical statements and () professional growth balance between the demands
development, critique, their foundational principles of any through advising, of my career and personal
and adherence to a professional associations directly projects, discussions, and life. I will work towards an
holistic and relevant to ones working context. mentorship. overall healthier and
comprehensive balanced life by recognizing
standard of ethics and Identify ethical issues in the course of (+) I= Internship my own limitations and
ones job.
commitment to ones My position at UW advocating for an appropriate
own wellness and Community Standards life-work balance.
Explain how ones behavior reflects
growth. and Student Conduct has
the ethical statements of the profession (+) required me to uphold a
and address lapses in ones own ethical
behavior. high level of professional
integrity and ethical
practice when working
with students. As a
conduct officer, I must be
Appropriately question institutional ()
Overall Rating: actions which are not consistent with responsible for keeping
ethical standards. sensitive material
confidential and
0 1 2 3 4 5 Utilize institutional and professional upholding student
(+)
resources to assist with ethical issues privacy. Additionally,
(e.g., consultation with appropriate when investigating
mentors, supervisors, and/or alleged violations, I must
colleagues, consultation with an maintain a high level of
associations ethics committee). professional integrity and
objectivity to ensure
Articulate awareness and (+) fairness.
understanding of ones attitudes,
values, beliefs, assumptions, biases,
and identity how they affect ones C= Coursework
integrity and work with others. My course work in
Take responsibility to broaden () Leadership I, Leadership
perspectives by participating in and Governance,
activities that challenge ones beliefs. Multicultural
Perspectives, and Social
Identify the challenges associated with () Justice have allowed me
balancing personal and professional to critically assess and
responsibilities, and recognize the identify my strengths and
intersection of ones personal and areas of growth as a
professional life. professional. These
courses have allowed me
Identify ones primary work () to become a more
responsibilities and, with appropriate,
reflective and intentional
ongoing feedback, craft a realistic,
summative self-appraisal of ones educator.
strengths and limitations.

Articulate an understanding that (+)

wellness is a broad concept comprised
of emotional, physical, social,
environment, 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.
 ACPA/NASPA Skill Specif Evidence of Future Improvement &
Competency Area ic Learning Development
Ratin
g

Describe the foundational () W= Work I am committed to

Values, philosophies, disciplines, and
Philosophy and values of the profession.
History
Articulate the historical contexts of
Involves institutional types and functional
areas within higher education and
knowledge, skills,
student affairs.
and dispositions
that connect the Describe the various research,
history, philosophies, and scholars that
philosophy and defined the profession.
values of the
Demonstrate responsible campus
student affairs
citizenship and participation in the
profession to ones
campus community.
current
professional Describe the roles of faculty,
practice. 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.
Overall Rating:
Articulate the history of the
inclusion and exclusion of people
0 1 2 3 4 5
with a variety of identities in
higher education.
Explain the role and
responsibilities of student affairs
professional associations.
Explain the purpose and use of
publications that incorporate the
philosophy and values of the
profession.
My Graduate expanding my professional
Assistantship in the knowledge in this area by
Center for Student reading books, current
Involvement has allowed literature, and attending
() me to interact with presentations and
departmental partners conferences geared towards
and increase my understanding and
understanding of the expanding the student
roles and responsibilities affairs profession. By
() of each department increasing my professional
within the institution. knowledge, I can be better
equipped to articulate the
I= Internship history and changing nature
(+)
In my internship as a of student affairs and
Student Conduct Officer advocate for positive
at University of change.
(+) Washington, I increased
my knowledge of the role
of large public research
institutions and reflected
(+) on the differences in
comparison to public and
2-year institutions.
()
C= Coursework
My Foundations in
() Student Affairs course
provided me with a
general understanding of
the emerging nature of
student affairs and
(+) current issues affecting
students today. This
course also detailed a
brief history of higher
()
education and noted
specifically what
demographics and
Explain the public role and societal
benefits of student affairs in
particular and of higher education
in general.
Articulate an understanding of the ()
ongoing nature of the history of
higher education and ones 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.
Articulate the changing nature of
()
the global student affairs
profession and communicate the
need to provide a contextual
understanding of higher education.
(+) populations have been
excluded or marginalized
by the system.
My Leadership and
Governance course
deeply discussed the role
of faculty, staff, and
students within an
institution and provided
and overview of the
history of higher
education. This course
taught me more about my
role as a student affairs
practitioner and how I
can best collaborate with
campus partners to
increased support for
students.
O= Other
I attended the 2016
NASPA Western
Regional Conference in
Seattle and attend
workshops geared
towards increasing my
understanding of the
student affairs field.
Keynote speakers
enforced the importance
of advocating for
diversity and inclusion
across college campuses,
and adapting campus
services to meet the
changing needs of
students. I also attended
workshops geared
specifically towards
supporting student
activism and leadership.
 ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &
Competency Area Rating Development

Differentiate among assessment, () W= Work Spring Quarter 2017 I will be

Assessment, program review, evaluation, planning, In the Center for Student completing an Independent
Evaluation and and research as well as the methods Involvement, I collected Study with Dr. James
appropriate to each. and analyzed survey data Willette to conduct
Research
to identify the needs of comparative research on
Select AER methods, methodologies,
campus clubs. This conduct sanctioning across
designs, and tools that fit with ()
Focuses on the ability eventually led to me peer-institutions. This project
research and evaluation questions and
to design, conduct, partnering with my will result in a proposal for
with assessment and review purposes.
supervisor to launch a improved sanctioning
critique, and use
new online organization practices at Seattle U, and a
various AER Facilitate appropriate data collection () platform for campus culminating research paper.
methodologies and for system/department-wide
clubs and organizations.
the results obtained assessment and evaluation efforts
This new system allowed
from them, to utilize using current technology and
for improved I also intend to expand my
AER processes and methods.
departmental support of knowledge of assessment,
their results to inform clubs on campus and evaluation, and research by
Effectively articulate, interpret, and ()
practice, and to shape apply results of AER reports and more effective ways of attending workshops, in-
political and ethical studies, including professional collecting assessment services, and trainings related
climate surrounding literature data. to assessment and research. I
AER processes and also am committed to staying
uses in higher Assess the legitimacy, () I= Internship up to date with current
education. trustworthiness, and/ or validity of As Preview Days research articles, and seeking
studies of various methods and
Coordinator, I reviewed opportunities to partner with
methodological designs (e.g.
assessment data from the colleagues for research
qualitative vs. quantitative, theoretical
Overall Rating: previous years to inform projects. In my future role, I
perspective, epistemological
programmatic changes to plan to seek opportunities for
approach).
0 1 2 3 4 5 the two-day schedule. me to serve on committees
This led to a new and specifically focused on using
Consider rudimentary strengths and () improved program for assessment to improve
limitations of various methodological SDA Preview Days overall student success,
AER approaches in the application of
which received positive satisfaction, and retention.
findings to practice in diverse
feedback during the post-
institutional settings and with diverse
evaluation phase.
student populations

Explain the necessity to follow () As a Student Conduct

institutional and divisional procedures Officer at UW, I
and policies (e.g., IRB approval, researched peer
informed consent) with regard to institutions to gather data
ethical assessment, evaluation, and and create a proposal for
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
organizational hierarchies
Design program and learning
outcomes that are appropriately clear,
specific, and measurable, that 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
() UW to develop resources
for respondents in the
conduct process. My data
collection was presented
to the Assistant Vice
President of Student Life
() and was used to
implement the creation of
new resources for
students. I also
researched best practices
() on how to approach
medical withdrawal and
create learning outcomes
for the conduct process.
C= Coursework
Introduction to
() Educational Research
provided me with a
baseline understanding of
how to collect, analyze
and report data. This
course detailed the
specific steps of the
scientific method and
ethical decision making
when creating and
conducting research.
In Theory, Community
College, and Leadership
and Governance, I
worked in groups to write
research papers about
topics related to higher
education. My
contributions included
research on parent and
family engagement for
college readiness, access
for Dreamer students,
and the impact of Greek
life on student success
and college campuses.
 ACPA/NASPA Skill
Competency Area
Describe the systems used to govern
public, private, and for-profit
Law, Policy and institutions of all types (two-year,
four-year, graduate, professional,
Governance
vocational, etc.) in ones
state/province and nation
Includes the
Explain the differences between
knowledge, skills and public, private, and for-profit higher
education with respect to the legal
dispositions relating
system and what they may mean for
to policy development
respective students, faculty, and
processes used in
student affairs professionals.
various contexts, the
application of legal Describe how national and
constructs, state/provincial constitutions and laws
compliance/ policy influence the rights of students,
issues, and the faculty, and staff on all types of
understanding of college campuses.
governance structures
and their impact on
Describe evolving laws, policies, and
judicial rulings that influence the
ones professional
student-institutional relationship and
practice. how they affect professional practice.
Act in accordance with national, state/
provincial, and local laws and with
Overall Rating: institutional policies regarding non-
discrimination.
0 1 2 3 4 5
Identify major internal and external
stakeholders, policymakers, and
special interest groups who influence
policy at the national, state/provincial,
local, and institutional levels.
Describe the governance systems at
ones institution including the
governance structures for faculty,
student affairs professionals, staff, and
students
Describe how policy is developed and
implemented in ones department and
institution, as well as the local,
Specific Evidence of Learning
Rating
() W= Work
In my Graduate Assistantship
in the Center for Student
Involvement, I serve as a
liaison between students and
the institution when planning
large scale university
() sponsored events. This
includes upholding university
policy and reviewing
contractual agreements with
internal and external vendors.
I also serve as an agent of the
() university when responding to
student concerns and activism.
I= Internship
As a Conduct Officer at UW
Seattle I gained skills and
() awareness in understanding
how national and state laws
and policies affect students.
Examples of such policies
() include limitations and
processes for international
students and requirements for
effectively following Title IX
procedures in conduct
() hearings.
As SDA Preview Days
Coordinator, I served as the
liaison between students,
(+) faculty, and the
administration. This required
me to understand the needs of
various stakeholders, balance
shared interests, and navigate
institutional politics and
() relationships.
Future Improvement &
Development
I intend to increase my
knowledge of the laws
and policies that impact
the field of student
affairs by staying up to
date with current events
and studying which
laws impact my
functional area the
most.
I also plan to increase
my civic engagement
and knowledge of state
and federal policies by
attending events, rallies,
and presentations
related to law and
policy change. By being
more civically engaged,
I will be able to identify
and advocate for change
to better support student
access, success, and
retention.
state/province, and national levels of
government.
Know when and how to consult with
ones 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.
C= Coursework
My coursework in Leadership
and Governance and Lead I
(+) provided me with an
understanding of the multi-
faceted nature of educational
institutions and the various
laws, policies, and governing
(+) structures that make up an
institution.
Higher Education Law
(+) provided me with an overview
of significant laws that impact
the student affairs profession.
I also completed two case law
analysis projects: one focused
on student protests and
freedom of speech and another
(+)
on Title IX and sexual
violence.
V= Volunteer work
In Fall 2016, I attended and
(+) volunteered at UNIPRO
Summit, a conference
specifically geared towards
empowering young Filipinx
American professionals. I
attended a workshop that
focused on how to be civically
engaged and advocate for state
and national policy change.
O= Other
NASPA 2016 Conference I
attended workshops about
student activism and
restorative justice models.
 ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &
Competency Area Rating Development

Organizational and Demonstrate effective stewardship/use
Human Resource of
resources (i.e., financial, human,
material)
Includes knowledge,
skills, and
Describe campus protocols for
dispositions used in
responding to significant incidents and
the management of
campus crises.
institutional human
Describe environmentally sensitive
capital, financial, and
physical resources. issues and explain how ones work
can incorporate elements of
sustainability.
Overall Rating:
Use technological resources with
0 1 2 3 4 5 respect to maximizing the efficiency
and effectiveness of ones 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 ones work setting.
Design a professional development
plan that assesses ones 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.
(+) W= Work In the future, I plan to gain
In the Center for Student my understanding of this
Involvement I competency area by
collaborated with obtaining a position that will
colleagues and other allow me to further my
(+)
departments to create experience in supervising
thriving partnerships to professional and para
reach divisional goals of professional staff. I also seek
(+) supporting students. to expand my knowledge and
Within the office, I skills of interpersonal
supported student needs relationships within an
through regular institution, and learn more
individual and group about how I can navigate
(+) advising, effective through partnerships and
student leader training potential conflict. I also
and development, and intend to further my
conducting hiring experience in understanding
(+)
processes for student and handling students in
leaders. crisis and emergency
situations, by obtaining a
(+) I= Internship position that allows me more
As a student conduct at exposure to these areas.
UW, I utilized
a restorative justice
model to create learning
(+) opportunities for students
to understand the impact
of their actions and learn
from mistakes. I utilized
(+)
counseling technique to
support students and
identify underlying issues
that are impacting actions
and student success.
(+)
C= Coursework
My coursework in Lead I
and Leadership Identity
(+)
and Practice allowed me
to explore my leadership
style and understand how
Develop and utilize appropriate (+) I interact with students,
meeting materials (e.g. facilitation colleagues, and peers.
skills, agenda, notes/minutes). These courses
emphasized the
Communicate with others using (+) importance of
effective verbal and non-verbal
relationship building and
strategies appropriate to the situation
effective communication.
in ways that the person(s) with whom
you are engaged prefers.
My Social Justice and
Recognize how networks in (+) Multicultural
organizations play a role in how work perspectives courses
gets accomplished. taught me of the
emerging issues within
Understand the relational roles (+) the field, and how to
partners, allies, and adversaries play employ multi-cultural
in the completion of goals and work competence to serve
assignments.
diverse populations.
Explain the basic tenets of personal or (+)
organizational risk and liability as
they relate to ones work.

Provide constructive feedback in a (+)

timely manner.

Advocate for equitable hiring (+)

practices.

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
institutions educational mission.

Understand the basic concepts of ()

facilities management and
institutional policies related to energy
usage and environmental
sustainability.
 ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &
Competency Area Rating Development

Leadership Articulate the vision and mission of (+) W= Work To further my understanding
the primary work unit, the division, In my Graduate of this competency area, I
Addresses and the institution. (Education) Assistantship in the plan to continue to seek
the knowledge, skills, Center for Student opportunities to sharpen my
Identify and understand individual- (+)
and dispositions Involvement, I oversaw leadership skills and expose
level constructs of leader and
required of a leader, major functional areas of myself to different networks,
leadership. (Education)
with or without the department including organizations, and
positional authority. Explain the values and processes that () club support and events institutions. By doing so, I
lead to organizational improvement. and traditions. I helped will be able to form an
(Education) facilitate integral adaptable and well-rounded
departmental processes leadership style that is
Explain the advantages and (+) including hiring and flexible depending on
Overall Rating: disadvantages of different types of training, advising, event context. I also seek to
decision-making processes (e.g. coordination, and strengthen my leadership
0 1 2 3 4 5 consensus, majority vote, and decision management of clubs and skills by attending
by authority). (Education) organization registration. professional conferences that
Identify institutional traditions, mores,
will challenge and teach me
(+)
and organizational structures (e.g., I= Internship new approaches and
hierarchy, networks, governing As Preview Days techniques to individual and
groups, technological resources, Coordinator, I worked group leadership. I also plan
nature of power, policies, goals, with faculty, to continue to read literature
agendas and resource allocation administrators, and that will help me develop my
processes) and how they influence students to facilitate a own leadership style more,
others to act in the organization. successful admissions and each me ways to support
(Education) day program. I the leadership development
effectively balanced of colleagues and students I
Identify ones own strengths and (+) shared interests between interact with.
challenges as a leader and seek stakeholders and
opportunities to develop leadership navigated institutional
skills. (Training)
politics.
Identify basic fundamentals of (+)
teamwork and teambuilding in ones C= Coursework
work setting and communities of Leadership I and
practice. (Training) Leadership and
Governance provided me
Describe and apply the basic (+) with the opportunity to
principles of community building. interrogate and identify
(Training) my unique leadership
style and my identity as a
Describe how ones personal values, (+) professional and
beliefs, histories, and perspectives
educator. These two
inform ones view of oneself as an
courses exposed me to
effective leader with and without roles
of authority. (Development) different leadership styles
and gave me an
Build mutually supportive (+) understanding of the
relationships with colleagues and
benefits and challenges
students across similarities and
of each approach.
differences. (Development)

O= Other
I exhibited leadership
Understand campus cultures (e.g. (+) through my contributions
academic, student, professorial, on several committees,
administrative) and apply that including the Puget
understanding to ones work.
Sound Colloquium
(Engagement)
planning committee, the
SDA NASPA
Use appropriate technology to support ()
leadership processes (e.g. seeking recruitment committee,
input or feedback, sharing decisions, SDA Advisory Board,
posting data that supports decisions, and serving as the
use group support website SUSDA Community
tools). (Engagement) Development Chair. I
was also inducted into
Think critically, creatively, and () the Jesuit Honor Society,
imagine possibilities for solutions that Alpha Sigma Nu, based
do not currently exist or are not on my academics and
apparent. (Engagement) strong commitment to
leadership.
Identify and consult with key (+)
stakeholders and individuals with
differing perspectives to make
informed decisions. (Engagement)

Articulate the logic and impact of (+)

decisions on groups of people,
institutional structures (e.g.
divisions, departments), and
implications for practice.
(Engagement)

Exhibit informed confidence in the (+)

capacity of individuals to organize
and act to transform their
communities and world.
(Engagement)

Within the scope of ones position and (+)

expertise, lead others to contribute
toward the effectiveness and success
of the organization. (Engagement)
 ACPA/NASPA Skill
Competency Area
Identify systems of socialization that
influences ones multiple identities
Social Justice and and sociopolitical perspectives and
how they impact ones lived
Inclusion
experiences.
Understand how one is affected by
A process and a goal
and participates in maintaining
which includes the
systems of oppression, privilege, and
knowledge, skills and power.
dispositions needed to
create learning Engaged in critical reflection in order
environments that foster to identify ones own prejudices and
equitable participation biases.
of all groups while
seeking to address and Participate in activities that assess
acknowledge issues of and complicates ones understanding
oppression, privilege of inclusion, oppression, privilege,
and power. and power.
Integrate knowledge of social justice,
inclusion, oppression, privileges, and
power into ones own practice.
Overall Rating:
Connect and build meaningful
relationships with others while
0 1 2 3 4 5 recognizing the multiple intersecting
identities, perspectives, 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 interconnections.
Specific Evidence of Learning Future Improvement &
Rating Development
(+) W= Work In the future, I intend to
In my role as advisor of attend professional
Dance Marathon and the development workshops,
Student Events and conferences, and sessions
Activities Council, I aimed towards increasing
strive to promote social awareness, knowledge, and
(+)
justice and inclusion by skills related to marginalized
ensuring that programs identities. By continuing to
and events are culturally expose myself to diverse
appropriate and perspectives, I will be able
(+) assessable to students to critically evaluate and
from various backgrounds assess my own cultural
and identities. This competency and areas for
includes ensuring that growth. It is through my
(+) events are physical own self-reflection and
assessable to students, understanding that I will be
diverse in interests, and able to understand the needs
responsive to the needs of and perspectives of my
the student population. students and advocate for
(+)
fair practices and assess
I= Internship within higher educator.
My internship as a
conduct officer at UW With the current national
(+) allowed me to work very and political landscape, I
closely with international plan to increase involvement
students and provided me in social activism to fight for
with the opportunity to the rights of marginalized
learn first-hard what their communities, particularly as
needs and concerns are. I it intersects with the field of
(+) gained a greater education.
awareness of how cultural
differences in academic
integrity can create unfair
injustices towards
(+) international students in
the student conduct
process.
C= Coursework
My Social Justice and
Multi-Cultural
Perspectives courses
exposed me to the
immerging needs of
underrepresented
populations, and what my
role is in supporting
students as a practitioner.

In my Community
College course, I focused
my research project
specifically on
Dreamer/Undocumented
students and provided a
literature review and
recommendations for how
to better support these
students.
 ACPA/NASPA Skill
Competency Area
Student Learning Articulate theories and models that
and Development describe the developmental of college
students and the conditions and
practices that facilitate holistic
development s (e.g. Learning,
Addresses the
psychosocial and identity
concepts and
developments, cognitive-structural,
principles of student typological, and moral).
development and
Articulate how race, ethnicity,
learning theory. This
nationality, class, gender, age, sexual
includes the ability to
orientation, gender identity,
improve and inform
dis/ability, and religious belief can
student affairs and
influence development during the
teaching practice.
college years.
Identify the strengths and limitations
in applying existing theories and
Overall Rating: models to varying student
demographic groups.
0 1 2 3 4 5
Articulate ones own developmental
journey in relation to formal theories.
Identify ones 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.
Evidence of Learning Future Improvement &
Development
(+) W= Work I plan to continue to
In my Graduate Assistantship, study student
I utilize theory to inform my development theory and
practice in the development of apply it to practice with
leadership programs and students and colleagues.
student advising and training. I can improve on doing
I use theory to consider how this by ensuring that I
to navigate through group am making decisions
conflict and individual and assessments formed
(+)
advising with student groups. on student development
theory and existing
I= Internship research. I plan to
As Preview Days improve on reading up
Coordinator, I utilized on current research
Schlossbergs transition related to student
(+) theory to frame my development theory so I
understanding of the needs of can ensure I am meeting
graduate students entering the the changing needs of
SDA program the fields growing
student demographic.
(+)
As a conduct officer at UW, I
relied on Perrys intellectual
and ethical development
theory to help students
understand their impact and
(+) different perspectives. I also
utilized the restorative justice
framework to help students
understand the impact of their
actions and how they can find
reconciliation with the UW
(+) community.
C= Coursework
Student Development Theory,
()
Research, and Practice
provided me with a baseline
understanding of student
development theory and how
() to apply it to various
environments and situations.
 ACPA/NASPA Skill
Competency Area
Demonstrate adaptability in the face
of fast-paced technological change.
Technology
Remain current on student and
Focuses on the use of educator adoption patterns of new
technologies and familiarize oneself
digital tools,
with the purpose and functionality of
resources, and
those technologies.
technologies for the
advancement of Troubleshoot basic software,
student learning, hardware, and connectivity problems
and refer more complex problems to
development, and
an appropriate information
success as well as the
technology administrator.
improved
performance of Draw upon research, trend data, and
student affairs environmental scanning to assess the
professionals. technological readiness and needs of
students, colleagues, and other
Overall Rating: educational stakeholders when
infusing technology into educational
0 1 2 3 4 5 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.
Ensure compliance with accessible
technology laws and policies.
Demonstrate awareness of ones
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.
Specific Evidence of Learning Future Improvement &
Rating Development
(+) W= Work I plan to continue to gain
In the Center for Student experience in learning how
Involvement I used to engage students via online
(+) technology to advance platforms and suggesting
departmental support of ways to improve student
student clubs by interaction online through
launching and creating a social media and online
new online organization organization platforms such
platform called OrgSync. as OrgSync.
(+) As the Graduate
Coordinator for Club As a staff member, I plan to
support in my first year, I advocate for streamlining
revamped the entire club processes online to increase
registration process to be reach and support of
() more streamlined and students.
detailed for improved
support. I also plan to engage in
digital spaces for discussion
I= Internship with other professionals in
In CSSC at UW, I used the field by joining related
online research to develop Facebook groups,
new online resources for maintaining an update
students navigating LinkedIn, and creating my
() through the conduct own professional website.
process. I also learned a
new conduct management
system called Advocate,
() which expanded my
understanding of
technological programs
within student affairs
()
As Preview Days
Coordinator, I spearhead
() the social media and
online discussion board
for the admissions
process of all admitted
students. I intentionally
used creative marketing
Model and promote equitable and () and social media tactics
inclusive practices by ensuring all to promote a genuine
participants in educational endeavors sense of community and
can access and utilize the necessary belonging, leading to
tools for success. increased overall
satisfaction of attendees
Appropriately utilize social media (+) during preview days.
and other digital communication and
collaboration tools to market and
promote advising, programming, and O= Other
other learning-focused interventions Recognizing the
and to engage students in these importance of having a
activities. professional online
presence, I stay involved
Engage in personal and professional (+) in student affairs
digital learning communities and professional networks
personal learning networks at the through Facebook,
local, national, and/or global level. LinkedIn, NASPA,
twitter etc.
Design, implement, and assess
technologically-rich learning ()
experiences for students and other
stakeholders that model effective use
of visual and interactive media.

Ensure that ones educational work

with and service to students is ()
inclusive of students participating in
online and hybrid format courses and
programs.

Incorporate commonly utilized (+)

technological tools and platforms
including social media and other
digital communication and
collaboration tools into ones work.
 ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &
Competency Area Rating Development

Exhibit culturally inclusive active (+) W= Work In the future, I intend to read
listening skills (e.g., appropriately In the Center for Student about different advising
Advising and establishing interpersonal contact, Involvement I advised styles and techniques, and
paraphrasing, perception checking, clubs, Dance Marathon, adapt them into my own
Supporting
summarizing, questioning, and the Student Events advising style. By doing so,
encouraging, avoid interrupting, and Activities Council. I I will be able to better form
clarifying). met with students on an my identity as an educator
Addresses the
knowledge, skills and Establish rapport with students,
individual and group and use theories and
(+)
groups, colleagues, and others that basis weekly, and concepts to inform my
dispositions related to
acknowledges differences in lived provided guidance and professional practice. I also
providing advising
experiences. perspective on how each want to develop a feedback
support to individuals
student group could reach form for my students to
and groups through
Recognize the strengths and (+) their organizational goals complete mid-year and at
direction, feedback, limitations of ones own worldview and mission. I also the end of the year so I can
critique, referral, and on communication with others (e.g., assisted in conflict receive feedback for
guidance. how terminology could either liberate management and strengths and improvement
or constrain others with different provided alternative in my advising style.
gender identities, sexual orientations, perspectives to enhance
abilities, cultural backgrounds, etc.). understanding and In the future, I also hope to
encourage creativity and take another counseling
Facilitate reflection to make meaning (+)
from experiences with students, innovation. course to improve my
Overall Rating: groups, colleagues, and others. presence with students and
I= Internship learn more techniques to
0 1 2 3 4 5 As a conduct officer in better support them
Conscientiously use appropriate (+) CSSC, I met one-on-one holistically.
nonverbal communication.
with students and
facilitated conversations
Facilitate problem-solving. (+) about the impact of
actions on the
community. I often
Facilitate individual decision-making (+) worked with students in
and goal-setting.
crisis and used counseling
technique to work with
Appropriately challenge and support (+) students in crisis and
students and colleagues.
referring them when
necessary.
Know and use referral sources (e.g., ()
other offices, outside agencies,
knowledge sources), and exhibit C= Coursework
referral skills in seeking expert My counseling course
assistance. was beneficial in
equipping me with
Identify when and with whom to () techniques and skills to
implement appropriate crisis
management and intervention better advise students. I
responses. moved from problem
solving to open ended
Maintain an appropriate degree of () questions, which has
confidentiality that follows applicable
improved my ability to
legal and licensing requirements,
better support students in
facilitates the development of trusting
my job and internships.
relationships, and recognizes when
confidentiality should be broken to
protect the student or others.

Seek opportunities to expand ones ()

own knowledge and skills in helping
students with specific concerns (e.g.,
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.).

Utilize virtual resources and ()

technology to meet the advising and
supporting needs of students.

Know and follow applicable laws, ()

policies, and professional ethical
guidelines relevant to advising and
supporting students development.