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Artifact E: Knowledge, Skills, and Competencies Analysis


Overall Competency Rating:

0= no exposure to and no experience in this competency

1= minimal exposure to but no experience in this competency
2= moderate exposure to and minimal experience in this competency
3= moderate experience in this competency
4= experience in this competency
5= much experience in this competency, basic master has been achieved

Specific Skill Rating:

(+)= highly competent

(√)= competent
(∆)= area of improvement/experience needed

Evidence of Learning:

W= Work
I= Internship
C= Coursework
V= Volunteer work
O= Other

*Note: All competency descriptions are taken from the ACPA and NASPA Professional Competency Areas for Student Affairs Practitioners (2015)

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

Exhibit culturally inclusive active listening skills (e.g., appropriately W: In my role as an Assistant Area Coordinator, I While I feel confident in my Advising & Support
establishing interpersonal contact, paraphrasing, perception checking, advise the South Campus Hall Council. As the competency, I recognize that there are areas and
Advising & Supporting summarizing, questioning, encouraging, avoid interrupting, clarifying). + advisor, I help to support a group of about 15 opportunities for future improvement and
students as they promote advocacy, develop development. For me, this specifically relates to
recognition opportunities, and plan programs for 5 increasing my awareness of my nonverbal
The Advising and Supporting residential communities comprised of 835 communication, remaining innovative in my
competency area addresses the Establish rapport with students, groups, colleagues, and others that residents. In this role I have demonstrated this practice of challenging and supporting students and
knowledge, skills, and acknowledges differences in lived experiences. + competency through campus and community colleagues, continuing to enhance my knowledge
attitudes related to providing Facilitate reflection to make meaning from experiences with students, groups, networking, building strong and positive on current and evolving laws, policies, and ethical
counseling and advising support, colleagues, and others. + relationships with my students, helping them guidelines within higher education and as they
direction, feedback, Conscientiously use appropriate nonverbal communication. navigate institutional policies, and challenging to relate to advising and supporting students.
critique, referral, and guidance to √ think through a more inclusive lens. (i.e. dietary
individuals and groups. restrictions, ADA, etc.)
Utilize virtual resources and technology to meet the advising and supporting
needs of students. + I: During my internship with Summer Search –
Seattle, I had the opportunity to advise both high
Facilitate problem-solving. + school and college level students. One example I
can think of is when I was working with a high
Overall Rating: Facilitate individual decision-making and goal setting. school senior on finalizing her matriculation.
+ Based on my prior advising experience, and
01 2 3 4 5 institutional context, I could help her troubleshoot
Appropriately challenge and support students and colleagues. some of the concerns and requirements that she
√ needed resolved. Additionally, when I was unsure
of how to move forward, I could refer her as need.
Know and use referral sources (e.g., other offices, outside agencies, knowledge C: Since the SDA program is practitioner based, I
sources), and exhibit referral skills in seeking expert assistance. + feel like there are connections to Student
Development Theory, Higher Ed Law, and
Identify when and with whom to implement appropriate crisis management and Counseling.
intervention responses. +

Maintain an appropriate degree of confidentiality that follows applicable legal

and licensing requirements, facilitates the development of trusting
relationships, and recognizes when confidentiality should be broken to protect +
the student or others.
Recognize the strengths and limitations of one’s own worldview on
communication with others (e.g., how terminology could either liberate or
constrain others with different gender identities, sexual orientations, abilities, +
cultural backgrounds).
Seek out opportunities to expand one’s own knowledge and skills in helping
students with specific concerns (relationship issues, navigating systems of
oppression, or suicidality) as well as interfacing with specific populations
within the college student environment (e.g., student veterans,. low-income
students etc) +

Know and follow applicable laws, policies, and professional ethical guidelines
relevant to advising and supporting student’s development. √

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

Identify systems of socialization that influences one’s multiple identities and W: Working with Seattle University has provided I feel as though it is my role as a Student Affairs
Social Justice & Inclusion sociopolitical perspectives and how they impact one’s lived experiences. + me with the framework to be a more socially just practitioner to remain in tune with what is
and inclusive student affairs practitioner. In my happening in the field. Whether that be through
This competency involves student Understand how one is affected by and participates in maintaining systems of work as an Assistant Area Coordinator, I help to literature, networking with colleagues from other
affairs educators who have a sense oppression, privilege, and power. √ create and maintain an inclusive residential institutions and regions, or attending professional
of their own agency and social community. This is both for the staff and for my development opportunities. These will help me to
responsibility that includes others, residents. I have also had numerous opportunities continuously improve in this competency.
Engage in critical reflection in order to identify one’s own prejudices and
their community, and the larger to facilitate social justice training presentations for
biases. +
global context. Student Affairs HRL Student leader trainings and the annual
educators may incorporate social iLead Conference. (Unconscious Bias & Identity)
justice and inclusion competencies Participate in activities that assess and complicate one’s understanding of
into their practice through seeking inclusion, oppression, privilege, and power. + I: During my internship I was able to work with a
to meet the needs of all groups, Integrate knowledge of social justice, inclusion, oppression, privilege, and variety of students, particularly those from low-
equitably distributing resources, power into one’s practice. + SES, first-gen, and undocumented backgrounds.
raising social consciousness, and Additionally, I co-facilitated a session on
repairing past and current harms on Connect and build meaningful relationships with others while recognizing the Unconscious Bias and Identity as part of the
campus communities. multiple, intersecting identities, perspective, and developmental differences + “Rites of Passage” Senior transition event.
people hold.
Overall Rating: Articulate a foundational understanding of social justice and inclusion within I: As one of the SDA Preview Days Co-
0 1 2 3 4 5 the context of higher education. + Coordinators, I also helped with the “day of”
planning and logistics. Taking into account things
Advocate on issues of social justice, oppression, privilege, and power that
like including pronouns on nametags, ensuring
impact people based on local, national, and global intersections
their were gender neutral restrooms available, as
well as, providing sessions and activities that were
accessible and inclusive of all who were in

C: SDA Program is heavily social justice focused.

O: I have been able to enhance these skills and
learn more about social justice through my
attendance at both the Regional and national
conferences for NASPA.
ACPA/NASPA Competency Area Skill Specific Rating Evidence of Learning Future Improvement & Development

Articulate key elements of one’s set of personal beliefs and commitments (e.g. W: I have been able to identify quite a few ethical This is a competency area that I personally struggle
values, morals, goals, desires, self-definitions), as well as the source of each issues in my current role and have a clear with.
Personal and Ethical Foundations (e.g. self, peers, family, or one or more larger communities). √ understanding of my personal and professional
values. In my practice I try to remain as ethical as I have always struggled with finding a work/life
The Personal and Ethical Articulate one’s personal code of ethics for student affairs practice, informed I am able and when I am unsure of how to move balance or harmony. Mostly because of the passion
Foundations competency area by the ethical statements of professional student affairs associations and their forward, I identify a colleague who can help me. and dedication I have for my respective roles. I am
involves the knowledge, skills, and foundational ethical principles. √ hoping to continue developing in this area as I
dispositions to develop and I: During my internship, my site supervisor would know that I cannot effectively role model or
maintain integrity in one’s life and Describe the ethical statements and their foundational principles of any challenge me to participate in activities that would advocate for self-care if I do not engage in it
work; this includes thoughtful professional associations directly relevant to one’s working context. ∆ allow me to engage in self-care. This was helpful myself.
development, critique, and because when I began to do that, it helped me to
Explain how one’s behavior reflects the ethical statements of the profession
adherence to a holistic and be a more present in my work.
and address lapses in one’s own ethical behavior. √
comprehensive standard of ethics
and commitment to one’s own C: Completing an informational interview with
wellness and growth. Personal and professionals in the field regarding ethical
ethical foundations are aligned dilemmas as part of internship class helped me to
because integrity has an internal Identify ethical issues in the course of one’s job. build connections, and identify trends/patterns that
locus informed by a combination of √ could potentially influence my work beyond
external ethical guidelines, an graduate studies.
internal voice of care, and our own
lived experiences. Our personal and Utilize institutional and professional resources to assist with ethical issues
ethical foundations grow through a (e.g., consultation with more experienced supervisors and/or colleagues,
process of curiosity, reflection, and consultation with an association’s Ethics Committee). +
self-authorship. Articulate awareness and understanding of one’s attitudes, values, beliefs,
assumptions, biases, and identify how they affect one’s integrity and work with +
Take responsibility to broaden perspectives by participating in activities that
Overall Rating: challenge one’s beliefs +
012 3 4 5
Appropriately question institutional actions that are not consistent with ethical
standards. √

Identify the challenges associated with balancing personal and professional

responsibilities, and recognize the intersection of one’s personal and ∆
professional life
Identify one’s primary work responsibilities and, with appropriate, ongoing
feedback, craft a realistic, summative self-appraisal of one’s strengths and +
Articulate and understanding that wellness is a broad concept comprised of
emotional, physical, social, environmental, relational, spiritual, moral and +
intellectual elements.
Recognize and articulate healthy habits for better living.

Identify positive and negative impacts on wellness and, as appropriate, seek

assistance from available resources. ∆
Identify and describe personal and professional responsibilities inherent to
excellence in practice +

Recognize the importance of reflection in personal, professional, and ethical

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

History, Philosophy, & Values Describe the foundational philosophies, disciplines, and values on which the C: Most of the evidence I have for this The primary way that I hope to develop or improve
profession is built. √ competency are connected to my coursework in on this competency is by researching more about
The History, Philosophy, and the Student Development Administration program. the history, philosophy, and values of our
Values competency area involves Articulate the historical contexts of institutional types and functional areas I think about the section of our Foundations profession. Conducting research and reading
knowledge, skills, and attitudes within higher education and student affairs. √ course that reviewed the history of higher literature will help me in gaining a foundational
that connect the history, education. understanding since I did not take the History of
philosophy, and values of the Higher Education course offered in my Masters
Describe the various research, philosophies, and scholars that define the
profession to one’s current training.
profession. ∆
professional practice. This
competency area embodies the
foundations of the profession from Demonstrate responsible campus citizenship and participation in the campus
which current and future research community. +
and practice will grow. The
commitment to demonstrating this Articulate the changing nature of the global student affairs profession and
competency area ensures that our communicate the need to provide a contextual understanding of higher √
present and future practices are education.
informed by an understanding of Describe the roles of faculty, academic affairs, and student affairs educators in
our history, philosophy, and the institution. +
Explain the importance of service to the institution and to student affairs
Overall Rating: professional associations. √
0 1 2 3 4 5
Learn and articulate the principles of professional practice.

Articulate the history of the inclusion and exclusion of people with a variety of
identities in higher ed. √
Explain the role and responsibilities of the student affairs professional
associations. ∆

Explain the purpose and use of publications that incorporate the philosophy and √
values of the profession.
Explain the public role and societal benefits of student affairs and of higher
education generally. √

Articulate an understanding of the ongoing nature of history and one’s role in

shaping it. +

Be able to model the principles of the profession and expect the same from
colleagues and supervisees +

Explain how the values of the profession contribute to sustainable practices.


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

Demonstrate effective stewardship/use of resources (i.e., financial, human, W: For this competency area, the skills I have The majority of these skills have been addressed in
Human & Organizational material) + demonstrated are related to crisis response, my housing role, but I am challenging myself to
Resources understanding policy and procedures at an enhance these skills through other functional areas.
Describe campus protocols for responding to significant incidents and campus + institutional level, and supervision. In my role as
The Human and Organizational crises. an Assistant Area Coordinator, I directly supervise
Resources competency area 4 Resident Assistants and 7 Desk Assistants. This
includes knowledge, skills, has allowed me the opportunity to enhance my
and attitudes used in the selection, Describe environmentally sensitive issues and explain how one’s work can supervision skills, while assisting them during
supervision, motivation, and formal incorporate elements of sustainability. √ crisis incidents and documentations. Additionally,
evaluation of I co-facilitate our weekly staff meetings. Another
staff; conflict resolution; Use technological resources with respect to maximize the efficiency and component of this role is providing feedback in a
management of the politics of effectiveness of one’s work. timely fashion, and participating in the Selection,
organizational discourse; and the + Recruitment, and Performance committee.
effective application of strategies
and techniques associated with Describe ethical hiring techniques and institutional hiring policies, procedures, + I: During an critical incident this summer at my
financial resources, facilities and processes internship with Summer Search, I was briefed on
management, fundraising, what the necessary steps and practices were to
technology use, crisis management, Demonstrate familiarity in basic tenets of supervision and possible application ensure that the organization was in compliance
risk management, and sustainable with their policies and procedures.
of these supervision techniques.
resources. +
O: These skills have also been enhanced through
professional development opportunities within
Integrity Formation at Seattle University. In my
Overall Rating: Explain how job descriptions are designed and support overall staffing patterns role as a Conduct Administrator I have the chance
+ to use my motivational interviewing skills in order
in one’s work setting.
0 1 2 3 4 5 to have effective developmental conversations
with students.
Design a professional development plan that assesses one’s current strengths
and weaknesses, and establishes action items for fostering an appropriate pace
of growth. ∆

Explain the application of introductory motivational techniques with students,

staff, and others. √

Describe the basic premises that underlie conflict in and the constructs utilized
for facilitating conflict resolution √

Develop and utilize appropriate meeting materials (e.g. facilitation skills,

agenda, notes/ minutes). +

Communicate with others using effective verbal and non-verbal strategies

appropriate to the situation in ways that the person(s) with whom you are
engaged prefers. √

Recognize how networks in organizations play a role in how work gets

accomplished. √

Understand the relational roles partners, allies, and adversaries play in the
completion of goals and work assignments. +

Explain the basic tenets of personal or organizational risk and liability as they
relate to one’s work. √

Provide constructive feedback in a timely manner.

Advocate for equitable hiring practices.

Articulate basic institutional accounting techniques for budgeting as well as
monitoring and processing revenue and expenditures. ∆

Effectively and appropriately use facilities management procedures as related

to operating a facility or program in a facility
Demonstrate an understanding of how physical space impacts the institution’s
educational mission. √

Understand the basic concepts of facilities management and institutional

policies related to energy usage and environmental sustainability. √

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

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

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

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

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

Explain concepts of risk management, reasonable accommodation, and enact

liability reduction strategies.
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 Competency Area Skill Specific Rating Evidence of Learning Future Improvement & Development

Articulate the vision and mission of the primary work unit, the division, and W: Participation on departmental committees, co- Leadership is one competency that I feel fairly
the institution. √ supervising and managing two residential comfortable with. I hope to continue engaging in
Leadership communities on campus, and co-charing a leadership opportunities both in my work place and
committee as well all have demonstrated my within the professional organizations I may become
Identify and understand individual-level constructs of “leader” and ability to make ethical decisions as a leader and to a member to.
The Leadership competency area “leadership.” √ effectively collaborate with others.
addresses the knowledge, skills, and
attitudes required of a leader, C: The majority of my electives have been from
whether it be a positional leader or a the STML coursework. In these classes I have
member of the staff, in both an √ learned about transformative justice, developed
Explain the values and processes that lead to organizational improvement.
individual capacity and within a skills in motivational interviewing and active
process of how individuals work listening, and the discernment of my own
together effectively to envision, Explain the advantages and disadvantages of different types of decision- leadership experiences and how that will inform
plan, effect change in organizations, making processes (e.g. consensus, majority vote, and decision by authority). √ my future professional practice.
and respond to internal and external
constituencies and issues. O: In my personal involvement on campus, I have
Identify institutional traditions, mores, and organizational structures (e.g.,
engaged in initiatives that help to promote the first
hierarchy, networks, governing groups, technological resources, nature of generation experience. Part of that is serving on
power, policies, goals, agendas and resource allocation processes) and how the IMPRINT publication committee. In addition,
Overall Rating: they influence others to act in the organization. I have helped plan a hurricane relief fundraiser for
Puerto Rico, served as an editor on SDA’s MAGIS
01 2 3 4 5 Identify one’s own strengths and challenges as a leader and seek opportunities publication and acted as the SDA Student
Ambassador for the last two years in collaboration
to develop leadership skills. with the SDA faculty.
Identify fundamentals of teamwork and teambuilding in one’s work setting and
communities of practice.
Describe and apply the basic principles of community building.
Describe how one’s personal values, beliefs, histories, and perspectives inform
one’s view of oneself as an effective leader with and without roles of authority. +

Build mutually supportive relationships with colleagues and students across

similarities and differences +

Understand campus cultures (e.g. academic, student, professorial,

administrative) and apply that understanding to one’s work.
Use appropriate technology to support leadership processes (e.g. seeking input
or feedback, sharing decisions, posting data that supports decisions, use group
support website tools). √

Think critically, creatively, and imagine possibilities for solutions that do not
currently exist or are not apparent.

Identify and consult with key stakeholders and individuals with differing
perspectives to make informed decisions. √

Articulate the logic and impact of decisions on groups of people, institutional

structures (e.g. divisions, departments), and implications for practice. √

Exhibit informed confidence in the capacity of individuals to organize and act

to transform their communities and world. +

Within the scope of one’s position and expertise, lead others to contribute
toward the effectiveness and success of the organization √

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

W: In our Housing & Residence Life department Staying up to date with the technological
√ we rely heavily on technology. (Building access, advancements is key in our day and age. I also hope
Technology student conduct, opening/checkouts, account think critically about the ways in which I
Demonstrate adaptability in the face of fast paced technological change. billing, etc.) This has enhanced my knowledge of incorporate technology into my practice.
Draw upon research, trend data, and numerous platforms.
environmental scanning to assess
the technological readiness and Remain current on student and educator adoption patterns of new technologies I: During my internship at Summer Search, I used
needs of students, colleagues, and and familiarize oneself with the purpose and functionality of those Sharepoint for the first time.
other educational stakeholders when technologies. √
infusing technology into educational O: Personal experience with technology and
programs and interventions. Troubleshoot basic software, hardware, and connectivity problems and refer certain databases has allowed me to train others
on how to use them or to make processes more
more complex problems to an appropriate information technology
Overall Rating: + efficient.
01 2 3 4 5
Draw upon research, trend data, and environmental scanning to assess the
technological readiness and needs of students, colleagues, and other
educational stakeholders when infusing technology into educational programs √
and interventions.

Critically assess the accuracy and quality of information gathered via

technology and accurately cite electronic sources of information respecting
copyright law and fair use. √

Model and promote the legal, ethical, and transparent collection, use, and
securing of electronic data.

Ensure compliance with accessible technology laws and policies. √

Demonstrate awareness of one’s digital identity and engage students in learning

activities related to responsible digital communications and virtual community
engagement as related to their digital reputation and identity √

Model and promote equitable and inclusive practices by ensuring all

participants in educational endeavors can access and utilize the necessary tools
for success. +

Appropriately utilize social media and other digital communication and

collaboration tools to market and promote advising, programming, and other
learning-focused interventions and to engage students in these activities.

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

Articulate theories and models that describe the development of college I: During my internship for Preview Days, I was I plan to continue practicing theory in my full-time
students and the conditions and practices that facilitate holistic development able to engage in conversations surrounding career. While I will not use it everyday I do think
Student Learning & Development (e.g. learning, psychosocial and identity development, cognitive-structural, multicultural competency, and to incorporate that there are situations that may arise where
+ theory into the Preview Days experience. At applying theory could be helpful.
typological, environmental, and moral).
Summer Search I was able to develop learning
The Student Learning and outcomes for some of the programming that I did
Development competency area Articulate how race, ethnicity, nationality, class, gender, age, sexual for the high school seniors. In addition, I got to
addresses the concepts and orientation, gender identity, dis/ability, and religious belief can influence advise the students on their transition into college
principles of student development development during the college years. + using student development theory.
and learning theory. This includes
the ability to apply theory to W: In my assistantship, I have been able to engage
improve and inform student affairs Identify the strengths and limitations in applying existing theories and models in assessment processes in order to inform the
practice, as well as understanding to varying student demographic groups. future departmental practices.
teaching and training theory and +
practice. C: This competency has shown up within Student
Articulate one’s own developmental journey in relation to formal theories.
√ Development Theory course primarily.
Understanding what it means to truly put theory to
practice has been critical to my development as a
future practitioner.
Identify one’s own informal theories of student development (‘theories in use’)
Overall Rating: and how they can be informed by formal theories to enhance work with

01 2 3 4 5

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

Differentiate among assessment, program review, evaluation, planning, and W: In my work, I have been involved in some of While I feel as though I developed this competency
research and the methodologies appropriate to each. √ the Assessment and Evaluation processes for further than before, I still feel as though there are
Assessment, Evaluation, & student leaders within Housing & Residence Life. more areas for improvement. I think I will be more
Research intentional about professional development
Effectively articulate, interpret, and apply results of AER reports and studies, I: This competency was enhanced through my opportunities that discuss AER and the ways in
including professional literature. √ research on supporting Men of Color and which I can apply it into my day to day practice.
The Assessment, Evaluation, and Undocumented Students at Summer Search. I was
Research competency area (AER) able to disaggregate data, provide the team with As I reflect upon my first-year experience, it is
Select AER methods, methodologies, designs and tools that fit with research
focuses on the ability to use, design, findings, recommendations, and feedback to enlightening to know that most of the skills that I
and evaluation efforts using current technology and methods. √
conduct, and critique qualitative and improve their practice. felt I needed experience in, I now feel competent in.
quantitative AER analyses; to
manage organizations using AER Facilitate appropriate data collection for system/department-wide assessment Coursework: Best Practices helped me to
processes and the results obtained and evaluation efforts using up-to-date technology and methods. √ understand the way that AER is incorporated into
from them; and to practice based on institutional type, functional,
shape the political and ethical Assess legitimacy, trustworthiness and/or validity of studies of various area, and role. Intro to Educational Research
climate surrounding AER processes methodological designs (e.g. qualitative vs. quantitative, theoretical √ helped me to gain foundational knowledge about
and uses on campus. perspective, epistemological approach) AER.
Consider rudimentary strengths and limitations of various methodological AER
approaches in the application of findings to practice in diverse institutional √ O: I would also say that my prior educational
Overall Rating: settings and with diverse student populations research experience as an undergraduate McNair
Explain the necessity to follow institutional and divisional procedures and Scholar has provided me with first-hand
01 2 3 4 5 policies (e.g., IRB approval, informed consent) with regard to ethical experience with the AER process and
assessment, evaluation, and other research activities. √ understanding the importance of adhering to
institutional and divisional procedures and
policies (IRB, Informed Consent).
Ensure all communications of AER results are accurate, responsible, and
effective. +

Identify the political and educational sensitivity of raw and partially processed
data and AER results, handling them with appropriate confidentiality and √
deference to the organizational hierarchy.
Design program and learning outcomes that are appropriately clear, specific,
and measurable, are informed by theoretical frameworks, and that align with
organizational outcomes, goals, and values. +

Explain to students and colleagues the relationship of AER processes to

learning outcomes and goals. √