Professional Competency Areas for Student Affairs Educators (ACPA and NASPA, 2015)
Overall Competency Ratings Specific Skill Ratings Evidence of Learning
0= no exposure to and no experience in this competency (+)= highly competent W= Work 1= minimal exposure to but no experience in this competency (√)= competent I= Internship 2= moderate exposure to and minimal experience in this competency (∆)= area of improvement/experience needed C= Coursework 3= moderate experience in this competency V= Volunteer Work 4= experience in this competency O= Other 5= much experience in this competency, basic master has been achieved Competency Area: Personal and Ethical Foundations Overall Competency Rating Level The Personal and Ethical Foundations competency area involves the knowledge, skills, and dispositions to develop and maintain integrity in one’s life and work; this includes thoughtful development, critique, and adherence to a holistic and comprehensive standard of ethics and commitment to one’s own wellness and growth. Personal and ethical foundations are 4 Foundational aligned because integrity has an internal locus informed by a combination of external ethical guidelines, an internal voice of care, and our own lived experiences. Our personal and ethical foundations grow through a process of curiosity, reflection, and self-authorship. Skill Rating Evidence of Learning Future Development Articulate key elements of one’s set of personal beliefs and commitments (e.g., values, morals, goals, desires, self- (+) W: My work is about Continually reflect definitions), as well as the source of each (e.g., self, peers, family, or one or more larger communities). promoting equitable on my beliefs and Articulate one’s personal code of ethics for student affairs practice, informed by the ethical statements of professional (√) outcomes for my values and seek out student affairs associations and their foundational ethical principles. students, who often conversations with Describe the ethical statements and their foundational principles of any professional associations directly relevant to one’s (∆) have already faced others about their working context. injustice because of personal code of Identify ethical issues in the course of one’s job. (√) their identities, and ethics in the field. Explain how one’s behavior reflects the ethical statements of the profession and address lapses in one’s own ethical (√) ensuring that the Engage with student institution is doing no affairs associations behavior. harm. While planning to stay connected Appropriately question institutional actions which are not consistent with ethical standards. (√) program closures, I with shared Utilize institutional and professional resources to assist with ethical issues (e.g., consultation with appropriate mentors, (√) worked closely with standards of ethical supervisors and/or colleagues, consultation with an association’s ethics committee). deans and faculty to conduct. Articulate awareness and understanding of one’s attitudes, values, beliefs, assumptions, biases, and identity how they affect (+) ensure that the If I or others sense one’s integrity and work with others. institution teaches out that an ethical lapse Take responsibility to broaden perspectives by participating in activities that challenge one’s beliefs. (+) students to degree may have occurred Identify the challenges associated with balancing personal and professional responsibilities, and recognize the intersection of (+) completion and give during my work with one’s personal and professional life. ample support during students, take the Identify one’s primary work responsibilities and, with appropriate, ongoing feedback, craft a realistic, summative self- (+) these transitions. time to reflect. appraisal of one’s strengths and limitations. I: My internship was Speak with others to Articulate an understanding that wellness is a broad concept comprised of emotional, physical, social, environmental, (+) grounded in verifying figure out what the relational, spiritual, moral, and intellectual elements. that minoritized response should students participated have been and to Recognize and articulate healthy habits for better living. (+) in high-impact determine what still Identify positive and negative impacts on wellness and, as appropriate, seek assistance from available resources. (+) practices (HIPs) at the can be done to Identify and describe personal and professional responsibilities inherent to excellence in practice. (√) same rates as other address that lapse. Recognize the importance of reflection in personal, professional, and ethical development. (+) student groups and Take advantage of were connected to the uncomfortable same benefits that are situations to learn associated with HIPs. and grow and C: SDAD 5800, Higher develop my ethical Education Law, practice. introduced me to the Practice self-care, laws that protect scheduling it if student rights and necessary, and take highlighted the need time to instill to go beyond legal healthy habits. requirements to enact . ethical practice. Competency Area: Values, Philosophy, and History Overall Competency Rating Level The Values, Philosophy, and History competency area involves knowledge, skills, and dispositions that connect the history, philosophy, and values of the student affairs profession to one’s current professional practice. This competency area embodies the foundations of the profession from which current and future research, scholarship, and practice will change 4 Foundational and grow. The commitment to demonstrating this competency area ensures that our present and future practices are informed by an understanding of the profession’s history, philosophy, and values.
Skill Rating Evidence of Learning Future Development
Describe the foundational philosophies, disciplines, and values of the profession. (√) W and I: Through my Attend campus Articulate the historical contexts of institutional types and functional areas within higher education and student affairs. (+) work and internship, I activities and town have recognized how hall meetings and Describe the various research, philosophies, and scholars that defined the profession. (√) different institutional join committees and Demonstrate responsible campus citizenship and participation in the campus community. (√) types have similar associations to foundations and augment my main Describe the roles of faculty, academic affairs, and student affairs educators in the institution. (+) values, but enact their job responsibilities. Explain the importance of service to the institution and to student affairs professional associations. (√) missions in distinct Center my work Learn and articulate the principles of professional practice. (√) ways. I have met around representing professionals at a departmental and Articulate the history of the inclusion and exclusion of people with a variety of identities in higher education. (+) variety of levels and institutional missions Explain the role and responsibilities of student affairs professional associations. (√) have a strong sense of and values. Explain the purpose and use of publications that incorporate the philosophy and values of the profession. (√) their differing purpose Continue to read within the institution. histories as new Explain the public role and societal benefits of students affairs in particular and of higher education in general. (+) Finally, I have seen voices emerge within Articulate an understanding of the ongoing nature of the history of higher education and one's role in shaping it. (+) who one can join higher education. Be able to model the principles of the profession and expect the same from colleagues and supervisees. (+) committees and Regularly read affiliation groups to research and articles Explain how the values of the profession contribute to sustainable practices. (∆) promote other that document and Articulate the changing nature of the global student affairs profession and communicate the need to provide a contextual (+) interests and causes justify the value of understanding of higher education. not directly tied to student affairs work. one’s core work. Have conversations C: SDAD 5300, with other Foundations of the practitioners about Student Affairs new directions, Profession, introduced strategies, and goals me to the ideas and within higher values the inform education and student affairs work. student affairs. SDAD 5810, History of Widen my network Higher Education, to include global taught me the history practitioners and of higher education practitioners who and how these work with enacted values have international shifted over time to students and study reflect changing abroad to promote a student populations global perspective of and environments. the work. Competency Area: Assessment, Evaluation, and Research Overall Competency Rating Level The Assessment, Evaluation, and Research competency area focuses on the ability to design, conduct, critique, and use various AER methodologies and the results obtained from them, to utilize AER processes and their results to inform practice, and to shape the political and ethical climate surrounding AER processes and uses in higher education. 5 Foundational
Skill Rating Evidence of Learning Future Development
Differentiate among assessment, program review, evaluation, planning, and research as well as the methods appropriate to (+) W: As a research Incorporate each. assistant, I observed sustainable Select AER methods, methodologies, designs, and tools that fit with research and evaluation questions and with assessment (+) how to begin a study, assessment and and review purposes. from pursuing IRB evaluation to inform Facilitate appropriate data collection for system/department-wide assessment and evaluation efforts using current (+) approval to forming my practice. technology and methods. research questions Read and interpret Effectively articulate, interpret, and apply results of AER reports and studies, including professional literature. (+) around the available new research; try to literature. I also Assess the legitimacy, trustworthiness, and/ or validity of studies of various methods and methodological designs (e.g. (√) find reports contributed to an qualitative vs. quantitative, theoretical perspective, epistemological approach). regarding the extensive lit review. Consider rudimentary strengths and limitations of various methodological AER approaches in the application of findings to (+) implementation of I: My internship was practice in diverse institutional settings and with diverse student populations. new practices in assessment work. I did Explain the necessity to follow institutional and divisional procedures and policies (e.g., IRB approval, informed consent) with (√) diverse settings. a descriptive data regard to ethical assessment, evaluation, and other research activities. analysis of over Participate in Ensure all communications of AER results are accurate, responsible, and effective. (+) 23,000 student committees and Identify the political and educational sensitivity of raw and partially processed data and AER results, handling them with (+) records to see which other cross-campus appropriate confidentiality and deference to organizational hierarchies. students were groups to promote Design program and learning outcomes that are appropriately clear, specific, and measureable, that are informed by (√) participating in high- the use and theoretical frameworks and that align with organizational outcomes, goals, and values. impact practices and implementation of Explain to students and colleagues the relationship of AER processes to learning outcomes and goals. (+) how often. I created sustainable visualization graphs to for a narrative around assessment. the data. I also helped Connect with create qualitative Institutional evaluation rubrics. Research to see C: SDAD 5750, Best what assessment Practices, focused work is happening around examining at my institution. assessment practices Keep current on across institutions and theories and taught me how frameworks that are assessments can be informing new home-grown and sustainable. SDAD research within the 5000, Introduction to field. Educational Research, taught me the basics of how research is conducted. Competency Area: Law, Policy, and Governance Overall Competency Rating Level The Law, Policy, and Governance competency area includes the knowledge, skills, and dispositions relating to policy development processes used in various contexts, the application of legal constructs, compliance/policy issues, and the understanding of governance structures and their impact on one’s professional practice. 3 Foundational
Skill Rating Evidence of Learning Future Development
Describe the systems used to govern public, private, and for-profit institutions of all types (two-year, four-year, graduate, (∆) W: I completed Read articles and professional, vocational, etc.) in one’s state/province and nation. training on non- news reports about Explain the differences between public, private, and for-profit higher education with respect to the legal system and what (√) discrimination laws new laws, policies, they may mean for respective students, faculty, and student affairs professionals. and FERPA regulation. and judicial rulings Describe how national and state/provincial constitutions and laws influence the rights of students, faculty, and staff on all (√) I have attended town that affect higher types of college campuses. hall meetings as SSC education. Describe evolving laws, policies, and judicial rulings that influence the student-institutional relationship and how they affect (√) has developed their Know the specific professional practice. strategic plan for policies in place at Act in accordance with national, state/ provincial, and local laws and with institutional policies regarding non-discrimination. (√) system integration. I my institution. have seen how policy Network with Identify major internal and external stakeholders, policymakers, and special interest groups who influence policy at the (+) is developed alongside campus Title IX national, state/provincial, local, and institutional levels. state direction as SSC coordinators. Describe the governance systems at one’s institution including the governance structures for faculty, student affairs (+) moves towards a Participate in professionals, staff, and students. Guided Pathways institutional Describe how policy is developed and implemented in one’s department and institution, as well as the local, state/province, (√) model. I also have governance by and national levels of government. attended workshops attending town hall Know when and how to consult with one’s immediate supervisor and institutional legal counsel regarding matters that may (√) about the supports meetings, reading have legal ramifications. and legal resources campus memos, and Explain concepts of risk management, reasonable accommodation, and enact liability reduction strategies. (√) available to undocumented participating with Demonstrate awareness of inequitable and oppressive ways that laws and policies are enacted on vulnerable student (√) students. my union. populations at national, state/provincial, local, and institutional levels. C: SDAD 5800, Higher Continue to stay Describe the student conduct process at the institutional level and demonstrate concern for the legal, social, moral, (+) Education Law, current on how to educational, and ethical expectations of the community. introduced me to the help undocumented Encourage and advocate participation in national, state/provincial, local, and institutional electoral processes as applicable. (√) case law that affects students and the student affairs political landscape practice. SDAD 5760, around DACA. Leadership and Learn about Governance in Post- educational Secondary Education, lobbyists and their taught me multiple governance models current focuses. and gave me the opportunity to observe UW Board of Trustee meetings to see governance in action. Competency Area: Human and Organizational Resources Overall Competency Rating Level The Human and Organizational Resources competency area includes knowledge, skills, and dispositions used in the management of institutional human capital, financial, and physical resources. This competency area recognizes that student affairs professionals bring personal strengths and grow as managers through challenging themselves to build new skills in the 4 Foundational selection, supervision, motivation, and formal evaluation of staff; resolution of conflict; management of the politics of organizational discourse; and the effective application of strategies and techniques associated with financial resources, facilities management, fundraising, technology, crisis management, risk management and sustainable resources. Skill Rating Evidence of Learning Future Development Demonstrate effective stewardship/use of resources (i.e., financial, human, material) (+) W: I am part of an Sit in on budget and Describe campus protocols for responding to significant incidents and campus crises. (√) employee affiliation planning meetings; group that promotes read minutes for Describe environmentally sensitive issues and explain how one’s work can incorporate elements of sustainability. (√) fair and equitable cabinet meetings. Use technological resources with respect to maximizing the efficiency and effectiveness of one’s work. (+) hiring practices. I use Read campus the Intercultural protocols, practice Describe ethical hiring techniques and institutional hiring policies, procedures, and processes. (+) Development crisis drills. Demonstrate familiarity in basic tenets of supervision and possible application of these supervision techniques. (+) Inventory to develop Get training on new Explain how job descriptions are designed and support overall staffing patterns in one’s work setting. (√) my multicultural technologies. Design a professional development plan that assesses one’s current strengths and weaknesses, and establishes action items (+) competence. In my Attend public hiring previous career, I forums and panels. for fostering an appropriate pace of growth. supervised employees Learn theory Explain the application of introductory motivational techniques with students, staff, and others. (+) and created training regarding effective Describe the basic premises that underlie conflict in and the constructs utilized for facilitating conflict resolution. (+) plans and conducted management and Develop and utilize appropriate meeting materials (e.g. facilitation skills, agenda, notes/ minutes). (+) annual performance motivational reviews. I used techniques to apply Communicate with others using effective verbal and non-verbal strategies appropriate to the situation in ways that the (+) motivational person(s) with whom you are engaged prefers. in practice. techniques when Request that I have Recognize how networks in organizations play a role in how work gets accomplished. (+) onboarding new staff. a mid-year review to Understand the relational roles partners, allies, and adversaries play in the completion of goals and work assignments. (+) I also mediated generate a Explain the basic tenets of personal or organizational risk and liability as they relate to one’s work. (√) workplace conflict development plan, between employees. I an annual review to Provide constructive feedback in a timely manner. (+) used budgets to make assess progress, and Advocate for equitable hiring practices. (+) staffing decisions. regular check-in's in I: I observed public between; use Articulate basic institutional accounting techniques for budgeting as well as monitoring and processing revenue and (√) portions of the UWB measureables. expenditures. hiring process. My Attend professional Effectively and appropriately use facilities management procedures as related to operating a facility or program in a facility. (√) project spanned workshops on Demonstrate an understanding of how physical space impacts the institution’s educational mission. (√) offices and showed conflict resolution Understand the basic concepts of facilities management and institutional policies related to energy usage and environmental (∆) the connections and multicultural sustainability. across departments. communication. C: SDAD 5850, Higher Join committees to Education Finance, advocate for ethical introduced me to hiring practices. budget management Keep current on within higher higher education education, in office responses to and across campus. sustainability issues. Competency Area: Leadership Overall Competency Rating Level The Leadership competency area addresses the knowledge, skills, and dispositions required of a leader, with or without positional authority. Leadership involves both the individual role of a leader and the leadership process of individuals working together to envision, plan, and affect change in organizations and respond to broad- based constituencies and issues. This 4 Foundational can include working with students, student affairs colleagues, faculty, and community members. This section is organized by the leadership learning concepts of Education, construct knowledge and articulation; Training, skill identification and enhancement; Development, personal reflection and growth; and Engagement, active participation and application. Skill Rating Evidence of Learning Future Development Articulate the vision and mission of the primary work unit, the division, and the institution. (+) W: I attend Attend leadership Identify and understand individual-level constructs of “leader” and “leadership.” (√) professional workshops and development retreats to develop Explain the values and processes that lead to organizational improvement. (√) opportunities leadership skills. Explain the advantages and disadvantages of different types of decision-making processes (e.g. consensus, majority vote, and (√) whenever possible to Attend town hall decision by authority). improve my meetings, public Identify institutional traditions, mores, and organizational structures (e.g., hierarchy, networks, governing groups, (+) leadership skills and forums, and read technological resources, nature of power, policies, goals, agendas and resource allocation processes) and how they influence knowledge. I work closely with deans and cabinet minutes to others to act in the organization. faculty to provide a observe leadership Identify one’s own strengths and challenges as a leader and seek opportunities to develop leadership skills. (+) supportive advising models in practice. Identify basic fundamentals of teamwork and teambuilding in one’s work setting and communities of practice. (√) experience for Expand professional Describe and apply the basic principles of community building. (+) students. I also read network to include Describe how one’s personal values, beliefs, histories, and perspectives inform one’s view of oneself as an effective leader (+) cabinet minutes and practitioners in with and without roles of authority. attend public forums different functional Build mutually supportive relationships with colleagues and students across similarities and differences (+) so I know what areas, faculty, leadership is doing at students, and Understand campus cultures (e.g. academic, student, professorial, administrative) and apply that understanding to one’s (+) my institution. work. community I: In my internship, I Use appropriate technology to support leadership processes (e.g. seeking input or feedback, sharing decisions, posting data (√) organizers. observed multiple that supports decisions, use group support website tools). styles of leadership Promote team- Think critically, creatively, and imagine possibilities for solutions that do not currently exist or are not apparent. (+) and saw collaborative building and Identify and consult with key stakeholders and individuals with differing perspectives to make informed decisions. (+) leadership in practice. collaborative work C: STML 5740, within my practice. Articulate the logic and impact of decisions on groups of people, institutional structures (e.g. divisions, departments), and (+) Leadership in a Look to leadership implications for practice. Pluralistic Society, models in other Exhibit informed confidence in the capacity of individuals to organize and take action to transform their communities and (+) introduced me to disciplines to see world. leadership models what might be Within the scope of one’s position and expertise, lead others to contribute toward the effectiveness and success of the (+) that are grounded in applied to a student organization. promoting inclusivity affairs context. and diversity. Competency Area: Social Justice and Inclusion Overall Competency Rating Level For the purpose of the Social Justice and Inclusion competency area, social justice is defined as both a process and a goal that includes the knowledge, skills, and dispositions needed to create learning environments that foster equitable participation of all groups and seeks to address issues of oppression, privilege, and power. This competency involves student affairs educators who have a sense of their own agency and social responsibility that includes others, their community, and 5 Foundational the larger global context. Student affairs educators may incorporate social justice and inclusion competencies into their practice through seeking to meet the needs of all groups, equitably distributing resources, raising social consciousness, and repairing past and current harms on campus communities. Skill Rating Evidence of Learning Future Development Identify systems of socialization that influence one’s multiple identities and sociopolitical perspectives and how they impact (+) W: Daily, I work with Attend multicultural one’s lived experiences. students from diverse workshops and Understand how one is affected by and participates in maintaining systems of oppression, privilege, and power. (+) backgrounds, many of campus diversity Engage in critical reflection in order to identify one’s own prejudices and biases. (+) whom have battled events. against oppressive Read and listen to Participate in activities that assess and complicate one’s understanding of inclusion, oppression, privilege, and power. (+) systems, and strive to stories from those Integrate knowledge of social justice, inclusion, oppression, privilege, and power into one's practice. (+) provide a sense of of diverse belonging and Connect and build meaningful relationships with others while recognizing the multiple, intersecting identities, perspectives, (+) backgrounds. inclusivity. I am critical and developmental differences people hold. Read social and of my institution, and I Articulate a foundational understanding of social justice and inclusion within the context of higher education. (+) psychological theory call out when Advocate on issues of social justice, oppression, privilege, and power that impact people based on local, national, and global (√) necessary to protect about race, gender, interconnections. student interests. class, and other Also, I am part of an identities, to Asian-American understand how affiliation group on socialization and campus that seeks to oppressive systems promote institutional reproduce. equity and change. Practice written C: EDUC 5150, reflection to Multicultural examine my own Perspectives, EDUC identities, privileges, 5200, Social Justice, and potential biases. and STML 5740, Join and connect Leadership in a with campus Pluralistic Society, all affiliation groups. introduced me to concepts of multicultural competency, systemic oppression, social justice, and how to promote inclusive, engaged diversity, rather than just the tolerance of diversity. Competency Area: Student Learning and Development Overall Competency Rating Level The Student Learning and Development competency area addresses the concepts and principles of student development and learning theory. This includes the ability to apply theory to improve and inform student affairs and teaching practice. 5 Foundational
Skill Rating Evidence of Learning Future Development
Articulate theories and models that describe the development of college students and the conditions and practices that (+) W: I participate in Read research and facilitate holistic development (e.g. learning, psychosocial and identity development, cognitive-structural, typological, workshops and literature around environmental, and moral). seminars that pull in developmental Articulate how race, ethnicity, nationality, class, gender, age, sexual orientation, gender identity, dis/ability, and religious (+) theory and models to apply belief can influence development during the college years. demonstrate how it towards practice Identify the strengths and limitations in applying existing theories and models to varying student demographic groups. (+) might inform practice. with a particular I also apply identity Articulate one’s own developmental journey in relation to formal theories. (+) focus on models theories towards Identify one’s own informal theories of student development (‘theories in use’) and how they can be informed by formal (+) understanding and that shed light on theories to enhance work with students. working with a diverse marginalized Identify dominant perspectives present in some models of student learning and development. (+) student population. populations. Construct learning outcomes for both daily practice as well as teaching and training activities. (√) I: My quantitative Practice written assessment laid the reflection to explore Assess teaching, learning, and training and incorporate the results into practice. (√) ground work for how my social Assess learning outcomes from programs and services and use theory to improve practice. (√) qualitative evaluation development of student experience matches with that would explore theoretical models. questions of identity Use sustainable and development. I assessment and read student essays evaluation to and looked for themes understand student around the student development and experience and how experience as it high-impact practices relates to practice. impacted Participate in development. professional C: SDAD 5400, Student development that Development Theory, applies theory to Research, and practice. Practice, introduced Join or establish a me to the core book club at work to developmental explore student theories that ground affairs literature as a student affairs work group and discuss and how they can be themes and applied to practice. implications. Competency Area: Technology Overall Competency Rating Level The Technology competency area focuses on the use of digital tools, resources, and technologies for the advancement of student learning, development, and success as well as the improved performance of student affairs professionals. Included 3 Foundational within this area are knowledge, skills, and dispositions that lead to the generation of digital literacy and digital citizenship within communities of students, student affairs professionals, faculty members, and colleges and universities. Skill Rating Evidence of Learning Future Development Demonstrate adaptability in the face of fast- paced technological change. (+) W: I use a variety of Attend trainings on Remain current on student and educator adoption patterns of new technologies and familiarize oneself with the purpose and (√) technological tools new technology. functionality of those technologies. and applications For recurring issues, Troubleshoot basic software, hardware, and connectivity problems and refer more complex problems to an appropriate (+) regularly within keep a manual information technology administrator. advising. Many about how to students engage with troubleshoot and Draw upon research, trend data, and environmental scanning to assess the technological readiness and needs of students, (√) online or hybrid train others. 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 (√) coursework, so I have Read updates from worked with them to IT staff. information respecting copyright law and fair use. Model and promote the legal, ethical, and transparent collection, use, and securing of electronic data. (+) troubleshoot issues Maintain my online and connect with IT presence through Ensure compliance with accessible technology laws and policies. (+) and e-learning to management of my Demonstrate awareness of one’s digital identity and engage students in learning activities related to responsible digital (√) facilitate their study. LinkedIn account communications and virtual community engagement as related to their digital reputation and identity. I: I used Excel to and other social Model and promote equitable and inclusive practices by ensuring all participants in educational endeavors can access and (∆) create dynamic data media accounts. utilize the necessary tools for success. visualization charts Join a NASPA Appropriately utilize social media and other digital communication and collaboration tools to market and promote advising, (√) that helped provide an learning community. programming, and other learning-focused interventions and to engage students in these activities. easy to see narrative Read literature Engage in personal and professional digital learning communities and personal learning networks at the local, national, (√) within the data. about online and and/or global level. C: SDAD 5900, hybrid courses to Design, implement, and assess technologically-rich learning experiences for students and other stakeholders that model (∆) Capstone Seminar, is learn best practices. effective use of visual and interactive media centered around Explore online creating a website and advising models, Ensure that one’s educational work with and service to students is inclusive of students participating in online and hybrid (√) establishing an online texting for format courses and programs. professional presence. appointment Incorporate commonly utilized technological tools and platforms including social medial and other digital communication and (√) EDUC 5130, Adult reminders, and the collaboration tools into one’s work. Learning, was an use of social media online course and accounts to gave me direct promote the experience as to what advising services distance learning feels and events. like and the available technology to help foster a collaborative and integrated learning experience. Competency Area: Advising and Supporting Overall Competency Rating Level The Advising and Supporting competency area addresses the knowledge, skills, and dispositions related to providing advising and support to individuals and groups through direction, feedback, critique, referral, and guidance. Through developing 5 Foundational advising and supporting strategies that take into account self-knowledge and the needs of others, we play critical roles in advancing the holistic wellness of ourselves, our students, and our colleagues. Skill Rating Evidence of Learning Future Development Exhibit culturally inclusive active listening skills (e.g., appropriately establishing interpersonal contact, paraphrasing, (+) W: As an academic Attend workshops perception checking, summarizing, questioning, encouraging, avoid interrupting, clarifying). advisor, and I seek to to further develop Establish rapport with students, groups, colleagues, and others that acknowledges differences in lived experiences. (+) promote relationship- communication and Recognize the strengths and limitations of one’s own worldview on communication with others (e.g., how terminology could (+) building over advising skills. either liberate or constrain others with different gender identities, sexual orientations, abilities, cultural backgrounds, etc.). transactional advising. Get trained as an I develop student skills Intercultural Facilitate reflection to make meaning from experiences with students, groups, colleagues, and others. (+) so they can navigate Directory Inventory Conscientiously use appropriate nonverbal communication. (+) the higher educational facilitator. Facilitate problem-solving. (√) system and / or know Explore tools that where to find support promote student Facilitate individual decision-making and goal- setting. (+) and resources as decision-making and Appropriately challenge and support students and colleagues. (+) necessary. I refer goal-setting skills. Know and use referral sources (e.g., other offices, outside agencies, knowledge sources), and exhibit referral skills in seeking (+) students to campus Network with expert assistance. and community advisors across Identify when and with whom to implement appropriate crisis management and intervention responses. (+) partners so they have campus, TRiO, wrap-around support. AANAPISI, Maintain an appropriate degree of confidentiality that follows applicable legal and licensing requirements, facilitates the (√) I also attend advising international, and development of trusting relationships, and recognizes when confidentiality should be broken to protect the student or others workshops to increase career, as well as Seek opportunities to expand one’s own knowledge and skills in helping students with specific concerns (e.g., relationship (+) my knowledge around counselors to issues, navigating systems of oppression, or suicidality) as well as interfacing with specific populations within the college best practices and establish best student environment (e.g., student veterans, low- income students, etc.). available resources. practices and Utilize virtual resources and technology to meet the advising and supporting needs of students. (√) C: COUN 5120, Career establish service Know and follow applicable laws, policies, and professional ethical guidelines relevant to advising and supporting students’ (√) Counseling, consistency (as development. introduced me to possible). career counseling Explore online models that are also advising models, applicable to pre- texting for major students and appointment have helped ground reminders, and the my practice in theory. use of social media EDUC 5150, accounts to Multicultural promote the Perspectives, and advising services EDUC 5200, Social and events. Justice, have both helped me in understanding the experience of diverse student populations.