Anda di halaman 1dari 14

Artifact H: Knowledge, Skills, and Competencies Analysis

ASSESSMENT KEY

Overall Competency Rating: 0= no expos re to an! no experience in t"is competency #= minimal expos re to $ t no experience in t"is competency %= mo!erate expos re to an! minimal experience in t"is competency &= mo!erate experience in t"is competency '= experience in t"is competency (= m c" experience in t"is competency) $asic master "as $een ac"ieve! Speci*ic S+ill Rating: ,-.= "ig"ly competent ,/.= competent ,0.= area o* improvement1experience nee!e! Evi!ence o* 2earning: 3= 3or+ 4= 4nterns"ip C= Co rse5or+ 6= 6ol nteer 5or+ O= Ot"er

7Note: All competency !escriptions are ta+en *rom t"e ACPA and NASPA Professional Competency Areas for Student Affairs Practitioners ,%0#0.

ACPA/NASPA Competency Area


Ad ising % Helping T"e A!vising an! 8elping competency area a!!resses t"e +no5le!ge) s+ills) an! attit !es relate! to provi!ing co nseling an! a!vising s pport) !irection) *ee!$ac+) criti9 e) re*erral) an! g i!ance to in!ivi! als an! gro ps:

Skill
Ex"i$it active listening s+ills ,e:g:) appropriately esta$lis"ing interpersonal contact) parap"rasing) perception c"ec+ing) s mmari;ing) 9 estioning) enco raging) avoi! interr pting) clari*ying.: Esta$lis" rapport 5it" st !ents) gro ps) colleag es) an! ot"ers: ?acilitate re*lection to ma+e meaning *rom experience: <n!erstan! an! se appropriate nonver$al comm nication: Strategically an! sim ltaneo sly p rs e m ltiple o$>ectives in conversations 5it" st !ents: ?acilitate pro$lem@solving: ?acilitate in!ivi! al !ecision ma+ing an! goal setting: C"allenge an! enco rage st !ents an! colleag es e**ectively: Kno5 an! se re*erral so rces ,e:g:) ot"er o**ices) o tsi!e agencies) +no5le!ge so rces.) an! ex"i$it re*erral s+ills in see+ing expert assistance: 4!enti*y 5"en an! 5it" 5"om to implement appropriate crisis

Specific Rating
'

E idence of !earning
3or+: My gra! ate assistants"ip in Comm ter an! Trans*er St !ent 2i*e at Seattle <niversity allo5s me to practice s+ills on my pai! st !ent sta**) !iverse st !ent pop lations s c" as comm ters) trans*ers) veterans) nontra!itional) gra! ate st !ents an! st !ent parents) as 5ell as colleag es: 4 *acilitate t"eir !evelopment) critical t"in+ing1pro$lem solving a$ility) an! recogni;e t"eir strengt"s an! limitations to +no5 5"en to c"allenge an! s pport st !ents) maintain con*i!entiality) an! learn *rom t"e st !ents 5"ile t"ey sim ltaneo sly learn *rom me: An example 5o l! $e maintaining con*i!entiality o* a st !ent=s !isa$ility t"at t"ey "ave !isclose! to me $ t 4 still nee! to ma+e s re my sta** are traine! on "o5 to s ccess* lly act interact 5it" t"is in!ivi! al) 5it"o t +no5ing it: 4nterns"ip: As an aca!emic a!visor an! retention intern at Casca!ia Comm nity College) 4 5as a$le to listen to 5"at st !ents nee! 5"en setting t"eir e! cational goals *or $ot" s"ort an! long term: Esta$lis"ing rapport) tr st) an! com*ort 5it"in a!vising appointments is especially critical *or st !ents to $ring t"eir e! cational goals to a stranger t"at "as t"e po5er to "elp t"em t"ro g" a !i**ic lt navigational time: Co rse5or+:

"#t#re $mpro ement % &e elopment


My * t re improvement an! !evelopment o* a!vising an! "elping incl !es se o* re*lection) in!epen!ently operating to exercise crisis management s+ills: Re*lection: 8aving t"e opport nity to se re*lection to *acilitate personal o$>ectives) strengt"s) areas o* improvement) an! goal setting: 4 plan on p rpose* lly incorporating t"is activity 5"en 5it" st !ents as a 5ay to $alance *acilitation o* meaning ma+ing an! allo5ing st !ents to a t"or t"eir o5n s ccesses: 4n!epen!ently operate: O*ten times 4 !epen! on my s pervisor or t"e gro p 4=m 5or+ing 5it" *or pro$lem solving an! assistance 5it" crisis management: 4 !o not "ave vast experience in t"ese areas so 4 ten! to $ring in ot"ers as a 5ay to c"ec+ 5"at 4=m !oing: My plan *or t"e * t re is to in!epen!ently $e a$le to ma+e !ecisions an! "an!le crises 5it"o t t"e assistance o* ot"ers as a 5ay to $ il! con*i!ence in my !ecision ma+ing a$ility) tr st my instincts) an! se ot"ers as reso rces) $ t not $e completely !epen!ent on t"em all

' / ' ' / ' '

Overall Rating: 0 # % &

management an! intervention responses: Maintain an appropriate !egree o* con*i!entiality t"at *ollo5s applica$le legal an! licensing re9 irements) *acilitates t"e !evelopment o* tr sting relations"ips) an! recogni;es 5"en con*i!entiality s"o l! $e $ro+en to protect t"e st !ent or ot"ers: Recogni;e t"e strengt"s an! limitations o* one=s o5n 5orl!vie5 on comm nication 5it" ot"ers ,e:g:) "o5 terminology co l! eit"er li$erate or constrain ot"ers 5it" !i**erent gen!er i!entities) sex al orientations) a$ilities) c lt ral $ac+gro n!s.: Actively see+ o t opport nities to expan! one=s o5n +no5le!ge an! s+ills in "elping st !ents 5it" speci*ic concerns ,e:g:) s ici!al st !ents. an! as 5ell as inter*acing 5it" speci*ic pop lations 5it"in t"e college st !ent environment ,e:g:) st !ent veterans.:

'

SAAA ((B C T"e American Comm nity College presente! t"e opport nity to !o a literat re revie5) pro*essional intervie5) an! gro p presentation on t"e topic o* 4ntr sive A!vising an! its e**icacy at Comm nity Colleges:

t"e time:

'

CO<N (#0 C ? n!amental Co nseling S+ills "as allo5e! me to practice #( !i**erent co nseling responses t"at can $e se! 5"en meeting 5it" st !ents in!ivi! ally an! also in gro ps: T"ese responses allo5 t"e st !ent to explore t"emselves !eeper 5it" my involvement) $ t not !irection: MDMT (E( C 2ea!ing 5it" Emotional 4ntelligence ta g"t me "o5 to assess my sel*@ a5areness) relations"ip management) social a5areness) an! sel*@management: Fy n!erstan!ing "o5 my emotions a**ect $ot" pro*essional an! personal relations"ips) 4 can assist st !ents 5or+ t"ro g" t"eir emotions in pro! ctive 5ays) rat"er t"an !estr ctive 5ays:

'

ACPA/NASPA Competency Area


Assessment, E al#ation, % Researc) T"e Assessment) Eval ation) an! Researc" competency area ,AER. *oc ses on t"e a$ility to se) !esign) con! ct) an! criti9 e 9 alitative an! 9 antitative AER analysesG to manage organi;ations sing AER processes an! t"e res lts o$taine! *rom t"emG an! to s"ape t"e political an! et"ical

Skill
Ai**erentiate among assessment) program revie5) eval ation) planning) an! researc" an! t"e met"o!ologies appropriate to eac": E**ectively artic late) interpret) an! se res lts o* AER reports an! st !ies) incl !ing pro*essional literat re: ?acilitate appropriate !ata collection *or system1!epartment@5i!e assessment an! eval ation e**orts sing p@to@!ate tec"nology an! met"o!s: Assess tr st5ort"iness an! ot"er aspects o* 9 ality in 9 alitative st !ies an! assess t"e trans*era$ility o* t"ese *in!ings to c rrent 5or+ settings: Assess 9 antitative !esigns an! analysis tec"ni9 es) incl !ing *actors t"at mig"t lea! to meas rement pro$lems) s c" as t"ose relating to sampling) vali!ity) an! relia$ility: Explain t"e necessity to *ollo5 instit tional an! !ivisional proce! res an! policies ,e:g:) 4RF approval) in*orme! consent. 5it" regar! to et"ical assessment) eval ation) an!

Specific Rating
/

E idence of !earning
3or+: At my assistants"ip) st !ying t"e pop lations t"at are serve! $y Comm ter an! Trans*er St !ent 2i*e are integral to o r s ccess as a !epartment: <sing assessment !aily to !iscover more a$o t 5"ere o r comm ters are coming *rom) met"o!s o* transportation) comm te time) "o5 t"ey *o n! t"e Collegia Hrogram) etc: "elp s gat"er more in*ormation on 5"at o r comm ters *ace an! 5e can $etter serve t"em: <sing AER allo5s t"e !epartment to see i* o r goals an! learning o tcomes are t"e aligne! 5it" st !ents: 4nterns"ip: 4 "ave se! assessment to !iscover in*ormation a$o t st !ents 5"o "ave $een on aca!emic s spension an! attempte! to ret rn to Casca!ia Comm nity College: ?in!ing o t reasons 5"y st !ents leave t"is instit tion) t"eir DHA) an! types o* classes ta+en "elp me i!enti*y st !ent str ggles an! 5"at improvements can $e ma!e *rom aca!emic a!visors to ai! in t"eir ret rn to Casca!ia: Co rse5or+: EA<C (00 4ntro! ction to E! cation Researc" "elpe! my *o n!ational learning o* 9 alitative an! 9 antitative researc": 4t also intro! ce! me to 4RF stan!ar!s at instit tions) et"ics in researc") an!

"#t#re $mpro ement % &e elopment


My experience 5it" o**icial AER is limite!: 4 "ave plenty o* experience 5it" in*ormal assessment an! eval ation $ t "aven=t !one my o5n researc" or participate! in 4RF certi*ie! pro>ects: 4 plan to !evelop an! improve t"is competency $y ma+ing s re t"e connection o* t"e p rpose o* t"e AER *its in 5it" t"e !epartment) !ivision or instit tion: 4 also nee! to ma+e it a priority *or t"e $etterment o* t"e st !ent experience rat"er t"an > st anot"er t"ing to !o: 4 !on=t 5ant to $e an expert o* !ata collection $ t a novice in p tting t"at !ata to se: 4* !ata is collecte!) it nee!s to $e *or a reason an! t"ere s"o l! $e a goal in place *or t"e se o* t"at !ata: 3"ile 4=m *amiliar 5it" 4RF approval) consent) etc: 4 !on=t *eel con*i!ent eno g" to explain t"e necessity o* it to ot"ers: My competency level can rise $y vol nteering on a camp s committee

/ -

climate s rro n!ing AER processes an! ses on camp s:

Overall Rating: 0 # %

' (

ot"er researc" activities: Explain to st !ents an! colleag es t"e relations"ip o* AER processes to learning o tcomes an! goals: 4!enti*y t"e political an! e! cational sensitivity o* ra5 an! partially processe! !ata an! AER res lts) "an!ling t"em 5it" appropriate con*i!entiality an! !e*erence to t"e organi;ational "ierarc"y: Align program an! learning o tcomes 5it" organi;ation goals an! val es:

researc" !esign:

Ot"er: Tim 3ilson o**ers t"e Assessment Certi*ication Hrogram aime! at aligning goals) learning o tcomes) an! mission statements 5it" 5"at 5e=re analy;ing or trying to researc": T"is co rse is an I 5ee+ co rse ta g"t $y several camp s assessment g r s: Topics covere! 5ere et"ics) privacy) con*i!entiality) an! "o5 to p t researc" practices into se in a real li*e scenario:

*oc se! on !ivision assessment similar to S<=s Aivisional Assessment 3or+ing Dro p ,AA3D.:

ACPA/NASPA Competency Area


E+#ity, &i ersity, % $ncl#sion T"e E9 ity) Aiversity) an! 4ncl sion ,EA4. competency area incl !es t"e +no5le!ge) s+ills) an! attit !es nee!e! to create learning environments t"at are enric"e! 5it" !iverse vie5s an! people: 4t is also !esigne! to create

Skill
4!enti*y t"e contri$ tions o* similar an! !iverse people 5it"in an! to t"e instit tional environment: 4ntegrate c lt ral +no5le!ge 5it" speci*ic an! relevant !iverse iss es on camp s: Assess an! a!!ress one=s o5n a5areness o* EA4) an! artic late one=s o5n !i**erences an! similarities 5it" ot"ers: Aemonstrate personal s+ills associate! 5it" EA4 $y participating in activities t"at c"allenge one=s $elie*s: ?acilitate !ialog e e**ectively among !isparate a !iences: 4nteract 5it" !iverse in!ivi! als an! implement programs) services) an! activities t"at re*lect an n!erstan!ing an! appreciation o* c lt ral an! " man !i**erences: Recogni;e t"e intersectionality o* !iverse i!entities possesse! $y an in!ivi! al: Recogni;e social systems an! t"eir in*l ence on people o* !iverse $ac+gro n!s: Artic late a *o n!ational n!erstan!ing o* social > stice an! t"e role o* "ig"er e! cation) t"e instit tion) t"e !epartment) t"e nit) an! t"e in!ivi! al in * rt"ering its goals: <se appropriate tec"nology to ai! in

Specific Rating
/ -

E idence of !earning
3or+: At my gra! ate assistants"ip) 4 get to 5or+ 5it" st !ents o* all racial1et"nic) age) e! cational $ac+gro n!s) >o$ experience) an! li*e experiences: A lot o* t"e st !ents 4 5or+ 5it" are in t"eir Host@ Faccala reate program) "ave c"il!ren) *amilies) spo ses) 5or+ * ll time or "ave some i!entity t"at 9 ali*ies t"em as Nontra!itional: T"ese li*e experiences an! !iverse vie5points allo5 t"e st !ents to $ring ric" an! *r it* l conversations to t"e ta$le: 4 try to recogni;e 5"atever t"ese st !ents can $ring to t"e ta$le 5"et"er it=s years o* 5or+ experience) international perspectives) li*e experience) etc: Recogni;ing an! val ing t"eir opinions an! perspectives 5"ile ma+ing t"em *eel incl !e! in t"e camp s environment is a cornerstone to my mission: 4nterns"ip: My interns"ip "as allo5e! me to 5or+ 5it" t"e !iverse gro p o* to!ay=s college st !ents incl !ing R nning Start st !ents) veterans) non@ tra!itional st !ents to name a *e5: 4 also play a role in t"e access to "ig"er e! cation: 3or+ing 5it" a 5i!e array o* many st !ents 5it" !i**erent nee!s allo5s me to recogni;e t"e nee!s t"at st !ents "ave an! "o5 to $est !eliver in*ormation to t"em:

"#t#re $mpro ement % &e elopment


E! cating mysel* on EA4 5ill $e a li*elong process: T"ere 5ill al5ays $e somet"ing ne5 to learn) recogni;e) or ret"in+ *or t"e $est interest o* st !ents: 4 *in! mysel* nee!ing more e! cation on "o5 to *acilitate !ialog e e**ectively among !isparate a !iences: 4=m still $ecoming com*orta$le 5it" $eing in t"e !ialog e so once 4 $ecome more com*orta$le 5it" $eing in t"e "ot seat) 4 5ill slo5ly $ecome more com*orta$le 5it" *acilitating: T"e 5ay 4 can !evelop t"is is $y not s"ying a5ay *rom t"e !i**ic lt !iversity conversations t"at nee! to "appen to allo5 st !ents) sta** an! *ac lty to gro5: My context o* Social J stice an! EA4 are *rom an American context: 4 !on=t "ave a lot o* glo$al perspective on EA4 so $ecoming more internationally competent on "o5 c lt re e**ects st !ents 5ill $e critical *or my s ccess: An example o* my social > stice "as c"ange! *or me is t"ro g" con*erences li+e t"e 3"ite Hrivilege Con*erence an! t"e Seattle Race Con*erence: 4n t"e * t re) 4=! li+e to contin e t"ese pro*essional

an instit tional et"os t"at accepts an! cele$rates !i**erences among people) "elping to *ree t"em o* any misconceptions an! pre> !ices: Overall Rating: 0 # % &

i!enti*ying in!ivi! als 5it" !iverse $ac+gro n!s as 5ell as assessing progress to5ar!s s ccess* l integration o* t"ese in!ivi! als into t"e camp s environment: Aesign c lt rally relevant an! incl sive programs) services) policies) an! practices: Aemonstrate *air treatment to all in!ivi! als an! c"ange aspects o* t"e environment t"at !o not promote *air treatment: 4!enti*y t"e contri$ tions o* similar an! !iverse people 5it"in an! to t"e instit tional environment:

Co rse5or+: SAAA (EI St !ent Aevelopment T"eory intro! ce! me to t"e concept o* Yosso=s Comm nity C lt ral 3ealt" an! "o5 st !ents "ave so many !i**erent +in!s o* capital t"at can $e val a$le in to!ay=s "ig"er e! cation instit tion: Feca se o* t"is *rame5or+) 4 see t"e !i**erences t"at st !ents $ring to t"e ta$le as assets: 4 5as a$le to create) along 5it" a gro p) a st !ent training *oc se! on systemic oppression in t"e e! cation system: EA<C (%0 Social J stice intro! ce! me to concepts li+e moral excl sion an! t"e in!ivi! al) instit tional) an! systemic *orms o* in> stices an! ine9 ities t"at c rrently exist in to!ay=s society: Ot"er: Atten!ance C 3"ite Hrivilege Con*erence %0#&: T"is con*erence 5as *oc se! on t"e Kcolor o* moneyL an! "o5 socioeconomic !isparities are present in every !ay sit ations an! contri$ te to system iss es *or certain pop lations:

!evelopment opport nities:

ACPA/NASPA Competency Area


Et)ical Professional Practice
T"e Et"ical Hro*essional Hractice competency area pertains to t"e +no5le!ge) s+ills) an! attit !es nee!e! to n!erstan! an! apply et"ical stan!ar!s to one=s 5or+: 3"ile et"ics is an integral component o* all t"e competency areas) t"is competency area *oc ses speci*ically on t"e integration o* et"ics into all aspects o* sel* an! pro*essional practice: Overall Rating:

Skill
Artic late one=s personal co!e o* et"ics *or st !ent a**airs practice) 5"ic" re*lects t"e et"ical statements o* pro*essional st !ent a**airs associations an! t"eir *o n!ational et"ical principles: Aescri$e t"e et"ical statements an! t"eir *o n!ational principles o* any pro*essional associations !irectly relevant to one=s 5or+ing context: Explain "o5 one=s $e"avior em$o!ies t"e et"ical statements o* t"e pro*ession) partic larly in relations"ips 5it" st !ents an! colleag es) in t"e se o* tec"nology an! s staina$le practices) in pro*essional settings an! meetings) in glo$al relations"ips) an! 5"ile participating in >o$ searc" processes: 4!enti*y et"ical iss es in t"e co rse o* one=s >o$: <tili;e instit tional an! pro*essional reso rces to assist 5it" et"ical iss es ,e:g:) cons ltation 5it" more experience! s pervisors an!1or colleag es) cons ltation 5it" an association=s Et"ics Committee.: Assist st !ents in et"ical !ecision ma+ing an! ma+e re*errals to more experience! pro*essionals 5"en appropriate: Aemonstrate an n!erstan!ing o* t"e role o* $elie*s an! val es in personal integrity an! pro*essional et"ical practices: Appropriately a!!ress instit tional actions t"at are not consistent 5it" et"ical stan!ar!s: Aemonstrate an et"ical commitment to > st an! s staina$le practices:

Specific Rating
/

E idence of !earning
3or+: 4=m a$le to practice my every !ay et"ical !ecision ma+ing $y $eing *ace! 5it" st !ent employment !issatis*action) en*orcing instit tion mission1val es) an! colla$orating 5it" colleag es on et"ical grey areas s c" as $o n!aries 5it" colleag es an! st !ent relations"ips as an example: 4nterns"ip1Co rse5or+: SAAA (M'@(MM incl !es an Et"ics an! 6al es 4ntervie5 5it" a pro*essional in t"e *iel!: 4=ve $een a$le to "ear real li*e et"ical !ilemmas an! "o5 pro*essionals !eci!e! to !eal 5it" t"em: 4=ve also learne! a$o t t"e areas o* !omain) pop lations a**ecte! an! !ecision ma+ing process *or t"ose in!ivi! als: SAAA (EM: Feing a$le to criti9 e t"e et"ics an! !ecision ma+ing process o* lea!ers o* real niversities 5as inval a$le an! gave me a lot o* instit tional an! personal *actors to ta+e into acco nt 5"en "aving a lot o* in*l ence or po5er:

"#t#re $mpro ement % &e elopment


4 *eel t"at my c rrent position an!

interns"ips "aven=t p t me into *orce! et"ical !ecision ma+ing on $e"al* o* a !epartment or t"e <niversity: <pon getting more responsi$ility) 4=ll $e a$le to p t into practice my et"ical !ecision ma+ing: 4 *eel t"at my personal co!e o* et"ics "asn=t * lly !evelopment $eca se 4 "aven=t $een c"allenge! in a 5ay *or me to see i* t"ey are > sti*ia$le or s staina$le: 4=! $e c rio s to see "o5 pro*essionals *ace t"e !ilemma o* instit tion vs: personal et"ics an! "o5 t"ey go a$o t t"eir !ecision ma+ing process: ?rom my et"ical intervie5s *rom 4nterns"ip class) 4=ve "ear! *rom t5o pro*essionals an! "o5 t"ey go a$o t ma+ing et"ical !ecisions $ t 4 5ant to "ear *rom more people: 4n*ormational et"ical intervie5s can $e somet"ing 4 !o in t"e * t re: 3it" my pro*essional an! st !ent sta** t"at 4 5ill $e 5or+ing 5it" or s pervising) 4=ll nee! to constantly lea! $y example in $eing intentional a$o t applying et"ical stan!ar!s to not > st my 5or+) $ t everyone=s:

/ /

0 # %

*'(

ACPA/NASPA Competency Area


History, P)ilosop)y, % ,al#es
T"e 8istory) H"ilosop"y) an! 6al es competency area involves +no5le!ge) s+ills) an! attit !es t"at connect t"e "istory) p"ilosop"y) an! val es o* t"e pro*ession to one=s c rrent pro*essional practice: T"is competency area em$o!ies t"e *o n!ations o* t"e pro*ession *rom 5"ic" c rrent an! * t re researc" an! practice 5ill gro5: T"e commitment to !emonstrating t"is competency area ens res t"at o r present an! * t re practices are in*orme! $y an n!erstan!ing o* o r "istory) p"ilosop"y) an! val es:

Skill
Aescri$e t"e *o n!ational p"ilosop"ies) !isciplines) an! val es on 5"ic" t"e pro*ession is $ ilt: Artic late t"e "istorical contexts o* instit tional types an! * nctional areas 5it"in "ig"er e! cation an! st !ent a**airs: Aescri$e t"e vario s p"ilosop"ies t"at !e*ine t"e pro*ession: Aemonstrate responsi$le camp s citi;ens"ip: Aemonstrate empat"y an! compassion *or st !ent nee!s: Aescri$e t"e roles o* $ot" *ac lty an! st !ent a**airs e! cators in t"e aca!emy: Explain t"e importance o* service to t"e aca!emy an! to st !ent a**airs pro*essional associations: Artic late t"e principles o* pro*essional practice: Artic late t"e "istory o* t"e incl sion an! excl sion o* people 5it" a variety o* i!entities in "ig"er e! cation: Explain t"e role an! responsi$ilities o* t"e st !ent a**airs pro*essional associations: Explain t"e p rpose an! se o* p $lications t"at incorporate t"e p"ilosop"y an! val es o* t"e pro*ession: Explain t"e p $lic role an! societal $ene*its o* st !ent a**airs an! o* "ig"er e! cation generally: Artic late an n!erstan!ing o* t"e ongoing nat re o* "istory an! one=s role in s"aping it: Mo!el t"e principles o* t"e pro*ession an! comm nicate t"e expectation o* t"e

Specific Rating
/ /

E idence of !earning
3or+: 4 *in! mysel* constantly e! cating ot"ers on t"e val e o* st !ent a**airs in "ig"er e! cation as 5ell as "o5 o r in*l ence as st !ent a**airs pro*essionals stays 5it" st !ents long a*ter t"ey leave t"e niversity1college: As a practitioner@ sc"olar) 4 try to incorporate st !ent !evelopment t"eories into my 5or+ to in*orm my practice: As a 5oman o* color) 4 am *amiliar 5it" "o5 excl sionary t"e "istory o* researc" can $e since most t"eories 5ere !evelope! sing pre!ominantly 5"ite instit tions 5it" men as t"eir s $>ects: 4nterns"ip: At Casca!ia Comm nity College) a lot o* t"e aca!emic a!visors !on=t "ave Master=s !egrees or "ave Master=s !egrees in ot"er !isciplines t"at aren=t St !ent Aevelopment *oc se!: Kno5ing t"e in*ormation 4 !o) 4 try to as+ t"e critical 9 estions 5it" t"e st !ent !evelopment lens to $ring anot"er perspective to t"eir setting t"at t"ey may not "ave t"o g"t o* $e*ore: Co rse5or+: SAAA (EE ?o n!ations in St !ent A**airs intro! ce! me to t"e KSt !ent Hersonnel Hoint o* 6ie5L ,#B&E) #B'B. pieces o* 5or+ t"at "ave in*orme! my involvement in SA: T"ese !oc ments "ave *rame! t"e roles t"at SA pro*essionals 5ill "ave an! t"e val e t"at t"ey can $ring to 8ig"er E! cation: SAAA (EI C St !ent Aevelopment T"eory provi!e! me 5it" a strong *o n!ation o* t"eories t"at "ave $een 5i!ely se! in o r *iel! an! contin e to $e t"e stan!ar! to 5"ic" practice) researc") an! * t re st !ies are $ase! on:

"#t#re $mpro ement % &e elopment


My * t re improvement can stem *rom more intentional colla$oration an! alliance $ il!ing rat"er t"an operating as a solo nit: 4* !epartments 5ere 5or+ing more colla$oratively toget"er) t"e res lt co l! $e a more s staina$le se o* reso rces rat"er t"an repeating similar initiatives or Kreinventing t"e 5"eel:L 4 can also improve $y setting !evelopment goals on 5"at t"e sta** 5ant to get o t o* t"e position along 5it" 5"at=s expecte! o* t"em in t"eir responsi$ilities to ma+e s re t"at t"e process o* t"em $eing employe! "as !evelopmental val e an! not > st a monetary one: Anot"er area *or !evelopment is n!erstan!ing camp s str ct res meaning "o5 t"ey got to $e organi;e! t"at 5ay) 5"y t"ey=re organi;ing t"at 5ay) an! 5"o is responsi$le *or 5"at: 4nstit tional missions an! "istory 5ill $e a$le to tell me t"is: As 5ell as reac"ing o t to pro*essionals t"at 5or+e! at t"e same instit tion *or exten!e! perio!s o* time: Mentors"ip "as playe! a $ig role in my >o rney into St !ent A**airs an! 4 +no5 it "as a $ig role in t"e pro*ession: 3"et"er it $e mentoring a N<?H *ello5 or reac"ing o t to st !ents o* color) or #st generation college st !ents) 4 "ave every intention o* mentoring st !ents to ens re t"at t"ey "ave t"e s pport t"at=s nee!e! to $e s ccess* l in completing t"eir e! cational goals: 4 also plan on mentoring ne5 pro*essionals) especially in t"e AH4AA comm nity as 4 consi!er t"ose connections to $e an

/ / / / /

Overall Rating: 0 # % &

same *rom colleag es an! s pervisees: Explain "o5 t"e val es o* t"e pro*ession contri$ te to s staina$le practices:

important role in t"e * t re an! c rrent val es o* t"e pro*ession:

ACPA/NASPA Competency Area


H#man % -rgani.ational Reso#rces
T"e 8 man an! Organi;ational Reso rces competency area incl !es +no5le!ge) s+ills) an! attit !es se! in t"e selection) s pervision) motivation) an! *ormal eval ation o* sta**G con*lict resol tionG management o* t"e politics o* organi;ational !isco rseG an! t"e e**ective application o* strategies an! tec"ni9 es associate! 5it" *inancial reso rces) *acilities management) * n!raising) tec"nology se) crisis management) ris+ management) an! s staina$le

Skill
Aescri$e appropriate "iring tec"ni9 es an! instit tional "iring policies) proce! res) an! processes: Aemonstrate *amiliarity in $asic tenets o* s pervision an! possi$le application o* t"ese s pervision tec"ni9 es: Explain "o5 >o$ !escriptions are !esigne! an! s pport overall sta**ing patterns in one=s 5or+ setting: Aesign a pro*essional !evelopment plan in one=s c rrent pro*essional position t"at assesses one=s strengt"s an! 5ea+nesses in one=s c rrent position) an! esta$lis"es action items *or *ostering an appropriate level o* gro5t": Explain t"e application o* intro! ctory motivational tec"ni9 es 5it" st !ents) sta**) an! ot"ers: Aescri$e t"e $asic premises t"at n!erlie con*lict in organi;ational an! st !ent li*e an! t"e constr cts tili;e! *or *acilitating con*lict resol tion in t"ese settings: E**ectively1appropriately se *acilities management proce! res relate! to operating a *acility1program in a *acility: Artic late $asic acco nting tec"ni9 es *or $ !geting) monitoring) an! processing expen!it res: Aemonstrate e**ective ste5ar!s"ip an! se o* reso rces ,i:e:) *inancial) " man) material. <se tec"nological reso rces 5it" respect to maximi;ing t"e e**iciency an! e**ectiveness o* one=s 5or+: Aescri$e environmentally sensitive iss es an! explain "o5 one=s 5or+ can incorporate elements o* s staina$ility: Aevelop an! !isseminate agen!as *or meetings: Comm nicate 5it" ot"ers sing e**ective ver$al an! nonver$al strategies appropriate to t"e sit ation in $ot" one@ on@one an! small gro p settings: Recogni;e "o5 net5or+s in organi;ations play a role in "o5 5or+ gets !one: <n!erstan! t"e role alliances play in t"e completion o* goals

Specific Rating
/ -

E idence of !earning
3or+: 4 c rrently s pervise ( pai! st !ent sta** an! "ave s pervise! p to B st !ent sta** at once: T"eir !evelopment) learning) an! personal1pro*essional gro5t" 5ere my responsi$ilities: 4 "ave to se my reso rces 5it"in ot"er !epartments to ai! in t"eir !evelopment an! esta$lis" eac" o* t"e in!ivi! als as a ni9 e contri$ tion to a team: T"is s pervision also incl !es $ !geting) eval ating sta**) crisis management) ris+ management) an! programming: ?acilities management is also a large part o* my role assistants"ip as t"ere are al5ays a colla$orative e**ort nee!e! to ens re t"at proce! res are *ollo5e! an! policies are a$i!e! $y: Co rse5or+: EAAA (E0 2ea!ers"ip in E! cation 4t "as allo5e! me to see con*lict as a tool *or gro5t" rat"er t"an somet"ing to avoi!: 4t "as also provi!e! me 5it" t"e 8 man Reso rces *rame5or+ an! "o5 sta** are t"e most val a$le asset to a team: T"ey s"o l! $e

"#t#re $mpro ement % &e elopment


My * t re improvement can stem *rom more intentional colla$oration an! alliance $ il!ing rat"er t"an operating as a solo nit: 4* !epartments 5ere 5or+ing more colla$oratively toget"er) t"e res lt co l! $e a more s staina$le se o* reso rces rat"er t"an repeating similar initiatives or Kreinventing t"e 5"eel:L 4 can also improve $y setting !evelopment goals on 5"at t"e sta** 5ant to get o t o* t"e position along 5it" 5"at=s expecte! o* t"em in t"eir responsi$ilities to ma+e s re t"at t"e process o* t"em $eing employe! "as !evelopmental val e an! not > st a monetary one: Anot"er area *or !evelopment is n!erstan!ing camp s str ct res meaning "o5 t"ey got to $e organi;e! t"at 5ay) 5"y t"ey=re organi;ing t"at 5ay) an! 5"o is responsi$le *or 5"at: 4nstit tional missions an! "istory 5ill $e a$le to tell me t"is: As 5ell as reac"ing o t to pro*essionals t"at 5or+e! at t"e same instit tion *or exten!e! perio!s o* time:

/ / / / -

reso rces: Overall Rating: 0 # %

an! 5or+ assignments: Aescri$e camp s protocols *or respon!ing to signi*icant inci!ents an! camp s crises: Explain t"e $asic tenets o* personal or organi;ational ris+ an! lia$ility as t"ey relate to one=s 5or+:

/ -

' (

n rt re!) !evelope!) c"allenge! an! ac+no5le!ge! in many 5ays to contin e t"eir gro5t" an! e**icacy:

ACPA/NASPA Competency Area


!aw, Policy, % /o ernance T"e 2a5) Holicy) an! Dovernance competency area incl !es t"e +no5le!ge) s+ills) an! attit !es relating to policy !evelopment processes se! in vario s contexts) t"e application o* legal constr cts) an! t"e n!erstan!ing o* governance str ct res an! t"eir impact on one=s pro*essional practice:

Skill
Explain t"e !i**erences $et5een p $lic an! private "ig"er e! cation 5it" respect to t"e legal system an! 5"at t"ey may mean *or st !ents) *ac lty) an! sta** at $ot" types o* instit tions: Aescri$e t"e evolving legal t"eories t"at !e*ine t"e st !entCinstit tion relations"ip an! "o5 t"ey a**ect pro*essional practice: Aescri$e "o5 national constit tions an! la5s in*l ence t"e rig"ts t"at st !ents) *ac lty) an! sta** "ave on p $lic an! private college camp ses: Explain t"e concepts o* ris+ management an! lia$ility re! ction strategies: Explain 5"en to cons lt 5it" one=s imme!iate s pervisor an! camp s legal co nsel a$o t t"ose matters t"at may "ave legal rami*ications: Act in accor!ance 5it" *e!eral an! state1province la5s an! instit tional policies regar!ing non!iscrimination: Aescri$e "o5 policy is !evelope! in one=s !epartment an! instit tion) as 5ell as t"e local) state1province) an! *e!eral levels o* government: 4!enti*y t"e ma>or policy ma+ers 5"o in*l ence one=s pro*essional practice at t"e instit tional) local) state1province) an! *e!eral levels o* government: 4!enti*y t"e internal an! external special interest gro ps t"at in*l ence policy ma+ers at t"e !epartment) instit tional) local) state1province) an! *e!eral levels: Aescri$e t"e p $lic !e$ates s rro n!ing t"e ma>or policy iss es in "ig"er e! cation) incl !ing access) a**or!a$ility) acco nta$ility) an! 9 ality: Aescri$e t"e governance systems at one=s instit tion) incl !ing t"e governance str ct res *or *ac lty) sta**) an! st !ents:

Specific Rating
/

E idence of !earning
3or+: 8aving my assistants"ip at a Hrivate) religio sly a**iliate! instit tion "elps in*orm my +no5le!ge on governance o* t"is type o* instit tion: Comparing t"is experience to my '@year p $lic instit tional experience allo5s me to compare an! contrast !i**erent governance str ct res: 4nterns"ip: My secon! interns"ip 5it" 6eterans A**airs at Seattle <niversity gives me a $roa!er perspective o* "o5 !ecisions are ma!e) 5"o "as in*l encing po5er) 5or+ing 5it" internal1external interest gro ps) an! t"e political nat re o* !ecision ma+ing *or a camp s 5i!e initiative: Co rse5or+: SAAA (EM 2ea!ers"ip an! Dovernance in Host@Secon!ary E! cation provi!e! a $roa! pict re o* instit tional !ecision ma+ing an! gave me an opport nity to criti9 e lea!ers"ip an! t"eir !ecision ma+ing: T"is class also !escri$e! "o5 reg lations li+e 5it" t"e NCAA can a**ect college1<niversity governance as an external reso rce: SAAA (I0 8ig"er E! cation 2a5 5as really se* l in covering constit tional la5 an! "o5 it a**ects iss es in 8ig"er

"#t#re $mpro ement % &e elopment


4 n!erstan! t"at one o* my areas o* improvement is seeing t"e <niversity as a $ig pict re rat"er t"an > st one !epartment t"at 4=m 5or+ing *or an! "o5 5"at 4 !o a**ects t"at one !epartment: Since 4=m not *rom t"e state o* 3as"ington) 4=m not as *amiliar 5it" t"e governing la5s or policies as 4 am 5it" Cali*ornia: 3"erever 4 en! p getting employe!) 4 5ill $e certain to c"ec+ p on local or!inances) exec tive or!ers ,i* applica$le.) state an! *e!eral la5s) etc: 4 also "ave to !isting is" $et5een t"e la5s t"at a**ect private1p $lic niversities) 5"at governing str ct res a**ect t"em i:e: C"ancellors) Foar! o* Tr stees) Regents) etc:

/ / / / -

Overall Rating: 0 # %

' (

Aescri$e t"e system se! to govern or coor!inate one=s state1province system o* "ig"er e! cation) incl !ing comm nity college) *or@pro*it) an! private "ig"er e! cation: Aescri$e t"e *e!eral an! state1province role in "ig"er e! cation:

0 0

E! cation s c" as *ree!om o* speec") *ree!om o* religion) st !ent organi;ations) ?ERHA) a**irmative action) e9 al protection) aca!emic *ree!om) an! ot"er iss es associate! 5it" 5or+ing in 8ig"er E! cation:

ACPA/NASPA Competency Area


!eaders)ip T"e 2ea!ers"ip competency area a!!resses t"e +no5le!ge) s+ills) an! attit !es re9 ire! o* a lea!er) 5"et"er it $e a positional lea!er or a mem$er o* t"e sta**) in $ot" an in!ivi! al capacity an! 5it"in a process o* "o5 in!ivi! als 5or+ toget"er e**ectively to envision) plan) e**ect c"ange in organi;ations) an! respon! to internal an! external

Skill
Aescri$e "o5 one=s personal val es) $elie*s) "istories) an! perspectives in*orm one=s vie5 o* onesel* as an e**ective lea!er: 4!enti*y one=s strengt"s an! 5ea+nesses as a lea!er an! see+ opport nities to !evelop one=s lea!ers"ip s+ills: 4!enti*y vario s constr cts o* lea!ers"ip an! lea!ers"ip styles t"at incl !e $ t are not limite! to sym$olic) expert) relational) an! inspirational: 4!enti*y $asic * n!amentals o* team5or+ an! team$ il!ing in one=s 5or+ setting an! comm nities o* practice: Aescri$e an! apply t"e $asic principles o* comm nity $ il!ing: <se tec"nology to s pport t"e lea!ers"ip process ,e:g:) see+ing *ee!$ac+) s"aring !ecisions) posting !ata t"at s pport !ecisions) sing gro p@s pport 5e$site tools.: <n!erstan! camp s c lt res ,e:g:) aca!emic c lt res) st !ent c lt res. an! colla$orative relations"ips) applying t"at n!erstan!ing to one=s 5or+: Artic late t"e vision an! mission o* t"e primary 5or+ nit) t"e !ivision) an! t"e instit tion: Explain t"e val es an! processes t"at lea! to organi;ational improvement: 4!enti*y instit tional tra!itions) mores) an! organi;ational str ct res ,e:g:) "ierarc"y) net5or+s) governing gro ps) nat re o* po5er) policies) goals) agen!as an! reso rce allocation processes. an! "o5 t"ey in*l ence ot"ers to act in t"e organi;ation:

Specific Rating
/ -

E idence of !earning
3or+: A lea!er cannot lea! ntil t"ey +no5 5"ere t"ey are going: 4n my !aily 5or+) 4 spen! time *ig ring o t 5"ere 4 am going) 5"at is t"e p rpose) an! 5"at=s t"e en! res lt t"at 4 5ant: 4* 4 can=t ans5er t"ose 9 estions) t"en 4 can=t as+ my team to *ollo5 me: 4 am constantly learning) "oning) !eveloping an! c"anging my personal val es an! $elie*s an! reali;ing "o5 t"ey s"o5 p in a pro*essional capacity: 4nterns"ip: My 6eterans Services interns"ip "as allo5e! me to assert mysel* as an a!vocate *or 6eterans at S<: 4 nee! to cons lt 5it" t"em as sta+e"ol!ers to ma+e s re t"eir voices are $eing represente! at t"e !ecision ma+ing ta$le: Co rse5or+: MFA (#0 2ea!ers"ip S+ills an! Team Management1EA<C (E0 2ea!ers"ip an! E! cation #) "ave ta g"t me t"e importance o* +no5ing mysel* as a lea!er an! "o5 t"at a**ects my sta**) an! "o5 important team !evelopment is in creating an e**ective gro p:

"#t#re $mpro ement % &e elopment


My strengt"s are not in t"e creative) $ t are more in t"e practical: 4=m a very logical person an! my !ecision ma+ing re*lects t"at: 4 !on=t c"allenge mysel* or accept c"allenges t"at are more creative in nat re $ t in !oing so) 4 can gro5 more t"an staying in my com*ort ;one: 4 also !on=t assert mysel* in expressing !issatis*action 5it" c rrent organi;ational str ct res: Even i* my i!eas can lea! to positive c"ange) 4 "ol! $ac+ *or *ear o* $eing seen as too assertive or not +no5ing my place in t"e "ierarc"y: 4=ve come to reali;e t"at t"ere is a time an! place *or concerns to $e expresse! an! "ol!ing $ac+ my opinions !oesn=t "elp anyone or any !epartment get $etter: 4 "ave never t"o g"t o* tec"nology playing s c" an important role in lea!ers"ip !evelopment $ t 5it" t"e millennial general $eing so !epen!ent on tec"nology) t"e tili;ation an! !epen!ency 5on=t $e going any5"ere soon so to em$race t"e tool 5o l! $e $ene*icial to me as a lea!er an! to t"ose 4=m lea!ing: <sing reso rces li+e Hre;i) Te!N) an! Yo T $e can engage st !ents 5"ile creating a more engaging learning experience: 4 am c rrently sing

constit encies an! iss es: Overall Rating: 0 # % &

Explain t"e a!vantages an! !isa!vantages o* !i**erent types o* !ecision@ma+ing processes ,e:g:) consens s) ma>ority vote) an! !ecision $y a t"ority.: T"in+ critically an! creatively) an! imagine possi$ilities *or sol tions t"at !o not c rrently exist or are not apparent: 4!enti*y an! t"en e**ectively cons lt 5it" +ey sta+e"ol!ers an! t"ose 5it" !iverse perspectives to ma+e in*orme! !ecisions:

online virt al to rs to s"o5 o** o r collegi m spaces an! a ne5sletter trac+ing 5e$site to *in! o t more in*ormation a$o t

5"ere o r comm ter st !ents are "anging o t:

ACPA/NASPA Competency Area


Personal "o#ndations T"e Hersonal ?o n!ations competency area involves t"e +no5le!ge) s+ills) an! attit !es to maintain emotional) p"ysical) social) environmental) relational) spirit al) an! intellect al 5ellnessG $e sel*@ !irecte! an! sel*@ re*lectiveG maintain excellence an! integrity in 5or+G $e com*orta$le

Skill
4!enti*y +ey elements o* one=s set o* personal $elie*s an! commitments ,e:g:) val es) morals) goals) !esires) sel*@ !e*initions.) as 5ell as t"e so rce o* eac" ,e:g:) sel*) peers) *amily) or one or more larger comm nities.: 4!enti*y one=s primary 5or+ responsi$ilities an!) 5it" appropriate ongoing *ee!$ac+) cra*t a realistic) s mmative sel*@appraisal o* one=s strengt"s an! limitations: Aescri$e t"e importance o* one=s pro*essional an! personal li*e to sel*) an! recogni;e t"e intersection o* eac": Artic late a5areness an! n!erstan!ing o* one=s attit !es) val es) $elie*s) ass mptions) $iases) an! i!entity as it impacts one=s 5or+ 5it" ot"ersG an! ta+e responsi$ility to !evelop personal c lt ral s+ills $y participating in activities t"at c"allenge one=s $elie*s: Recogni;e an! artic late "ealt"y "a$its *or $etter living: Artic late an n!erstan!ing t"at 5ellness is a $roa! concept comprise! o* emotional)

Specific Rating
'

E idence of !earning
3or+: T"e 5or+ t"at 4=m !oing no5 is in*orme! $y my experiences 5it" my parents $eing nontra!itional st !ents: Feing a Ktra!itionalL st !ent an! seeing t"e > xtaposition o* t"e nontra!itional st !ent experience ma!e me reali;e "o5 m c" more s pport nontra!itional st !ents nee! to $e s ccess* l: T"is 5ill al5ays $e a component o* my personal *o n!ation in st !ent a**airs: 4nterns"ip: 3or+ing 5it" comm nity college st !ents t"at come *rom a 5i!e variety o* $ac+gro n!s +eeps t"e *iel! exciting an! t"e s"i*t in 5"at college st !ents are experiencing an! see+ing +eep my pro*essional *o n!ation an! *ormation constantly c"anging: Co rse5or+: Every class in SAA program "as as+e! me to loo+ at my personal *o n!ations an! "o5 t"ey a**ect my 5or+: 4 "ave a $etter a5areness o* mysel*) 5"at=s important to me) an! 5"at 4 can $ring to st !ents to get t"e most o t o* t"em:

"#t#re $mpro ement % &e elopment


One o* my areas o* improvement *or personal *o n!ations is my personal s staina$ility in t"e *iel!: 4 !on=t artic late or practice "ealt"y "a$its *or $etter living: 4 !on=t "ave a "ealt"y 5or+1li*e $alance an! 4 co l! $e $etter at prioriti;ing responsi$ilities to maximi;e my !ays: 4=ve *o n! t"at "aving a consistent plan *or eac" !ay) tili;ing c"ec+lists an! my colleag es *or assistance is 5"en 4 *in! mysel* maximi;ing my personal an! pro*essional time t"e most: 8aving a s pervisor t"at s pports time o** an! is n!erstan!ing a$o t personal !ays is t"e $est 5ay 4 ta+e care o* mysel*: See+ing o t an n!erstan!ing s pervisor t"at cares a$o t my "ealt" an! s staina$ility as a St !ent A**airs Hro*essional 5ill $ene*it me a lot:

'

'

'

0 -

5it" am$ig ityG $e a5are o* one=s o5n areas o* strengt" an! gro5t"G "ave a passion *or 5or+G an! remain c rio s: Overall Rating: 0 # %

' (

p"ysical) social) environmental) relational) spirit al) an! intellect al elements: 4!enti*y an! !escri$e personal an! pro*essional responsi$ilities in"erent to excellence: Artic late meaning* l goals *or one=s 5or+: 4!enti*y positive an! negative impacts on psyc"ological 5ellness an!) as appropriate) see+ assistance *rom availa$le reso rces: Recogni;e t"e importance o* re*lection in personal an! pro*essional !evelopment:

/ / / -

ACPA/NASPA Competency Area


St#dent !earning % &e elopment T"e St !ent 2earning an! Aevelopment competency area a!!resses t"e concepts an! principles o* st !ent !evelopment an! learning t"eory: T"is incl !es t"e a$ility to apply t"eory to improve an! in*orm

Skill
Artic late t"eories an! mo!els t"at !escri$e t"e !evelopment o* college st !ents an! t"e con!itions an! practices t"at *acilitate "olistic !evelopment: Artic late "o5 !i**erences o* race) et"nicity) nationality) class) gen!er) age) sex al orientation) gen!er i!entity) !isa$ility) an! religio s $elie* can in*l ence !evelopment ! ring t"e college years: 4!enti*y an! !e*ine types o* t"eories ,e:g:) learning) psyc"osocial an! i!entity !evelopment) cognitive@str ct ral) typological) an! environmental.: 4!enti*y t"e limitations in applying existing t"eories an! mo!els to varying st !ent !emograp"ic gro ps: Artic late one=s o5n !evelopmental >o rney an! i!enti*y one=s o5n in*ormal t"eories o* st !ent !evelopment an!

Specific Rating
-

E idence of !earning
3or+: 8aving a $ac+gro n! o* st !ent !evelopment t"eory) it "elps me n!erstan! an! 5or+ 5it" st !ents more since 4 +no5 t"at t"ey may $e in a !i**erent !evelopmental p"ase compare! to ot"er st !ents: T"is allo5s me to $e more compassionate rat"er t"an *r strate! 5"en 5or+ing 5it" st !ents: 4nterns"ip: 3or+ing 5it" comm nity college an! veteran st !ents gives me a 5i!e range o* st !ent nee!s an! e! cational goals: T"eories may not $e ma!e *or t"ese pop lations $ t can $e se! to *rame t"e perspective 4 se 5"en 5or+ing 5it" st !ents:

"#t#re $mpro ement % &e elopment


<n!erstan!ing an! artic lating are !i**erent to me: 4 n!erstan! !i**erences t"at a**ect st !ent !evelopment ! ring college years $ t i* 4 5as as+e! to artic late "o5 t"ose !i**erences a**ect st !ents) 4 5o l!n=t $e a$le to !o t"e explanation > stice: 4n re*erence to t"e EA4 competency) since 4 ten! to s"y a5ay *rom participating in t"e to g" EA4 conversations or 4 get more o t o* t"ose conversations *rom o$serving) t"at=s pro$a$ly lin+e! to 5"y 4 *eel less com*orta$le artic lating since 4=m not *orce! to $e in a position to artic late t"e nee!s o* st !ents very o*ten: 4=m slo5ly $ t s rely ma+ing e**orts to lean into t"e !iscom*ort to $etter n!erstan! an! artic late conversations t"at s"o l! $e "appening: 4 can=t let opport nities *or !isc ssion slip $y $eca se 4 may $e com*orta$le an! 4 may en! p !oing a

/ -

st !ent a**airs practice) as 5ell as n!erstan!ing teac"ing an! training t"eory an! practice:

Overall Rating: 0 # % &

learning ,also calle! Kt"eories@in@ seL. an! "o5 t"ey can $e in*orme! $y *ormal t"eories to en"ance 5or+ 5it" st !ents: Denerate 5ays in 5"ic" vario s learning t"eories an! mo!els can in*orm training an! teac"ing practice: 4!enti*y an! constr ct learning o tcomes *or $ot" !aily practice as 5ell as teac"ing an! training activities: Assess teac"ing) learning) an! training an! incorporate t"e res lts into practice:

Co rse5or+: every SAA class 4=ve ta+en "as "a! a component o* t"eory t"at to c"es pon st !ent !evelopment 5"et"er it=s et"nic1gen!er1sex ality1 i!entity !evelopment:

!isservice to t"em $eca se o* my !iscom*ort in artic lation:

Minat Terkait