1

Artifact E1: Knowledge, Skills, and Competencies Analysis

Completed for SDAD 5300: Foundations of the Student Affairs Profession
ASSESSMENT KEY
Overall Competency Rating:
0= no exposure to and no experience in this competency
1= minimal exposure to but no experience in this competency
2= moderate exposure to and minimal experience in this competency
3= moderate experience in this competency
4= experience in this competency
5= much experience in this competency, basic master has been achieved
Specific Skill Rating:
(+)= highly competent
()= competent
()= area of improvement/experience needed
Evidence of Learning:
W= Work
I= Internship
C= Coursework
V= Volunteer work
O= Other

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

ACPA/NASPA
Competency Area

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

Overall Rating:
0 1 2 3 4 5

Skill

Exhibit active listening skills (e.g., appropriately

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

Specific
Rating

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()
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()

Evidence of Learning

Future
Improvement &
Development

Resident Assistant (W):

As a Resident Assistant during my senior year
at Loyola University Chicago, I gained some
basic experience with advising through the
conversations I had with my residents. Those
conversations involved listening to them,
usually about person concerns, and helping
guide them to the resources they needed, as
well as providing assistance with decisions
about choosing a major, finding opportunities
for internships or campus involvement, etc. I
often utilized my own set of knowledge about
resources and opportunities in order to best
help them out.

Identify areas of
growth in
advising skills
through
Graduate
Assistantship
experience
working with
Resident
Assistants, Desk
Assistants, and
other students.

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()

Graduate Assistantship (W):

I meet 1-on-1 and in groups with Residents
Assistants whom I co-supervise. Additionally,
I serve as the advisor for the building Hall
Council. In both roles, I conduct meetings,
practicing my active listening skills, ability to
help identify and solves problems that arise,
assist with their goal and decision-making,
refer or provide them with the necessary
resources, and practice confidentiality, also
when necessary. I am constantly learning and
adapting my skills to improve my ability to
advise and help students.

ACPA/NASPA
Competency Area

Skill

Differentiate among assessment, program review,

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

0 1 2 3 4 5

Specific
Rating

()
()
()

()

()

()

()
()

()

Evidence of Learning

Future
Improvement &
Development

Peer Leadership Team (W):

During the three years I spent working
for Loyola University Chicagos
Department of Student Leadership
Development, I assisted with promoting
participation and distributing surveys to
other students in order to help assess our
programs. At one point, I had a small role
in gathering and analyzing the data
results.

Seek
opportunities to
either conduct
or assist with
Housing and
Residence Life
evaluation and
assessment
projects.

EDUC 5000:
Intro to Educational Research (C):
In this course, I am introduced to the
methodology, ethical guidelines, and ways
to best conduct research, as well as
assessment and evaluation tools and
methods. However, I have much to still
learn and need to seek further
opportunities practice and grow in this
competency area.

Continue
learning from
EDUC 5000 and
identify ways to
practice my new
knowledge of
educational
research during
my times as a
graduate student
(e.g.-internships,
assistantship,
research projects
of interest).

ACPA/NASPA
Competency Area

Equity, Diversity, &

Inclusion

Skill

Specific
Rating

Identify the contributions of similar and diverse

people within and to the institutional environment.
Integrate cultural knowledge with specific and relevant
diverse issues on campus.
Assess and address ones own awareness of EDI, and
articulate ones own differences and similarities with
others.
Demonstrate personal skills associated with EDI by
participating in activities that challenge ones beliefs.
Facilitate dialogue effectively among disparate
audiences.
Interact with diverse individuals and implement
programs, services, and activities that reflect an
understanding and appreciation of cultural and
human differences.
Recognize the intersectionality of diverse identities
possessed by an individual.
Recognize social systems and their influence on people
of diverse backgrounds.
Articulate a foundational understanding of social
justice and the role of higher education, the institution,
the department, the unit, and the
individual in furthering its goals.
Use appropriate technology to aid in identifying
individuals with diverse backgrounds as well as
assessing progress towards successful integration
of these individuals into the campus environment.
Design culturally relevant and inclusive programs,
services, policies, and practices.

()

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

change aspects of the environment that do not

promote fair treatment.
Analyze the interconnectedness of societies worldwide
and how these global perspectives impact institutional
learning.

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Evidence of Learning

Resident Assistant (W):

As a Resident Assistant for the Multicultural
Learning Community, I planned and
facilitated programs to encourage awareness
of diverse identities, perspectives, and
backgrounds and encourage intentional action
towards social justice.
Loyola-4-Chicago (V):
I served at various service sites around the
local Chicago area, ranging from working
with low-income K-12 students to the local
mens homeless shelter to Centro Romero, a
nonprofit organization that served the largely
immigrant population in the area. As a
volunteer working with diverse populations, I
learned much about how to serve and
support different people and gained an
appreciation for equity, diversity, and
inclusion.
EDUC 5150 Multicultural Perspectives
(C):
In this course, I am learning about different
perspectives and how they are influenced by
peoples identities and stories. I am able to
learn how to better communicate my
experiences and be vulnerable, providing with
insight and skills into how to help my
students know that they are seen/heard, as
well as how to be vulnerable and open to
others perspectives.

Future
Improvement &
Development

As an Assistant
Resident
Director and in
my internships
during the SDA
experience, I
intend to learn
how to better
practice my
knowledge and
awareness of
equity, diversity,
and inclusion
and their
significance for
higher education
and student
development
work. I will
attend trainings
and other
opportunities to
further develop
my skills in this
competency
area.

ACPA/NASPA
Competency Area

Skill

Articulate ones personal code of ethics for

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

Specific
Rating

Evidence of Learning

Future
Improvement &
Development

()

SDAD 5300: Foundations of the Student

Affairs Profession (C):
In this course, I am learning about the
foundational elements of the field, which
includes the ethical standards for professional
practice. I am developing my own sense of
professional ethical standards and values to
influence my work with students.

I intend to selfreflect and

identify the
values that I hold
and how they
shape my ethics.

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Graduate Assistantship (W):

In my current work with students and staff
members, I am doing my best to do what is
right and ethical. In m y conversations and
other interactions with students, I strive to
maintain my honesty and sense of
professional standards. Additionally, as a
conduct officer and supervisor of Resident
Assistants, I encourage students to make
ethical decisions, holding them accountable,
as needed, and refer them to the proper
resources to learn about ethics.
Resident Assistant (W):
In my undergraduate experience as a Resident
Assistant, I was called to demonstrate my
understanding of ethics through the way I
addressed concerns and helped advise my
residents with decisions. In terms of
professionality, I practiced my beliefs, values,
and personal set of standards in terms of
I believed to be right and fair to others.

I will continue
learning and
seeking
opportunities to
practice ethics in
my graduate
assistantship.
I will interview
and connect with
professionals in
the field to learn
about best
practices in terms
of ethical
standards and
implementation.
In my courses, I
will pay attention
to examples of
good ethics and
its role in student
development
work.

ACPA/NASPA
Competency Area

Skill

Describe the foundational philosophies,

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

History,
Philosophy, &
Values

Specific
Rating

()
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()
()
()
()

Evidence of Learning

SDAD 5300: Foundations of the

Student Affairs Profession (C):
In this course, I am learning about the
foundational elements of the field, which
includes the history, philosophy, and
values that influence professional
practices. I feel more familiar with what
has shaped the profession and work
student affairs professionals conduct
every day.

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Graduate Assistantship (W):

In my assistantship, I am also learning
about the basic ideals, foundations,
philosophies, and values that influence
my work and preparation for a career in
the field. I observe and seek to emulate
my supervisor and other professional
mentors in the department in the way I
stay mindful of how my interactions,
mentorship, supervisor, and other work
with and for students stays congruent
with foundational aspects of student
affairs work.

Future
Improvement &
Development
I will try to take
the SDA course
called History
of Higher
Education in
order to gain
better insight
into the history
and foundational
philosophy,
values, and
events that
helped turn the
field into what it
is today.
I will engage in
informational
interviews and
discussions with
professionals in
the field to learn
about their
perspectives and
how they
practice their
skills and
knowledge in
this particular
area.

ACPA/NASPA
Competency Area

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

Overall Rating:
0 1 2 3 4 5

Skill

Specific
Rating

Describe appropriate hiring techniques and institutional

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

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Evidence of Learning

Future
Improvement &
Development

Peer Leadership Team Member (W):

For three years, I served as part of the Peer
Leadership Team for the Department of
Student Leadership Development. I helped
with hiring both professional and student
staff, assisting with interviews, review of
applications, creation and dissemination of
promotional and recruitment materials, and
evaluation of the process. I also helped to
coordinate and train the Peer Leadership
Team members, developing a training
program, meeting agendas, and facilitating
team meetings. I used my skills in
adaptability, resourcefulness, conflict
management, and communication to help the
team learn and grow within their roles.

Through
internships and
taking on project
opportunities in
my graduate
assistantship, I
intend to learn
more about
supervision,
evaluation,
budgeting,
financing,
navigating
political
dynamics,
crisis/risk
management, and
ensuring
sustainable
resources.

Graduate Assistantship (W):

In my role as an Assistant Resident Director,
I help to oversee a team of 21 Resident
Assistants and over 700 students residing in
the building. As such, I am asked to
participate in the supervision, motivation,
training, and utilization of technology and
media tools to ensure the overall success and
satisfaction of our staff/team. Whenever
conflict arises or other crises, I assist in
addressing them quickly, intentionally, and by
using my knowledge and tools provided to
me (i.e.-resources). Additionally, I work with
our facilities staff to ensure proper and
effective management of our building, so that
students remain safe.

I plan to take a
course or do an
independent
study to learn
more about
higher education
finance and
budgeting.

ACPA/NASPA
Competency Area

Law, Policy, &

Governance
The Law, Policy, and
Governance
competency area
includes the
knowledge, skills, and
attitudes relating to
policy development
processes used in
various contexts, the
application of legal
constructs, and the
understanding of
governance structures
and their impact on
ones professional
practice.

Overall Rating:

0 1 2 3 4 5

Skill

Explain the differences between public and private

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

Specific
Rating

()

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Evidence of Learning

Graduate Assistantship (W):

This is the ACPA/NASPA Competency
Area that I can share no evidence of
learning at this point and time. However,
in my current work as an Assistant
Resident Director, I serve as a conduct
officer. Therefore, I am learning about
the different campus policies and
standards, many of which are guided by
federal or state laws, policies, and
regulations (e.g.-underage drinking
policy). This is where I am beginning to
gain the knowledge, skills, attitudes, and
structures that will allow me to succeed
as a student affairs professional.

Future
Improvement &
Development
I will take SDAD
5800 course
(Higher Education
Law) in order to
learn about the
specific laws,
policies, and
regulations that
guide and impact
student affairs
work.
In my graduate
assistantship, I
will familiarize
myself with the
Student Code of
Conduct and pay
attention to the
legal constructs
and applications
of such in Housing
and Residence.
I will seek out an
internship or
research
opportunity to
gain insight that
will better develop
my skills in this
competency area.

ACPA/NASPA
Competency Area

Leadership
The Leadership
competency area
addresses the
knowledge, skills, and
attitudes required of a
leader, whether it be a
positional leader or a
member of the staff,
in both an individual
capacity and within a
process of how
individuals work
together effectively to
envision, plan, effect
change in
organizations, and
respond to internal
and external
constituencies and
issues.

Overall Rating:
0 1 2 3 4 5

Skill

Specific
Rating

Describe how ones personal values, beliefs, histories, and

perspectives inform ones view of oneself as an effective leader.
Identify ones strengths and weaknesses as a leader and seek
opportunities to develop ones leadership skills.
Identify various constructs of leadership and leadership styles
that include but are not limited to symbolic, expert, relational,
and inspirational.
Identify basic fundamentals of teamwork and teambuilding in
ones work setting and communities of practice.
Describe and apply the basic principles of community building.

()

Use technology to support the leadership process (e.g., seeking

feedback, sharing decisions, posting data that support decisions,
using group-support website tools).
Understand campus cultures (e.g., academic cultures, student
cultures) and collaborative relationships, applying that
understanding to ones work.
Articulate the vision and mission of the primary work unit, the
division, and the institution.
Explain the values and processes that lead to organizational
improvement.
Identify institutional traditions, mores, and organizational
structures (e.g., hierarchy, networks, governing groups, nature
of power, policies, goals, agendas and resource allocation
processes) and how they influence others to act in the
organization.
Explain the advantages and disadvantages of different types of
decision-making processes (e.g., consensus, majority vote, and
decision by authority).
Think critically and creatively, and imagine possibilities for
solutions that do not currently exist or are not apparent.
Identify and then effectively consult with key stakeholders and
those with diverse perspectives to make informed decisions.
Explain the impact of decisions on diverse groups of people,
other units, and sustainable practices.
Articulate the logic used in making decisions to all interested
parties.
Exhibit informed confidence in the capacity of ordinary people
to pull together and take practical action to transform their
communities and world.
Identify and introduce conversations on potential issues and
developing trends into appropriate venues such as staff
meetings.

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Evidence of Learning

Future
Improvement &
Development

Peer Leadership Team (W):

In my role with the PLT, I was able to
explore my leadership style and perspectives,
which impact how I show up and create
change as a leader. In coordinating the team,
I gained practice in my ability to think
critically and creatively, recognizing the
impact of decisions, work with others on
common projects, and identify and address
potential conflicts within the team. My
greatest contribution was in sharing my
ability to have a vision, try to turn it into
reality, create plans, organize our work, and
maintain relationships with key partners
(e.g.- local community organizations, student
leaders)

I will look for

opportunities to
participate in
SUSDA or
another
organization that
involves the
utilization of my
leadership
abilities.

Graduate Assistantship (W):

As an Assistant Resident Director, I work
withboth professionals, fellow graduate
assistants, and resident assistant day-to-day
tasks and special projects. I am practicing
my understanding of how people can work
together through determining a common
goal, communicating intentionally, helping
create foundational structures/guidelines for
the team to follow, and developing a plan
for programming or addressing a concern. I
am adaptable in my ability to understand
when I am needed to play the role of
facilitator, supporter, or somewhere in
between.

I will take the

two leadership
courses offered
through the SDA
program in order
to better explore
my leadership
skills and learn
how to practice
them.
In both my
assistantships and
future
internships, I will
actively seek to
contribute my
leadership skills
and knowledge.

10

ACPA/NASPA
Competency Area

Skill

Identify key elements of ones set of personal

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

Specific
Rating

()

()

()

()

()
()
()
()
()
()

Evidence of Learning

Future
Improvement &
Development

Loyola University Chicago

Student (O):
My undergraduate Jesuit education has
honed my personal beliefs, values, and
commitments, which include a desire to
learn/educate, empower, and help
others. As a student, I learned to reflect
and understand different ways to
maintain my care for self, emotionally,
physically, socially, environmentally,
relationally, spiritually, and intellectually;
I sought out opportunities to volunteer
(serve others), eat better, etc.

I will seek out

workshops or
other learning
opportunities to
continue
developing my
personal
foundations.

Loyola-4-Chicago (V):
I fulfilled my skills and commitment to
helping others by serving within
different service sites in the local
Chicago area, ranging from a mens
homeless shelter to after-school tutoring.

To continue
demonstrating
my passion for
helping others
and the value I
place in this, I
will volunteer
with a local
organization.

I intend to
conduct
Graduate Assistantship (W):
informational
In my assistantship, I have learned how interviews and/or
to manage my personal needs and my
networking with
professional responsibilities, attempting
fellow SUSDA
to eat healthier, take time to de-stress,
students or alums
read or watch TV, spend time with
and professionals
friends, and doing the little things that
to learn how they
sustain my overall energy and passion for best practice this
student affairs work and life, in general.
competency.

11

ACPA/NASPA
Competency Area

Skill

Articulate theories and models that describe the

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

Specific
Rating

()

()

()

()

()

()
()
()

Evidence of Learning

Peer Leadership Team (W):

In this role, I was able to identify the
different needs and learning styles of my
peers, which allowed me to design
leadership programs and activities to
engage and encourage their learning and
growth. Additionally, I utilized a similar
method to guide the growth and learning of
my own Peer Leadership Team, assessing
along the way what seemed most impactful
and useful.
Graduate Assistantship (W):
As an Assistant Resident Director, I am
gaining experience with student learning
and development principles and theories in
a very hands-on manner. I am applying
theory and other practices that I am aware
of in order to teach, train, and support my
Resident Assistants, as well as the
residents of my building community.

Future
Improvement &
Development
I will take the
SDAD 5200
course to learn
about important
student
development
theory and obtain
ideas into how to
apply them in my
work.
In my
internships, I can
observe and
identify what
theories and/or
practices are
being utilized to
guide student
development and
growth.
I will subscribe to
professional
resources and
organizations to
expand my
knowledge and
skills in this
competency area.