1

Artifact H: Knowledge, Skills, and Competencies Analysis

Completed in SDAD 5900: Capstone Course (Winter 2016)
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.

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

Specific
Rating

+
+

+
+
+
+

Evidence of Learning

Future
Improvemen
t&
Developmen
t

W: I would say that Advising &

Helping is the most salient
competency for me. All of my
major professional experiences
involve establishing rapport with
students, exhibiting active
listening skills, and sharing
knowledge/guidance. In particular,
my graduate assistantship as an
Academic Advisor at Seattle
University has allowed me the
opportunity to create an advising
philosophy that incorporates
resources, cultural
responsiveness, and
empowerment. I do this by
meeting with students to talk
about their academic/personal
progress, make detailed
educational plans, and ask focused
questions in order to make the
best referrals. I also value getting
to know students on a more
personal level, being aware of
culture/identity in our interaction,
and being authentic in order to
have meaningful conversations
around problem solving and
decision-making. I want students
to be knowledgeable of

I will
continue to
develop and
strengthen
my skills in
order to best
help students
be successful.
In particular,
these skills
include
communicatio
n,
understandin
g my student
population,
collaboration,
and being
critical about
my own
practice/seeki
ng feedback
from
colleagues.
However, I
also want to
actively seek
out
opportunities
to advise

Overall Rating:
0 1 2 3 4 5

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).

resources/policies and feel

comfortable navigating things on
their own.

I: During my internship with

Summer Search, I had the
opportunity to strengthen my
advising and active listening skills.
I supported first generation, lowincome students through one-onone advising and group advising at
events. Since I was a new person
jumping in where there were
already strong relationships made,
I had to make sure that I was
always positive, present in
conversation, and empathetic in
order to best serve them. This
caused me to become even more
aware of my own privileges,
societal/institutional challenges
for students, and how my
communication/advising style
comes across to students. I feel
that I successfully supported them
because they were comfortable
enough to share their
thoughts/concerns with me and we
accomplished tasks to progress in
the larger goal of preparing for
college.
C: All of my coursework has given
me the opportunity to strengthen
my communication skills and
understand the importance of
reflection. In particular, I took
COUN 5100 Fundamental

specific
populations
that I have
low
experience
and/or little
knowledge of.
For example,
learning
about how to
best serve
international
and
DREAMer
(undocument
ed) students.
There are so
many
different
student
populations/i
dentities and
I look forward
to the lifelong
learning that
Ill be
engaging in.

4
Counseling Skills and received an
A, along with really positive
feedback. I was told that I had a
natural way of making my "client"
feel comfortable and also
challenge them with questioning
and silence. This class was vital to
my growth in confidence and
techniques on communicating with
students. I utilize many of the
techniques I learned on a daily
basis including paraphrasing,
clarifying, questioning, and
affirmation.
O: I have taken advantage of
professional development
opportunities offered to me
through my assistantship with
conferences and trainings. I have
attended two regional conferences
through NACADA (National
Academic Advising Association)
and multiple trainings through
Seattle Universitys Advising
Network. Through these events, I
have learned much about serving
specific student populations better
(DREAMer students, students with
disabilities, etc.), advising
techniques, and ideas for advising
programming/services.

ACPA/NASPA
Competency
Area

Skill

Specific
Rating

Evidence of Learning

Future
Improvemen
t&
Developmen
t

Differentiate among assessment,

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

W: My graduate assistantship has

given me the opportunity to be
involved in gathering student data,
evaluate my colleagues
performance, and see examples of
conducting a departmental
assessment with an alignment of
organizational goals/values. In
order to get student feedback, I
have been involved with
conducting two focus groups to
better understand effectiveness of
our services and connection to
overall retention. For our own
quarterly evaluation, we shadow
an appointment with a colleague,
rate them on
characteristics/methods that align
with our goals and outcomes, and
debrief with each other. This has
been really helpful to see different
techniques and get critical
feedback to become a better
practitioner. Lastly, our
department has a detailed yearly
assessment that connects office
main outcomes/goals to Seattle
Universitys and plans to progress.
We meet about it at staff meetings
to learn more about our
outcomes/student population and
use it as a guideline for practice.
I: My internship gave me the

I plan on
continuing
my
development
in assessment
and research.
My current
experiences
in this area
have been
very eyeopening to
the
importance of
assessment,
alignment of
goals/outcom
es, and how I
can
incorporate
my passions
into work
outside of
direct service
with students.
I plan to seek
out trainings
to better
understand
methods and
then seek
hands-on
responsibilitie
s with
planning/con

Overall Rating:
0 1 2 3 4 5

handling them with appropriate

confidentiality and deference to the
organizational hierarchy.
Align program and learning outcomes
with organization goals and values.

opportunity to work more directly

with data. I worked on creating an
Outreach/Student Impact
Recommendation where I
expressed the schools that I
thought Summer Search should
focus on working with in the next
two years. Currently, Summer
Search has 16 partner schools but
they want to start Impact
Schools where they would have a
larger, cohort-based model. I made
this decision by researching and
keeping important data together
that helped show the current need
of schools that Summer Search
was working with and neighboring
ones. I included rates such as
percentage of students on
free/reduced lunch, overall
graduation rates, and graduation
rates of low-income, Black, and
Latino students in particular. I
thought this was very important as
Summer Search has a Males of
Color Initiative to serve Black and
Latino young men. My
recommendation helped the
Outreach Coordinator hit the
ground running when she started
and they are currently in one of
the schools in my
recommendation. With most of my
experience being in direct student
service, this was a great project to
strengthen my critical thinking
skills in a new way, which would
help me in my future endeavors.

ducting
assessments.

7
C: EDUC 5000 Introduction to
Educational Research gave me the
most insight about research and
evaluation. I learned more about
research design, analyzing results,
and APA style. I also learned a lot
from the final assignment of
coming up with a research design
paper where I had to create a
research problem, question, and
design. I wrote about how the rate
of Southeast Asian college
students are drastically lower than
East Asian students and created a
longitudinal survey to observe the
effects of intentional mentoring.
This was such an interesting way
to pair my passion of serving
marginalized students in a new

way.

ACPA/NASPA
Competency
Area

Equity,
Diversity, &
Inclusion

Skill

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.

Specific
Rating

+
+
+

Evidence of Learning

W: In my graduate assistantship, I
get to work with students diverse
in race/ethnicity, age, work
experience, and educational
background. One of my favorite
things of my work is learning
unique things about students and

Future
Improvemen
t&
Developmen
t

I will
continue to

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
and prejudices.
Overall Rating:
0 1 2 3 4 5

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.
Demonstrate fair treatment to all
individuals and 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.

+
+
+

+
+

connecting over similarities. One

of my strengths because of the
SDA program is growing in
cultural responsiveness. To me,
that means that I am respectful
and aware of a students culture in
relation to their identity, our
interaction, and the service that I
am providing. I strive to always be
student-centered, balance my
different identities/perspectives,
and being honest and clear in my
communication to be most
effective.
I: My internship allowed me to
have a deeper understanding of
college access work with first
generation, low-income, and
students of color. This is important
because of the changing
demographic of college students.
All of the programming that I was
involved in strengthened my skills
of recognizing student need and
how to best serve them. My work
included logistical and emotional
matriculation support. I learned
more about issues that
marginalized students face
including financial, navigational,
and familial. I had many
meaningful moments connecting
over similar identities/experiences
but was mindful to actively listen
and not place
feelings/assumptions on them. I
learned to stay student-centered,
open-minded, and the power of

build
authentic
relationships
with students
through
positivity,
empathy, and
affirmations. I
will use my
personal
story to help
students
become
familiar with
theirs and
hopefully
have faith in
themselves
and see the
beauty in
struggles.

9
relationships and authenticity.
C: All of my courses have allowed
me to explore the connections to
diversity, identity, and social
justice. In particular, SDAD 5400
Student Development Theory
introduced me to the concept of
Yossos Community Cultural
Wealth and how students of color
have many different kinds of
capital they bring to the table
instead of seeing them as deficits,
as much research insinuates. This
is one of the top theories that
guide my framework of working
with students and one that I have
shared with many colleagues.

ACPA/NASPA
Competency
Area

Ethical
Professional
Practice
The Ethical
Professional
Practice
competency
area pertains to

Skill

Articulate ones personal code of

ethics for student affairs practice,
which reflects the ethical
statements of professional student
affairs associations and their
foundational ethical principles.
Describe the ethical statements and
their foundational principles of any
professional associations directly
relevant to ones working context.
Explain how ones behavior
embodies the ethical statements of

Specific
Rating

Evidence of Learning

Future
Improvemen
t&
Developmen
t

W: As an academic advisor, I am
called to help students with their
academic and/or personal challenges.
I strive my best to provide them with
the support and resources to have
them be most successful. This means
researching answers together or
consulting colleagues and following
up via email.

I will
maintain a
commitment
to my values
and ethics
through
reflection on
my daily
interactions. I
will recognize
the presence
of ethical

C: SDAD 5300 Foundations of the

Student Affairs Profession gave me
great insight into what professional

10

the knowledge,
skills, and
attitudes needed
to understand
and apply
ethical
standards to
ones work.
While ethics is
an integral
component of all
the competency
areas, this
competency
area focuses
specifically on
the integration
of ethics into all
aspects of self
and professional
practice.

Overall Rating:
0 1 2 3 4 5
ACPA/NASPA
Competency
Area

the profession, particularly in

relationships with students and
colleagues, in the use of technology
and sustainable practices, in
professional settings and meetings,
in global relationships, and while
participating in job search
processes.
Identify ethical issues in the course
of ones job.
Utilize institutional and professional
resources to assist with ethical
issues (e.g., consultation with more
experienced supervisors and/or
colleagues, consultation with an
associations Ethics Committee).
Assist students in ethical decision
making and make referrals to more
experienced professionals when
appropriate.
Demonstrate an understanding of
the role of beliefs and values in
personal integrity and professional
ethical practices.
Appropriately address institutional
actions that are not consistent with
ethical standards.
Demonstrate an ethical commitment
to just and sustainable practices.
Skill

ethics are specific to student affairs

and why it is necessary to be
concerned about ethics in order to
have holistic student welfare.

dilemmas and
act
accordingly.

SDAD 5760 Leadership and

Governance in Post-Secondary
Education gave me exposure to cases
in which an individual, group, or
institutions ethics were called into
question. I learned about many
positive and negative responses due
to personal experiences from my
peers and professor.

+
Specific
Rating

Evidence of Learning

Future
Improvemen
t&
Developmen
t

11

History,
Philosophy, &
Values
The History,
Philosophy, and
Values
competency area
involves
knowledge, skills,
and attitudes that
connect the
history,
philosophy, and
values of the
profession to
ones current
professional
practice. This
competency area
embodies the
foundations of the
profession from
which current
and future
research and
practice will
grow. The
commitment to
demonstrating
this competency
area ensures that
our present and
future practices
are informed by
an understanding
of our history,

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 education and
student affairs.
Describe the various philosophies
that define the profession.
Demonstrate responsible campus
citizenship.
Demonstrate empathy and
compassion for student needs.
Describe the roles of both faculty and
student affairs educators in the
academy.
Explain the importance of service to
the academy and to student affairs
professional associations.
Articulate the principles of
professional practice.
Articulate the history of the inclusion
and exclusion of people with a variety
of identities in higher education.
Explain the role and responsibilities
of the student affairs professional
associations.
Explain the purpose and use of
publications that incorporate the
philosophy and values of the
profession.
Explain the public role and societal
benefits of student affairs and of
higher education generally.
Articulate an understanding of the
ongoing nature of history and ones

+
+
+

+
+
+

+
+

C: SDAD 5300 Foundations of the

Student Affairs Profession introduced
me to the history, philosophy, and
values of the student affairs
profession.
SDAD 5760 Leadership and
Governance in Post-Secondary
Education gave me insight into the
intersection of the history, philosophy,
and values and varying institutional
contexts.

I will seek out

opportunities
to continue
learning
about the
history,
philosophy,
and values of
student
affairs. I will
intentionally
network and
connect with
other
professionals
in order to
gain insight
about best
practices.

12
philosophy, and
values.

Overall Rating:
0 1 2 3 4 5

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

role in shaping it.

Model the principles of the profession
and communicate the expectation of
the same from colleagues and
supervisees.
Explain how the values of the
profession contribute to sustainable
practices.
Skill

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

Specific
Rating

Evidence of Learning

Future
Improvemen
t&
Developmen
t

W: Through my assistantship I have

participated in conducting interviews
for other Graduate Assistants and
giving feedback of all staff members.

I will
intentionally
seek out
opportunities
and
responsibilitie
s that will
allow me to
have more
experiences
in areas such
as
management,
and finances.

C: SDAD 5850 Higher Education

Finance introduced me to the
strategies and techniques associated
with financial resources and facilities
management varied by institution.
This is important to understand as
institutional and departmental
outcomes can be affected by finances.
SDAD 5760 Leadership and
Governance in Post-Secondary
Education gave me great examples of
strategies and techniques in response
to campus crises and the importance
of sustainable resources.

13
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
ACPA/NASPA
Competency
Area

Law, Policy, &

Governance
The Law, Policy,

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.

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

+
+
+

Specific
Rating

Evidence of Learning

Future
Improvement
&
Development

W: In my assistantship, I am legally
and ethically required to keep
student confidentiality through
FERPA (Family Educational Rights
and Privacy Act). I also am
understanding of mandated
reporting and Title XI regulations.

I will seek out

more
knowledge
about law,
policy, and
governance in
relation to

14

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

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.

C: SDAD 5800 Higher Education

Law introduced me to many new
laws and policies with a focus on
relation to student affairs work. This
includes concepts such as tort law,
liability, and academic freedom.

student
affairs.

15

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

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

+
+

+
+

Evidence of Learning

Future
Improvement
&
Development

W: Throughout my assistantship
experience, I have taken on
leadership roles on projects and
can identify my strengths and
areas of growth as a leader as
well in those of my colleagues
and supervisor. I have
participated in many activities
that have fostered positive and
effective teambuilding and
community building.

I will continue
pursuing
leadership
roles and
engage in
opportunities
to further
develop those
skills.

C: EDAD 5700 Leadership in

Education I introduced me to
different leadership styles and
individually and as an
organization. This allowed
exploration of my own leadership
style and core values.

16

constituencies
and issues.

Overall Rating:
0 1 2 3 4 5

ACPA/NASPA
Competency
Area

Personal
Foundations
The Personal
Foundations
competency
area involves
the knowledge,
skills, and
attitudes to
maintain
emotional,
physical, social,
environmental,
relational,
spiritual, and
intellectual
wellness; be

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.

Skill

Identify key elements of ones set of

personal beliefs and commitments
(e.g., values, morals, goals, desires,
self-definitions), as well as the
source of each (e.g., self, peers,
family, or one or more larger
communities).
Identify ones primary work
responsibilities and, with
appropriate ongoing feedback, craft
a realistic, summative self-appraisal
of ones strengths and limitations.
Describe the importance of ones
professional and personal life to
self, and recognize the intersection
of each.
Articulate awareness and
understanding of ones attitudes,
values, beliefs, assumptions, biases,
and identity as it impacts ones

Specific
Rating

Evidence of Learning

Future
Improvement
&
Development

W: My assistantship has
challenged me to manage my
time, incorporate self-care,
understand my strengths and
areas of growth, and solidify my
passion of supporting student
success.

I will be
guided my
personal
values and
reflect and
engage in
conversations
with
colleagues to
build on my
foundation.

C: SDAD 5300 Foundations of

the Student Affairs Profession
challenged me to reflect on who I
am and who I want to be as a
student affairs professional.

17

self- directed
and selfreflective;
maintain
excellence and
integrity in
work; be
comfortable
with ambiguity;
be aware of
ones own areas
of strength and
growth; have a
passion for
work; and
remain curious.
Overall Rating:
0 1 2 3 4 5

ACPA/NASPA
Competency
Area

Student
Learning &

work with others; and take

responsibility to develop personal
cultural skills by participating in
activities that challenge ones
beliefs.
Recognize and articulate healthy
habits for better living.
Articulate an understanding that
wellness is a broad concept
comprised of emotional, physical,
social, environmental, relational,
spiritual, and intellectual elements.
Identify and describe personal and
professional responsibilities
inherent to excellence.
Articulate meaningful goals for
ones work.
Identify positive and negative
impacts on psychological wellness
and, as appropriate, seek assistance
from available resources.
Recognize the importance of
reflection in personal and
professional development.
Skill

Articulate theories and models that

describe the development of college
students and the conditions and
practices that facilitate holistic
development.

+
+

+
+
+

Specific
Rating

Evidence of Learning

Future
Improveme
nt &
Developmen
t

W: Through my assistantship, I am
working with students in a holistic
manner and consistently applying

I will review
and seek out
new

18

Articulate how differences of race,

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

the theories and practices I have

learned.

Development

C: SDAD 5400 Student

Development Theory, Research,
and Practice provided me with
foundational knowledge about
theories, research, and practices
and allowed me to reflect on
meaningful ways to implement
them into my work.

knowledge
about theories
and models
that facilitate
holistic
development. I
will engage in
collaboration
with
colleagues to
ensure this.

19