1

Artifact E: Knowledge, Skills, and Competencies Analysis

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)
 2

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Rating Development
Area
Exhibit active listening skills (e.g., W= Work
appropriately establishing interpersonal + - In TRiO EOC at - I will seek
Advising & contact, paraphrasing, perception South Seattle opportunities to
checking, summarizing, questioning,
Helping encouraging, avoid interrupting,
College, I advise train and mentor
clarifying). students in others in advising
Establish rapport with students, groups, + program - I would love to
The Advising colleagues, and others. selection, career facilitate/teach a
and Helping Facilitate reflection to make meaning √ discernment, and class on
competency from experience. funding options. navigating
area addresses Understand and use appropriate + I refer students college,
the knowledge, nonverbal communication. integrating
to relevant
skills, and Strategically and simultaneously pursue
multiple objectives in conversations with
resources and advising into the
attitudes related + build rapport curriculum
students.
to providing Facilitate problem-solving. + with students as - I hope to have
counseling and they navigate an the opportunity
Facilitate individual decision making and √
advising goal setting. oftentimes scary to advise student
support, Challenge and encourage students and √ and confusing clubs
direction, colleagues effectively. process. This - If I continue to
feedback, Know and use referral sources (e.g., requires active work in the
critique, other offices, outside agencies, + listening and Seattle Colleges,
referral, and knowledge sources), and exhibit referral
building rapport, partaking in
skills in seeking expert assistance.
guidance to in order to best Guided Pathways
Identify when and with whom to +
individuals and implement appropriate crisis provide guidance and advising re-
groups. management and intervention responses. to various designs
 3

Maintain an appropriate degree of student - I will seek

confidentiality that follows applicable populations opportunities for
legal and licensing requirements, + (undocumented professional
facilitates the development of trusting
relationships, and recognizes when
student, veteran development
confidentiality should be broken to students, regarding
Overall Rating: protect the student or others. immigrant, ESL) advising students
Recognize the strengths and limitations - Working with the in crisis
0 1 2 3 4 5 of one’s own worldview on + Information Desk - I will be taking
communication with others (e.g., how in New Student COUN 1500:
terminology could either liberate or Services at Counseling, in
constrain others with different gender
South Seattle Spring 2019
identities, sexual orientations, abilities,
cultural backgrounds). College, I
 4

Actively seek out opportunities to expand mentored Peer

one’s own knowledge and skills in + Navigators—
helping students with specific concerns helping them
(e.g., suicidal students) and as well as
interfacing with specific populations
problem solve
within the college student environment and develop
(e.g., student veterans). general advising
skills
- In facilitating
tours at SSC, I
advised
prospective
students as they
explored
campus, helping
students make
meaning of their
experiences and
future
educational
endeavors
I= Internship
- I advised
students in
crisis,
maintaining
professionalism
and
confidentiality,
during my
internship in
Wellness and
Health
Promotion at
Seattle U
C= Coursework
 5

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Rating Development
Area
Differentiate among assessment, W= Work
program review, evaluation, planning, √/+ - Lead - Participate in
Assessment, and research and the methodologies development of professional
Evaluation, & appropriate to each. assessment of development
Research Effectively articulate, interpret, and appointments opportunities
use results of AER reports and √/+ and program related to AER,
studies, including professional effectiveness; learning best
The Assessment, literature. created a likert- practices for
Evaluation, and Facilitate appropriate data collection scale survey and effective
Research for system/department-wide √/+ conducted a assessment
competency assessment and evaluation efforts focus group - Take surveys
area (AER) using up-to-date technology and
based on method class
focuses on the methods.
departmental - Learn more
ability to use, Assess trustworthiness and other
goals about
aspects of quality in qualitative √/+
design, conduct, - Provided data quantitative data
studies and assess the transferability
and critique analysis(using analysis
of these findings to current work
qualitative and settings. excel) of - Conduct
quantitative Assess quantitative designs and demographics of assessment, lead
AER analyses; to analysis techniques, including factors students served assessment work
√/+
manage that might lead to measurement within TRiO EOC within future
organizations problems, such as those relating to - Collected data department
using AER sampling, validity, and reliability. on outreach - Continue to
processes and Explain the necessity to follow events requested follow the work
the results institutional and divisional √/+ and attended at of leading higher
obtained from procedures and policies (e.g., IRB South Seattle education
them; and to approval, informed consent) with College using scholars, and
shape the regard to ethical assessment, Qualtrics further discern
political and evaluation, and other research I= Internship my own research
activities.
 6

ethical climate Explain to students and colleagues √/+ - Conducted interests and
surrounding the relationship of AER processes to assessment passions
AER processes learning outcomes and goals. among student - Ultimately, I hope
and uses on Identify the political and educational leaders, lead to pursue a PhD
campus. sensitivity of raw and partially √/+ focus group at in the next 2-5
processed data and AER results, iLead; to discuss years
handling them with appropriate experience with
confidentiality and deference to the sexual
organizational hierarchy.
 7

Align program and learning outcomes misconduct at

Overall Rating: with organization goals and values. √/+ Seattle
University.
0 1 2 3 4 5 Created
executive
summary to be
shared with
upper admin
C= Coursework
- In SDAD 5990:
Graduate
Project, I
designed a
research/assess
ment project
creating
instrumentation
to interview
faculty and staff
about advising
practices for
students of color
on academic
probation
- SDAD 5750: Best
Practices in
Student Services
gave me the
opportunity to
interview 12
professionals,
learning how
their
departments/inst
itutions did, or
 8

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Rating Development
Area
Identify the contributions of similar and √/+ W= Work - Continuous self-
diverse people within and to the - Working at one reflection and
Equity, institutional environment. of the most checking
Diversity, &
Integrate cultural knowledge with √/+ diverse personal biases
specific and relevant diverse issues on
Inclusion campus. community and assumptions
Assess and address one’s own awareness colleges in the through reflexive
of EDI, and articulate one’s own + state of WA, I processes
The Equity, differences and similarities with others. have gained - I hope to
Diversity, and Demonstrate personal skills associated √/+ skills to work facilitate
Inclusion (EDI) with EDI by participating in activities with individuals workshops and
competency that challenge one’s beliefs. develop skills to
of many
area includes Facilitate dialogue effectively among √/+ backgrounds- teach others
disparate audiences.
the knowledge, Interact with diverse individuals and including, about EDI topics
skills, and implement programs, services, and immigrants, - Stay up to date
+
attitudes needed activities that reflect an understanding undocumented with emerging
to create and appreciation of cultural and students, EDI topics in
learning human differences. veterans, and higher education
environments Recognize the intersectionality of diverse + students with - Pursue in
that are identities possessed by an individual.
disabilities. intergroup
enriched with Recognize social systems and their + - Participation in dialogue training
influence on people of diverse
diverse views backgrounds. Professional - Understand local
and people. It is Articulate a foundational understanding Development community
also designed to of social justice and the role of higher + Days at South issues; engage in
create an education, the institution, the Seattle College community
institutional department, the unit, and the has given me events
individual in furthering its goals.
 9

ethos that Use appropriate technology to aid in further insight to - Join community
accepts and identifying individuals with diverse √/+ pressing issues networks
celebrates backgrounds as well as assessing on our campus - Conduct
progress towards successful integration
differences of these individuals into the campus
- Partnering with informational
among people, environment. local advocacy interviews of
helping to free Design culturally relevant and inclusive √/+ and affinity leaders who work
them of any programs, services, policies, and groups to do on local EDI
misconceptions practices. outreach and issues
and prejudices. Demonstrate fair treatment to all √/+ promote college - Attend
individuals and change aspects of the access conferences such
environment that do not promote fair
as NCORE, SJTI
treatment.
 10

Overall Rating: Analyze the interconnectedness of √/+ - I attended the

societies worldwide and how these global Passport to
0 1 2 3 4 5 perspectives impact institutional College
learning.
Conference in
Spring 2017,
learning the
needs of
former/current
foster youth in
the state of WA
I= Internship
- Discussions
around power-
based violence in
Wellness and
Health
Promotion gave
me skills to
discuss critical
topics in higher
education, such
as power-based
violence and the
intersection of
power and
privilege in the
college
environment
C= Coursework
- In EDUC 5200:
Social Justice I
learned about
frameworks for
social justice and
designed a
 11

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Rating Development
Area
Articulate one’s personal code of W= Work - Continue to
ethics for student affairs practice, √ - Reconciling reflect on
Ethical which reflects the ethical ethical issues experiences that
Professional statements of professional student regarding TRiO have challenged
Practice affairs associations and their programs limited me to apply
foundational ethical principles. ability to serve ethical standards
Describe the ethical statements and undocumented - Conduct
The Ethical their foundational principles of any ∆ students due to informational
Professional professional associations directly receiving federal interviews with
Practice relevant to one’s working context. funding, and my higher-level
competency Explain how one’s behavior own moral admin, to
area pertains to embodies the ethical statements of obligation to understand their
the knowledge, the profession, particularly in √ work with all process in
skills, and relationships with students and students; making sense of
attitudes needed colleagues, in the use of technology regardless of ethical issues
to understand and sustainable practices, in their status - Learn to
and apply professional settings and meetings, - Assisting NSS implement
ethical in global relationships, and while department in policies in ways
standards to participating in job search ethical decision that are
one’s work. processes. making when supportive to
While ethics is Identify ethical issues in the course √ sending part marginalized
an integral of one’s job. time and student student
component of all Utilize institutional and professional employees to populations
the competency resources to assist with ethical √ outreach events. - Practice support
areas, this issues (e.g., consultation with more - Developing skills vs. challenge
competency experienced supervisors and/or in consulting the through equity
area focuses colleagues, consultation with an appropriate lens when
specifically on association’s Ethics Committee). stakeholders advising students
 12

the integration Assist students in ethical decision when making - Supervision

of ethics into all making and make referrals to more √ decisions that experience will
aspects of self experienced professionals when will affect the challenge me to
and professional appropriate. college think broadly,
practice. Demonstrate an understanding of I= Internship considering all
the role of beliefs and values in + - Making ethical points of view
personal integrity and professional judgements in when making
ethical practices. how to discuss decisions that
Overall Rating: Appropriately address institutional √ sensitive topics affect my team
actions that are not consistent with with students (ie-
0 1 2 3 4 5 ethical standards. sexual
 13

Demonstrate an ethical commitment + misconduct,

to just and sustainable practices. mental health),
in the Wellness
and Health
Promotion office
at SU,
particularly
when students
are averse to
talking about
these issues.
- My ethical issues
interview paper
in SDAD 5640
allowed me to
learn about
Director-level
decision-making,
through the lens
of my site-
supervisor
C= Coursework
- SDAD 5800
Higher Ed Law,
gave me insights
on how law and
policy effect my
ethical decision-
making
processes in
institutions of
higher education
V= Volunteer work
O= Other
- Balancing my
 14

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Rating Development
Area
History, Describe the foundational + W= Work - I will learn the
Philosophy, & philosophies, disciplines, and values - I have developed history of the
Values on which the profession is built. a strong institution where
Articulate the historical contexts of understanding of I work; and the
The History, institutional types and functional + two-year implications of
Philosophy, and areas within higher education and college’s role in this on my
Values student affairs. the community, current work
competency area Describe the various philosophies √ as well as - I hope to further
involves that define the profession.
knowledge, skills,
college access at my
Demonstrate responsible campus + large understanding of
and attitudes that citizenship.
connect the - I have an history of higher
Demonstrate empathy and + understanding of education, taking
history,
compassion for student needs. the historical a doctoral class
philosophy, and
values of the Describe the roles of both faculty and + context of related to history
profession to student affairs educators in the
federally funded - I will ask about
one’s current academy.
programs such values of
professional Explain the importance of service to √
as TRiO, or institution and
practice. This the academy and to student affairs
professional associations. MSIs, and the division (during
competency area
historical interviews)
embodies the Articulate the principles of √
foundations of the professional practice. exclusion of - I will explore
profession from Articulate the history of the inclusion minority different
which current and exclusion of people with a variety √ students institution
and future of identities in higher education. - At SSC, working cultures to
research and Explain the role and responsibilities + closely with understand the
practice will of the student affairs professional faculty, in values of the
grow. The associations. classroom visits, institution
 15

commitment to Explain the purpose and use of √ and outreach for -

demonstrating publications that incorporate the prof-tech
this competency philosophy and values of the programs, I have
area ensures that profession. a strong
our present and Explain the public role and societal + understanding of
future practices benefits of student affairs and of
are informed by
the role of
higher education generally. faculty vs.
an understanding
Articulate an understanding of the + student affairs
of our history,
ongoing nature of history and one’s educations, and
philosophy, and
role in shaping it. the tension
values.
Model the principles of the profession + between these at
and communicate the expectation of both two-year
Overall Rating:
the same from colleagues and
supervisees.
 16

0 1 2 3 4 5 Explain how the values of the √ and four-year

profession contribute to sustainable colleges
practices. C= Coursework
- In SDAD 5300:
Foundations of
the Student
Affairs
Profession, I
learned about
inaugural
legislation that
impacts higher
education; for
example, the
Land Grant Acts
of 1862 and
1890, the GI Bill
from 1944, and
the Higher
Education of
1965
V= Volunteer work
O= Other
- NASPA/ACPA
memberships
give me access
to learning
content, and
listservs, that
keep me up to
date on trending
issues in higher
education
 17

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Rating Development
Area
Describe appropriate hiring techniques and √ W= Work - Learn more
institutional hiring policies, procedures, and
Human & processes.
In NSS the following about equitable
Organizational Demonstrate familiarity in basic tenets of are evidence of hiring practices;
Resources supervision and possible application of these learning: become a search
supervision techniques. - Writing of job advocate (if
The Human and Explain how job descriptions are designed + descriptions for within the Seattle
Organizational and support overall staffing patterns in one’s
work setting. Outreach Colleges)
Resources Design a professional development plan in Associates, and - Sit on hiring
competency area one’s current professional position that
√ assisting in the committees
includes assesses one’s strengths and weaknesses in
knowledge, skills, one’s current position, and establishes action
recruitment - Gain further
and attitudes items for fostering an appropriate level of process gave me experience in
used in the growth. experience in HR conflict
Explain the application of introductory √ processes management
selection,
motivational techniques with students, staff,
supervision, and others.
- Training/supervi - Become club
motivation, and Describe the basic premises that underlie sion of peer advisor, learn
formal evaluation conflict in organizational and student life and navigators more about
of the constructs utilized for facilitating conflict
√
helped me student
staff; conflict resolution in these settings.
Effectively and appropriately use facilities
develop in government
resolution; supervisory skills processes
management procedures as related to
management of
operating a facility or program in a facility.
+ - Creating - Seek
the politics of Articulate basic accounting techniques for
organizational √ processes and opportunities for
budgeting, monitoring, and processing
discourse; and expenditures.
procedures, and supervision, gain
the effective Demonstrate effective stewardship and use of + project skills holding
application of resources (i.e., financial, human, material) management others
strategies and Use technological resources with respect to + allowed me to accountable
maximizing the efficiency and effectiveness of
techniques
one’s work.
improve - Mentor others
associated with Describe environmentally sensitive issues and workflows through job
financial +
explain how one’s work can incorporate - Understanding application
resources, elements of sustainability. the process of processes
facilities Develop and disseminate agendas for +
meetings.
budget
 18

management, Communicate with others using effective reconciliation - I will serve on a

fundraising, verbal and nonverbal strategies appropriate
to the situation in both one-on-one and small
+ and using an committee to
technology use, office pro-card to review
group settings.
crisis Recognize how networks in organizations purchase scholarship
management, risk +
play a role in how work gets done. events/supplies applications (in
management, and Understand the role alliances play in the +
sustainable
- I spearheaded programs that I
completion of goals and work assignments.
resources. Describe campus protocols for responding to the organization have previously
√
significant incidents and campus crises. triaging; in order
 19

Explain the basic tenets of personal or √ to leverage part- been involved

Overall Rating: organizational risk and liability as they relate
to one’s work.
time schedules with)
and campus
0 1 2 3 4 5 partnerships
- Attending VPI
candidate
forums in the
2018-2019
academic year
gave me
knowledge of the
skills and
qualifications
that South
Seattle College
is looking for in
the next VPI.
I= Internship
- Weekly 1:1s with
Ryan Hamachek
gave me insights
to the operations
at SU, and within
Wellness and
Health
Promotion
C= Coursework
- AEDT: Human
Resource
Development
allowed me to
explore HRD,
and the
importance of
learning and
 20

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Rating Development
Area
Explain the differences between public and W= Work
private higher education with respect to + - Understanding - I would like to
the legal system and what they may mean
Law, Policy, & for students, faculty, and staff at both types TRiO EOC grant develop an
Governance of institutions. guidelines understanding of
Describe the evolving legal theories that - Representing the conduct
define the student–institution relationship √ South Seattle process on
The Law, Policy, and how they affect professional practice. College in campus
and Governance Describe how national constitutions and
laws influence the rights that students,
district-level - I will continue to
competency + outreach helped read about
faculty, and staff have on public and private
area includes college campuses. me grow in higher education
the knowledge, Explain the concepts of risk management √ understanding policy and ways
skills, and and liability reduction strategies. the development that laws/policies
attitudes Explain when to consult with one’s of policies on a are influencing
immediate supervisor and campus legal √
relating to counsel about those matters that may have district level. As higher education
policy legal ramifications. well as the in today’s
development Act in accordance with federal and governance political climate
processes used state/province laws and institutional + structure of - I will utilize
in various policies regarding nondiscrimination. community resources such as
Describe how policy is developed in one’s
contexts, the colleges HR, to protect my
department and institution, as well as the +
application of local, state/province, and federal levels of I= Internship self-rights
legal constructs, government. - In my internship - I’d like to attend
and the Identify the major policy makers who in WHP, I legislative days
understanding influence one’s professional practice at the + developed an in Olympia as
of governance institutional, local, state/province, and
federal levels of government.
understanding of part of my next
structures and Identify the internal and external special Title institution
their impact on interest groups that influence policy IX/reporting - Learn more form
+
one’s makers at the department, institutional, the WSBCTC and
local, state/province, and federal levels.
 21

professional Describe the public debates surrounding issues of sexual CA policy

practice. the major policy issues in higher education, √ misconduct institute,
including access, affordability,
accountability, and quality.
- I participated in particularly in
Describe the governance systems at one’s √ FERPA trainings, regard to Guided
institution, including the governance and developed a Pathways
structures for faculty, staff, and students. deeper
Overall Rating: Describe the system used to govern or understanding of
coordinate one’s state/province system of √ crisis
higher education, including community
0 1 2 3 4 5 college, for-profit, and private higher management
education. with students
 22

Describe the federal and state/province + C= Coursework

role in higher education. - In SDAD 5800:
Higher Ed Law I
wrote about the
implications of
affirmative
action in higher
education;
looking
specifically at
policies in
California
- In SDAD 5760:
Leadership and
Governance, I
was exposed to
various
organizational
frames and got
to hear form
professionals in
various higher
administrative
roles
V= Volunteer work
O= Other
- Through
coursework and
experience
within the CTC
system, I
developed an
understanding of
Guided
Pathways, and
 23

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Rating Development
Area
Describe how one’s personal values, beliefs, + W= Work - Engage in further
histories, and perspectives inform one’s view of
oneself as an effective leader. - I grew as a reflection on
Leadership Identify one’s strengths and weaknesses as a + leader within leadership
leader and seek opportunities to develop one’s NSS, style/self-
leadership skills.
Identify various constructs of leadership and
representing the assessment
The Leadership + - Seek trainings to
leadership styles that include but are not limited college at
competency to symbolic, expert, relational, and inspirational. various events improve
area addresses Identify basic fundamentals of teamwork and +
teambuilding in one’s work setting and
within the leadership skills
the knowledge, communities of practice. district, and took - Gain
skills, and Describe and apply the basic principles of + initiative to management
attitudes community building. develop skills as a full-
Use technology to support the leadership +
required of a process (e.g., seeking feedback, sharing partnerships on time professional
leader, whether decisions, posting data that support decisions, campus and in - Continue to
it be a positional using group-support website tools). the community. I observe other
Understand campus cultures (e.g., academic +
leader or a cultures, student cultures) and collaborative was challenged leadership styles
member of the relationships, applying that understanding to to understand - Gain experience
staff, in both an one’s work. the campus gaining trust and
Articulate the vision and mission of the primary +
individual work unit, the division, and the institution. culture, and teambuilding in
capacity and Explain the values and processes that lead to + build capacity as a leader of a
within a process organizational improvement. for a department team
of how Identify institutional traditions, mores, and +
organizational structures (e.g., hierarchy,
that was - Give appropriate
individuals work networks, governing groups, nature of power, experiencing feedback to staff
together policies, goals, agendas and resource allocation transitions and and students
effectively to processes) and how they influence others to act
in the organization.
lack of staffing - Continue to grow
envision, plan, Explain the advantages and disadvantages of I= Internship as a mentor
√
effect change in different types of decision-making processes - I collaborated
organizations, (e.g., consensus, majority vote, and decision by
authority).
with an SDA
and respond to Think critically and creatively, and imagine classmate to lead
+
internal and possibilities for solutions that do not currently a focus group at
exist or are not apparent.
 24

external Identify and then effectively consult with key + the iLead
stakeholders and those with diverse
constituencies perspectives to make informed decisions. student
and issues. Explain the impact of decisions on diverse √ conference. This
groups of people, other units, and sustainable gave us insights
practices.
Articulate the logic used in making decisions to
to campus
+ culture
all interested parties.
Overall Rating: Exhibit informed confidence in the capacity of + surrounding
ordinary people to pull together and take
practical action to transform their communities
issues of sexual
0 1 2 3 4 5 and world. misconduct
Identify and introduce conversations on + C= Coursework
potential issues and developing trends into STML:
appropriate venues such as staff meetings.
Transformational
Leadership
V= Volunteer work
- SUSDA Vice-
chair
commitments,
lead on planning
SUSDA Retreat
O= Other
- APAN Regional
Ambassador role
- MRKC Pre-
conference
leadership team

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Rating Development
Area
 25

Identify key elements of one’s set of W= Work - Find balance in

personal beliefs and commitments + - Setting professional/pers
Personal (e.g., values, morals, goals, desires, boundaries as onal life
Foundations self-definitions), as well as the part time staff, - Engage in critical
source of each (e.g., self, peers, reflecting on the reflection of
The Personal family, or one or more larger ways I can values
Foundations communities). improve as a - Prioritize finding
competency Identify one’s primary work professional, and what sparks
area involves responsibilities and, with + finding balance joy/fuels me
the knowledge, appropriate ongoing feedback, craft in the workplace - Setting ritual for
skills, and a realistic, summative self-appraisal —are ways that I recharging and
attitudes to of one’s strengths and limitations. have grown in self-care
maintain Describe the importance of one’s my personal - Practice
emotional, professional and personal life to + foundation communication/a
physical, social, self, and recognize the intersection competency rticulation of
environmental, of each. I= Internship boundaries
relational, Articulate awareness and - As an intern, I - Find mentors to
spiritual, and understanding of one’s attitudes, have had to help guide me in
intellectual values, beliefs, assumptions, biases, + identify my this process
wellness; be and identity as it impacts one’s capacity as a
self- directed work with others; and take graduate student
and self- responsibility to develop personal and have had to
reflective; cultural skills by participating in articulate this to
maintain activities that challenge one’s my supervisors;
excellence and beliefs. in order to
integrity in Recognize and articulate healthy + advocate for my
work; be habits for better living. needs as a
comfortable Articulate an understanding that graduate student
with ambiguity; wellness is a broad concept + C= Coursework
be aware of comprised of emotional, physical, - Writing my
one’s own areas social, environmental, relational, personal
of strength and spiritual, and intellectual elements. autoethnography
 26

growth; have a Identify and describe personal and + in SDAD 5400:

passion for professional responsibilities Student
work; and inherent to excellence. Development
remain curious. Articulate meaningful goals for + Theory, and my
one’s work. community
Overall Rating: Identify positive and negative college
impacts on psychological wellness + autoethnography
0 1 2 3 4 5 and, as appropriate, seek assistance in SDAD 5590:
from available resources. The American
 27

Recognize the importance of Community

reflection in personal and College, I
professional development. reflected on my
own personal
foundations of
knowledge and
how my own
identities impact
my work in
higher education
V= Volunteer work
- Volunteering
with the Amara
STAR, adoptee
program and
staying
connected to the
APIDA Adoptee
community in
Seattle has kept
me connected to
my identity as an
adoptee, and the
skills I have
developed as a
mentor are
easily
transferable to
my work with
students
O= Other
- Participation in
APIKC
mentoring
family, and the
 28

ACPA/NASPA Skill Specific Evidence of Future Improvement

Competency Rating Learning & Development
Area
Articulate theories and models that W= Work - Create
describe the development of college + - I use various professional
Student students and the conditions and student development
Learning & practices that facilitate holistic development tools/workshops
Development development. theories to with integration
Articulate how differences of race, inform my work of student
ethnicity, nationality, class, gender, + when advising development
The Student age, sexual orientation, gender students at SSC, theories
Learning and identity, disability, and religious particularly - Gain experience
Development belief can influence development “non-traditional” in student
competency during the college years. students development in a
area addresses Identify and define types of theories + - I use theories classroom
the concepts (e.g., learning, psychosocial and such has CRT environment
and principles of identity development, cognitive- and CCW - Stay up to date
student structural, typological, and I= Internship with readings,
development environmental). - I used research, etc.
and learning Identify the limitations in applying developmental - Partake in
theory. This existing theories and models to + theories to work professional
includes the varying student demographic with traditional development of
ability to apply groups. age college new functional
theory to Articulate one’s own developmental students, areas
improve and journey and identify one’s own discussing - Pursue
inform student informal theories of student student opportunity to
affairs practice, development and learning (also + leadership engage in
as well as called “theories-in-use”) and how opportunities student
understanding they can be informed by formal C= Coursework programs, and
teaching and theories to enhance work with - Through SDAD student
students. 5300: government to
 29

training theory Generate ways in which various Foundations of develop student

and practice. learning theories and models can + the Student leaders
inform training and teaching Affairs - Continue to
practice. Profession, assess learning in
Identify and construct learning SDAD 5400: relation to
outcomes for both daily practice as + Theory, and NASPA/ACPA
well as teaching and training SDAD 5590: The competencies
Overall Rating: activities. American
 30

Assess teaching, learning, and √ Community

0 1 2 3 4 5 training and incorporate the results College I have
into practice. reflected on my
own
developmental
process, and
learned how
theory can
inform my
practice
- In SDAD 5590:
The American
Community
College, I
learned about
the college-
choice theory,
and implications
of current
legislation for
community
colleges around
the nation
V= Volunteer work
- As a part of
SUSDA E-team,
working with he
first-year liaison
to help support
first year
students as they
go through the
transition to
graduate school
has allowed me
31