1

Kira Glynn
Artifact H: 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)

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

W: I advise and mentor a

team of 15 undergraduates
as they plan programs
about health and well being
on campus. I often will
make referrals when
appropriate, and am a
mandated reporter. My
advising style is rooted in
challenging and supporting
the students I work with.

+
+
+

+
+

Future Improvement &

Development

Though I am highly
competent in most
areas of advising and
helping, I need to grow
in my ability to help
make meaning from
experiences,
experience in handling
crisis management
effectively, and
I: Athletics- I had to build
recognizing the
rapport with students in
strengths and
order to help them problem
limitations
of ones
solve, make meaning of
worldview and how this
their student athlete
career, and work effectively
impacts
with coaches.
communication.
Moving
forward, I
C: Case study in
intend to connect with
Foundations about crisis
management for selfthe Office of
harming student.
Multicultural Affairs to
gain facilitation tips
C: Taking a counseling
and techniques for how
course has helped me
to foster these
further enhance active
listening skills, further
conversations with my
understanding nonverbal
students and
communication cues, and
colleagues. I will
facilitate individual
continue
to seek out
decision making skills

Overall Rating:
0 1 2 3 4 5

ACPA/NASPA
Competency
Area

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).

Skill

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

C: Capstone, Community
Colleges, and Theoryidentify strengths and
weaknesses and the
limitation of my worldview
and how that impacts how I
work with others
W: Engage in a variety of
methods to expand my
knowledge and skillswebinars, journal articles,
dialogue with colleagues,
in-services, etc.

professional
development
opportunities with
NASPA/ ACPA and
other functional area
organizations. Finally, I
will continue to engage
in difficult
conversations with
students and ask
questions of and seek
guidance from my
supervisor when
having these
conversations.

Specific
Rating

Evidence of Learning

Future Improvement &

Development

W: Develop learning
outcomes and assessments
for every program my
students and staff create.

While I have gained some

experience in various
methods of assessment
like quantitative, focus
groups, and some
qualitative, I need to
enhance my
understanding and
comfort level with each
of these assessment
methods. I will continue
to consider how my
assessment means
impacts the results and is
influenced by access. I

I: Conducted focus groups

with students assessing the
Online Career Resources
Website I created, and was
able to articulate and
disseminate the results to
colleagues
I: Developed a
comprehensive workshop

and critique
qualitative and
quantitative
AER analyses; to
manage
organizations
using AER
processes and
the results
obtained from
them; and to
shape the
political and
ethical climate
surrounding
AER processes
and uses on
campus.

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

Equity,
Diversity, &
Inclusion

of these findings to current work

settings.
Assess quantitative designs and
analysis techniques, including factors
that might lead to measurement
problems, such as those relating to
sampling, validity, and reliability.
Explain the necessity to follow
institutional and divisional
procedures and policies (e.g., IRB
approval, informed consent) with
regard to ethical assessment,
evaluation, and other research
activities.
Explain to students and colleagues
the relationship of AER processes to
learning 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.
Align program and learning outcomes
with organization goals and values.

about student athletes

rooted in best practices
and research on this
specific student population.
Was able to articulate the
studies and assess the
findings to SUs campus
culture.
C: Independent StudyResearched the Seattle
University Youth Initiative
and department wide
assessment using focus
groups.

C: Theory- As part of our

group project, we assessed
the learning outcomes and
goals based on Kolbs
Learning styles.

will also continue to

ensure all of my students
programs are aligned
with learning outcomes
and are measureable
(SMART goals). I will
intentionally incorporate
assessment and research
into my future positions. I
will also continue to
routinely enhance my
understanding of
theories, research, and
best practices through
attending conferences,
reading journals, and
having scholarly
conversations with
colleagues. Moving
forward, I also intend to
research and begin a
doctorate program.

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

Evidence of Learning

O: Participate in
community story sharing
and identity caucusing
C: Theory- Learn and
reflect on identity

Future Improvement &

Development
This is an area where I
want to grow more
personally and
professionally. I intend
to write an article
looking at the

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

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.
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.

development theories and

other models such as
Community Cultural Wealth
impact me as an individual
and as a professional
O: Facilitate conversations
with other graduate
students as a member of
the SUSDA E-team and
giving space to talk about
intersections of identities
and the role we play as
professionals in advocating
for social justice
W: Develop programs that
focus on underrepresented
and marginalized
populations such has HIV
awareness
C: Multicultural
Perspectives- created a
blog analyzing the impact
of the void in the
curriculum and analyzing
who/ which stories are
included and excluded in K12 education
W: Enhance HAWCs
knowledge, awareness, and
skills through diversity
trainings
I: Created Career Website
to increase access to
resources for distant
learners

intersections of
wellness and identities,
and facilitate a
dialogue with my
student about this
intersection and how it
identities impact the
work we do. I intend to
continue engaging in
conversations about
social justice, access,
privilege and the
impact these have in
our profession and
what I can personally
do to make the world a
more equitable place. I
want to keep
unpacking my privilege
and how my identities
impact my work and
the way I move in the
world. I will continue
to creatively and
innovatively use
technology to reach
underrepresented
students. I will
continue my
conversations about
access with my
students and
colleagues.

ACPA/NASPA
Competency
Area

Skill

Articulate ones personal code of

ethics for student affairs practice,
which reflects the ethical
Ethical
statements of professional student
Professional
affairs associations and their
Practice
foundational ethical principles.
Describe the ethical statements and
The Ethical
their foundational principles of any
Professional
professional associations directly
Practice
relevant to ones working context.
competency
Explain how ones behavior
area pertains to embodies the ethical statements of
the knowledge, the profession, particularly in
skills, and
relationships with students and
attitudes needed colleagues, in the use of technology
to understand
and sustainable practices, in
and apply
professional settings and meetings,
ethical
in global relationships, and while
standards to
participating in job search
ones work.
processes.
While ethics is Identify ethical issues in the course
an integral
of ones job.
component of all Utilize institutional and professional
the competency resources to assist with ethical
areas, this
issues (e.g., consultation with more
competency
experienced supervisors and/or
area focuses
colleagues, consultation with an
specifically on
associations Ethics Committee).
the integration Assist students in ethical decision
of ethics into all making and make referrals to more
aspects of self
experienced professionals when

Specific
Rating

Evidence of Learning

I: Ethical Interview paperexplored how the NASPA

ethics were considered in
how the professional
handled the situation and
was able to reflect on how I
would have acted

Future Improvement &

Development

Firstly, I will take time

to reflect more on my
own code of ethics and
how that is seen in the
work I do
professionally. I will
then consult the
W: As a young professional
NASPA/ ACPA ethical
in the field, I have
standards so that I am
intentionally set boundaries
with my students to
better able to
enhance my professional
articulate my values in
identity
this language. I will
also
solicit feedback
W: have had several
from my supervisor,
conversations with my
supervisor about the
colleague, and students
ethical role I play in
to gain a better
violence prevention and
understanding
of how I
reporting
present myself in a
professional context. I
W: consult with CAPS,
Student Health Center, and will continue to engage
other campus resources
in professional
routinely when making
development
referrals to other offices
conversations
with my
when appropriate
students about their
O: engage in conversations
ethical dilemma
with other SUSDA E-team
decision-making
members about the role we
processes.
play in relationships with
colleagues and the job
search process

and professional appropriate.

practice.
Demonstrate an understanding of
the role of beliefs and values in
personal integrity and professional
ethical practices.
Overall Rating: Appropriately address institutional
actions that are not consistent with
0 1 2 3 4 5
ethical standards.
Demonstrate an ethical commitment
to just and sustainable practices.
ACPA/NASPA
Skill
Competency
Area
Describe the foundational
History,
Philosophy, & philosophies, disciplines, and values
on which the profession is built.
Values
Articulate the historical contexts of
institutional types and functional
The History,
Philosophy, and
areas within higher education and
Values
student affairs.
competency area Describe the various philosophies
involves
that define the profession.
knowledge, skills, Demonstrate responsible campus
and attitudes that citizenship.
connect the
Demonstrate empathy and
history,
compassion for student needs.
philosophy, and
Describe the roles of both faculty and
values of the
student affairs educators in the
profession to
academy.
ones current
Explain the importance of service to
professional
the academy and to student affairs
practice. This
competency area professional associations.
Articulate the principles of
embodies the
foundations of the professional practice.
Articulate the history of the inclusion

Specific
Rating

Evidence of Learning

Future Improvement &

Development

C: Foundations- able to
articulate the history and
values of the profession
through class dialogue

Moving forward, I can

stay connected to this
competency through
being up to date in the
various publications
within our field. I
intend to increase my
involvement within
regional professional
organizations and
become an active
member to engage
with the content on
deeper levels. While I
have been able to
articulate how the
profession has evolved,
I want to continue
being able to articulate
how it is evolving

C: Theory- able to identify

and name specific theories
that inform current
development models
C: Multicultural
perspectives- articulate
how we all play a part in
changing ongoing history
C: Capstone- professional
mission rooted in student
needs
O: meet with prospective
students to discuss the
importance of the field, the
values of student affairs
generally and SDAs values

8
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,
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

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
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

W: Create programs to
meet students where they
are informed by the stages
of change model and help
connect them to
appropriate resources.
Examples includes harm
reduction models

currently as well. I will

conduct informational
interviews with SSAOs
to better understand
how current events
impact the everchanging history of our
profession. I will also
explore the values of
higher education
institutions and how
these help create
access and equity
within higher
education.

Specific
Rating

Evidence of Learning

Future Improvement &

Development

+
+

W: Recruited, interviewed,
selected and trained a
undergraduate peer health
education team (HAWC),
assisted in interviews and
selection of graduate
assistants within my office
W: Created a professional
development plan

In order to gain more

experience and grow in
this area, I want to
serve on a hiring
committee in a future
profession, and to
continue developing
my skills in recruiting,
interviewing, and

9
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

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.

W: Create weekly meeting

agendas both for student
team and staff
W: trained colleagues and
student team on
motivational interviewing
techniques and strategies
I: Athletics- work with
students 1:1 or in small
groups the majority of the
time

+
+

W: Work with Conference

and Events Services for our
signature events
I: Athletics- sat in on NCAA
compliance meetings with
student-athletes

selecting staff. More

broadly, I also want to
gain experience in
creating job
descriptions and more
concrete skills in hiring
processes. At my next
institution, I will
actively consult with
various professionals
on campus to learn
more about crisis
management and
understanding campus
protocols for
responding. I can also
continue to improve
upon my supervision
and training skills as
well as gain more
experience in various
budgeting techniques.

10

ACPA/NASPA
Competency
Area

Skill

Specific
Rating

Evidence of Learning

Future Improvement &

Development

11

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:

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

Firstly, I have not taken

the law class in the
SDA program, which I
will use to enhance my
competency in this
W/ I: Athletics- work in
area. I will also
accordance with Title IX to
continue to stay
create comprehensive
educated
and informed
sexual misconduct
about federal, state,
prevention workshops and
other programming efforts
and institutional laws
like SexLIFE and Take Back
and policies that
the Night
inform the work I do in
Wellness and Health.
O: Read articles from the
These can include
Chronicle of Higher
Education weekly to keep
topics such as the
up to date with what is
legalization of
happening nationally
marijuana, good
Samaritan
laws, etc. I
W: Facilitated
conversations with
will also attend
students, staff, and the
national conferences
Board of Trustees about the
and professional
Seattle University Tobacco
development
Free Initiative. Was able to
opportunities that look
communicate how policy
would impact a students
at Title IX, FERPA, and
experience and the climate
other federal laws.
on campus.
Finally, in the
remaining two quarters
C: Leadership and
I hope to help create a
Governance- articulate the
governance structure at
holistic implementation
Seattle University,
policy for the new
especially in connection to Tobacco-Free Initiative,
the implications innovation
which will begin July 1,
has on organizational
2015.
change and governance
W: externally communicate
the Redhawk Care policy to
students, and other
colleagues

12

0 1 2 3 4 5

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,

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.

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

+
+

W: created document for

student team and staff
outlining who to report to
for conversations regarding
sexual misconduct, suicidal
ideation, etc.

Evidence of Learning

Future Improvement &

Development

My understanding and
experience with
leadership
development is
centered in the
necessity of
collaboration in our
C: Leadership I- clearly
field. Moving forward, I
communicate my
will intentionally bring
leadership style, how
other voices to the
institutional mission affects
my work and leadership
decision-making
fundamentals through the
process (such as
Leadership Philosophy
students,
and other
paper
professionals across
campus), especially in
C: Leadership &
Governance- engage in
campus wide
dialogue about campus
initiatives. I will
culture, organizational
continue to reflect on
structures, and developing
my leadership style
trends in higher education
and how this is
C: Leadership in a
prevalent in my work
Pluralistic Society- was
with students and with
able to articulate my
colleagues.
leadership philosophy in
Additionally, as
connection to pluralism
with students outside of the
Professional
W: Use strengths quest,
Myers Briggs type
indicator, and leadership
compass with student staff
to understand the team
dynamic within our student
staff

13

effect change in
organizations,
and respond to
internal and
external
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

(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.

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.

SDA program

+
+

I: Developed Career
resource to support
leadership and connection
to career services
W: Identify my personal
strengths and weaknesses
as a leader and
opportunities to enhance
these
W: facilitate conversations
with students and staff
about the intersection of
values and leadership style

Specific
Rating

Evidence of Learning

C: Theory- reflect on my
own knowledge,
awareness, and skills and
how this impacts my work
as a professional

C: Capstone- being able to

reflect and articulate my
personal and professional
missions
O: Reflect on my identities
and how those shape how I

Development Chair for

SUSDA, I will work to
create leadership
opportunities for the
other students in the
SDA program. I will
also continue to
explore new leadership
frameworks by reading
leadership theories and
bringing them into our
staff meetings. Finally,
I will continue to
incorporate team
building and
community
development into my
professional practice
with students.
Future Improvement &
Development
As a result of the SDA
program, I have
become a more
reflective practitioner
who is better able to
articulate my personal
values. I will continue
to incorporate
reflection into my
personal and
professional practice
as I move forward. I

14

maintain
emotional,
physical, social,
environmental,
relational,
spiritual, and
intellectual
wellness; be
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

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
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.

move in the world through

White caucus groups
O: Practice self-care and
personal wellness because
of the connection it has to
my professional work

+
+

W: teach others about the

wellness wheel and
importance of holistic
wellness and balance
W: identify my personal
spheres of influence and
how my beliefs are
impacted by my spheres
O: intentionally take time
to make meaning of my
experiences through
journaling and personal
reflection
W/ I: met with site
supervisor weekly to
identify strengths, areas for
improvement, other
feedback, and create 5 year
professional action plan

will also be intentional

about setting aside
time daily and in my
professional practice
for personal wellness.
In my next position, I
will set boundaries for
myself in my
professional self and
my personal self to
maintain balanced and
well. Additionally, I will
continue to reflect on
my own identities and
how they impact the
way I move in the
world and through
spaces. I will also
continue to develop my
competency in this
area by actively
soliciting feedback
from my students,
colleagues and
supervisors.

15

ACPA/NASPA
Competency
Area

Skill

Articulate theories and models that

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

Specific
Rating

Evidence of
Learning

C: Theory- articulate
theories and their
limitations through theory
papers and matrices.

C: Leadership in a
Pluralistic Society- this
course offered me the
opportunity to utilize my
student development
theories and models, and
articulate them to
graduate students in the
school of Theology
W: identify the various
theories that ground my
work as a professional

C: Community collegesarticulate my own

pathway to college and
how that was informed
through my identities and
opportunities

C: Capstone- grounded
my professional mission in
Cultural Community
Wealth, Multicultural
Competency, Meaning
Making, and Appreciative
Advising

Future Improvement
& Development
As a professional who
values incorporating
student development
theory into my practice, I
will intentionally
continue to grow in this
area. I will work to
incorporate specific
theories into the
activities and programs I
create. I will continue to
be critical about these
theories, and consider
the limitations about
each theory I use. I also
intend to broaden whom I
share student
development theories
and ideologies with. I
intend to engage in
conversation with other
professionals, family, and
friends whom do not
work in student
development about these
concepts. When
collaborating with
colleagues, I will engage
in deeper and meaningful
conversations about
theory to practice and
how to have theory
inform the work I do.

16

Overall Rating:
0 1 2 3 4 5

practice.
Identify and construct learning
outcomes for both daily practice as
well as teaching and training
activities.
Assess teaching, learning, and
training and incorporate the results
into practice.

O: intentionally take time

to reflect on how my
identity shapes how I
move in the world

This year in SUSDA, I

will share my story with
folks and become better
at articulating my
journey in this field.
Finally, I will seek
additional teaching
practices and
opportunities at large
conferences by
submitting program
proposals and
workshops.