1

Artifact H
Jacob A. Hartz
Seattle University
SDAD 5900: Capstone Seminar
Erica K. Yamamura, Ph. D.
December 2, 2014

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
Through my roles as a peer
adviser at the University of
California, Santa Cruz, I
was responsible for
listening to students in
their academic plans,
establishing rapport with
them, providing options,
and allowing them to make
decisions. Additionally, in
my role as Program
Coordinator in the
International Student
Center at Seattle
University, I was
responsible for maintain
confidentiality through
many of the documents
international students
would drop off to our office.
I learned that every
conversation had its own
context and to never
assume students situations

Future Improvement &

Development

While I feel confident

in my advising and
helping skills, I know
there is room for
improvement. I
understand the
importance of
partnerships,
especially as resources
to help students
identify gaps and work
to correct weaknesses.
Additionally, I have
limited experience with
helping students with
specific concerns
outside of academic
focuses. For instance, I
have never been in a
situation with a student
has voiced suicidal
tendencies or potential
I
actions. While I am
Throughout my internship
grateful
this issue has
experience at McKinstry, I
began to understand the
not been a prominent
critical lense I have gained
focus of my
around my identities and
professional career, I
their impact on the
also realize a similar
recruitment process of both
situation is likely when

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).

McKinstys interns and fulltime roles. I have learned

to be mindful of my biases
when recruiting students.
CAt Seattle University, many
of my classes revolve
around group projects and
consistent communication
of goals and deadlines. I
have found that my
problem-solving skills as
well as my ability to pursue
multiple objectives with
students have been
heightened through
increased organization and
the ability to effectively
collaborate.

working with
developing students. I
would like to receive
additional training in
this area on
appropriate procedures
to follow.

ACPA/NASPA
Competency
Area

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
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
the relationship of AER processes to

Specific
Rating

Evidence of Learning

Future Improvement &

Development

W
In my position as
McKinstrys Internship
Coordinator, I engaged
with interns and hiring
managers after their
internship experiences to
gain a better
understanding of their
overall takeaways. Through
surveys and informal
meetings for additional
qualitative purposes. I
issues surveys through
SurveyMonkey to collect
the data on the program. I
have learned that there is
always room for growth,
and without assessing
experiences it is unlikely to
understand the needs of a
program.

I do have some
experience with
methods to assess and
evaluate programs,
learning outcomes, and
overall student/mentor
experiences
(particularly with
McKinstrys internship
program), but I do
think there is quite a
bit to improve upon.
With that being said, I
have come to
understand the
immense importance of
using effective
strategies to improve
practice. Moving
forward, I will link
McKinstrys internship
program to
organizational goals
and expectations.
Additionally, I feel that
assessment prior to
program or internship
implementation would
make for a more
meaningful experience.

I
In my position as Program
Coordinator at Seattle
University, the various
programs our office hosted
required students to
complete quick
questionnaires on the
program. I also have
learned that proper
assessment strategies yield
better results and to be
mindful in gathering data.

AER processes
and uses on
campus.

Overall Rating:

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.

0 1 2 3 4 5

ACPA/NASPA
Competency
Area

Equity,
Diversity, &
Inclusion
The Equity,
Diversity, and
Inclusion (EDI)
competency
area includes
the knowledge,
skills, and
attitudes needed
to create
learning
environments

CLastly, in Education
Research at Seattle
University, students were
taught fairly surface level
information around the
differences between
qualitative and quantitative
research methods. Much of
this information was
repetitive from UCSC,
however I was able to
reengage with content in
light of new experiences.

Skill

Specific
Rating

Evidence of Learning

Future Improvement &

Development

Identify the contributions of similar and

diverse people within and to the
institutional environment.
Integrate cultural knowledge with
specific and relevant diverse issues on
campus.
Assess and address ones own awareness
of EDI, and articulate ones own
differences and similarities with others.
Demonstrate personal skills associated
with EDI by participating in activities
that challenge ones beliefs.
Facilitate dialogue effectively among
disparate audiences.
Interact with diverse individuals and
implement programs, services, and
activities that reflect an understanding
and appreciation of cultural and
human differences.
Recognize the intersectionality of diverse
identities possessed by an individual.

I
In Seattle Universitys
International Student
Center, I consistently
interacted with individuals
from a wide range of
backgrounds and facilitated
the completion of
multicultural programs
aimed to celebrate culture.
Within this capacity, I
believe I successfully
facilitated dialogue
effectively, as well relayed
the foundation of social
justice in American higher
education to individuals
studying abroad. There
were many challenges
along the way, however, I
found the more
conversations had made

I think I have come a

long way in regards to
this competency, but in
no way am I finished
learning. I think I
assessed myself based
on my growth
throughout the
program and overall
awareness and
understanding of my
own identities. With
that being said, I could
certainly use additional
help and guidance in
certain areas. For
instance, while I have a
decent understand of

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

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.

the process easier over

time.

social systems, it is
difficult for me to
identify and dismantle
Wsocial
systems and how
I admit that establishing
I can help in the
and understanding
diversity in my position as a process. I would like to
Talent Acquisition
attend more
Specialist at McKinstry was
conferences
to dissect
challenging. I was also
issues around equity,
tasked with the
access, and inclusion.
responsibility to research
and select McKinstrys
2015 diversity recruitment
strategy. With this, I aimed
to implement a culturally
relevant and inclusive
approach. Without a sound
strategy in place, it was
difficult to consider the
impact, especially with
such lack of diversity
within the field.

CIn my Student Development

Theory course, I helped to
facilitate a workshop
around access, equity, and
diversity in American
higher education systems.
The experience required
extensive research and a
better understanding of my
identities with this topic.
Overall, I gained a new
perspective on my role in
these systems.

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

Future Improvement &

Development

W
At McKinstry, I often had to
have conversations with
hiring managers and HR
Business Partners around
hiring interns as temporary
help without the intention
of hiring full-time despite
the goal of our program
being to fill full-time roles.
This was an obvious ethical
issue in terms of utilizing
an individual outside of
program parameters. I
have learned to establish
and stand by ethical
principles, as well as how
the begin the conversation
around addressing these
issues.

I have always thought

of myself as having a
strong understanding
of my personal ethical
code, and have an
ability to understand
when that code is
being challenged. With
that being said, I have
difficulty in explaining
how my behavior
embodies ethical
statements of the
profession. For
instance, I understand
codes of ethics and my
role in maintaining
them, however, I have
a difficult time
speaking to exactly
how I am maintaining
them. I am hoping to
gain more insight
around this throughout
the next few years in
professional
environments.

O
Throughout parts of my
professional experience at
Seattle University, I felt my
code of ethics being
challenged daily by my
professional superiors. I
learned to utilize
institutional and
professional resources to
gain clarity around these
issues. Additionally, I
learned the importance of
partnership and
collaboration in navigating
specific environments.

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
Competency
Area
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

C
In Foundations of the
Student Affairs Profession,
information was relayed to
students around the ethical
implications of particular
policies and laws involving
students and student
conduct as well as the
history behind them.
Despite having some
experience in Student
Affairs, much of this
information was entirely
new to me and helped
provide context around
many of the services
offered to students.

Skill

Specific
Rating

Evidence of Learning

Future Improvement &

Development

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.

CI feel my strongest
interaction with this
competency comes from my
classes at Seattle
University. Foundations of
the Student Affairs
Profession discussed the
history of the profession
and its accompanying
principles in detail. My
final paper required me to
define my role as a Student
Affairs professional, which
challenged my experiences
at UCSC. I view SU as
having a more formal
approach to Student Affairs

Aside from the

experiences listed, I
feel I do have much
interaction with this
competency. While my
courses certainly
aimed to relay the
history, philosophy, and
values of the student
affairs profession, I feel
that the conversation
has stopped there.
With that being said, I
would like to join a
professional

+
+

10
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,
philosophy, and
values.

Overall Rating:
0 1 2 3 4 5
ACPA/NASPA
Competency
Area
Human &
Organizational
Resources

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
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

+
+

than what I was

accustomed to. The change
forced me to understand
myself more thoroughly in
how I work with students.
IIn Seattle Universitys
International Student
Center, I often found myself
explaining the history of
American higher education
in terms of the inclusion
and exclusion of identities
to international students.
This helped to reframe and
refresh my perspectives of
our education systems.

association in order to
further deepen my
understanding of the
profession and acquire
the skills and
knowledge to
adequately explain its
influence on modern
roles within the
division.

OLastly, I feel that simply

through conversations and
word of mouth with various
student affairs
professionals I have a
stronger foundation around
the functional purposes of
particular aspects of the
field and their historical
significance.

Specific
Rating

Evidence of Learning

Future Improvement &

Development

WMy experiences at
McKinstry have allowed me
to hone in on my
professional development

This competency feels

most natural to me.
From my experiences
at Seattle University

11
supervision techniques.

The Human and

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

Explain how job descriptions are designed

and support overall staffing patterns in ones
work setting.
Design a professional development plan in
ones current professional position that
assesses ones strengths and weaknesses in
ones current position, and establishes action
items for fostering an appropriate level of
growth.
Explain the application of introductory
motivational techniques with students, staff,
and others.
Describe the basic premises that underlie
conflict in organizational and student life and
the constructs utilized for facilitating conflict
resolution in these settings.
Effectively and appropriately use facilities
management procedures as related to
operating a facility or program in a facility.

Articulate basic accounting techniques for

budgeting, monitoring, and processing
expenditures.
Demonstrate effective stewardship and use of
resources (i.e., financial, human, material)

Use technological resources with respect to

maximizing the efficiency and effectiveness of
ones work.
Describe environmentally sensitive issues and
explain how ones work can incorporate
elements of sustainability.
Develop and disseminate agendas for
meetings.
Communicate with others using effective
verbal and nonverbal strategies appropriate
to the situation in both one-on-one and small
group settings.
Recognize how networks in organizations
play a role in how work gets done.
Understand the role alliances play in the
completion of goals and work assignments.

+
+
+
+

plan as well as my
strengths and weaknesses
as a professional.
Additionally, my roles have
required exceptional verbal
and written skills in order
to accomplish tasks with
strict deadlines.
McKinstrys foundation on
building environmentally
friendly buildings has
grounded many sensitive
environmental issues
particularly in the sense of
appropriate material
handling and conservation.
Lastly, in my position as a
Talent Acquisition
Specialist, I took on the
responsibility of education
hiring managers on
emerging practices in
gaining new team
memebers.
IMy position in the
International Student
Center taught me of the
importance in utilizing
resources to the best of my
ability to complete large
programs. Through
collaboration and
organizational strategies, I
was able to effectively lead
programs through the first
two quarters of graduate
school.

and McKinstry, I have

found that I am good at
utilizing my resources
to accomplish tasks
and motivate
individuals within the
organization. However,
I would like to continue
building my network
and gain a better
understanding of
organizational/instituti
onal protocols around
crises. I believe this
will come through
continued professional
opportunities and
experience.

12

Overall Rating:
0 1 2 3 4 5

ACPA/NASPA
Competency
Area

Law, Policy, &

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

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

Specific
Rating

Evidence of Learning

Future Improvement &

Development

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.

I
The International Student
Center required office
personnel to act in
accordance with federal
and state laws, particularly
in relation to issues around
international students. I
learned to understand the
implications of policy,
especially around their
impact on international
students studying in the
United States.

This competency has

always been
challenging for me to
engage with. While I
seem to have some
experience with it, I
find that the material
and information is
difficult to retain. In
order to improve on
this, I will have to
continually focus on my
attention on issues
involving law, policy,
and governance. I
understand the farreaching impact
governance structures
place on organizations
and how organizations
work with or for
people. I realize that
this is an inherent
component to any
professional

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.

W
As a Talent Acquisition
Specialist, I ran into a few
sensitive situations
involving applicants and
interviewees that required
involving my supervisors to
reach solutions. For
instance, many of our
interview guidelines
revolve around avoid
personal information
unrelated to the position.
Additionally, I received
significant exposure to

13

their impact on
ones
professional
practice.

Overall Rating:
0 1 2 3 4 5

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.

McKinstrys governing
systems in terms of how to
address issues within
human resources. The
governing system within
the organization has
demonstrated effective
protocol on navigating
sensitive situations.

environment and it will

be necessary to
understand these
systems as best I can.

O
I have found many articles
through social media
extremely informative on
topics pertaining to policy
and governing systems in
different sectors of higher
education. However, this is
an area I need to continue
to pursue. I realize that
outside of class, it will be
necessary for me to
understand and take it
upon myself to learn
policies within the
workplace.
CHigher Education Finance
discusses federal and local
implications on policies and
their impact on higher
education systems. This
was a new topic to me and
shed light on how societal
structures often restrict
marginalized communities.

ACPA/NASPA
Competency
Area

Skill

Specific
Rating

Evidence of Learning

Future Improvement &

Development

14

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

Describe how ones personal values, beliefs,

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

Use technology to support the leadership

process (e.g., seeking feedback, sharing
decisions, posting data that support decisions,
using group-support website tools).
Understand campus cultures (e.g., academic
cultures, student cultures) and collaborative
relationships, applying that understanding to
ones work.
Articulate the vision and mission of the primary
work unit, the division, and the institution.

Explain the values and processes that lead to

organizational improvement.
Identify institutional traditions, mores, and
organizational structures (e.g., hierarchy,
networks, governing groups, nature of power,
policies, goals, agendas and resource allocation
processes) and how they influence others to act
in the organization.
Explain the advantages and disadvantages of
different types of decision-making processes
(e.g., consensus, majority vote, and decision by
authority).
Think critically and creatively, and imagine
possibilities for solutions that do not currently
exist or are not apparent.
Identify and then effectively consult with key
stakeholders and those with diverse
perspectives to make informed decisions.
Explain the impact of decisions on diverse
groups of people, other units, and sustainable

W
In planning McKinstrys
2015 internship program, I
exercised leadership in
order to educate and
influence people within the
organization to think about
interns in a different light.
With that, I was required to
articulate the vision and
mission of my department,
the values and processes
that have positively
impacted our
organizations growth
around the program, as
well as potential issues or
barriers. I have learned
that communication is key
in effectively influencing
others to collaborate
toward a goal.
I
My experience as a
Program Coordinator at the
International Student
Center required extensive
community building.
Particularly with the
International Dinner, it was
vital to the department to
begin to build community
with volunteers, staff, and
program coordinators for
an effective delivery of the
program. However, I also
learned how my identities
play a role in my ability to
do this, especially with the
international student

I believe I am in the
processes of
identifying and
describing how my
personal values,
beliefs, histories, and
perspectives inform my
view of myself as a
leader. I have had
multiple conversations
with supervisors in my
ability to coordinate
versus lead effectively.
I understand the
effectiveness of
excellent leadership,
however, I am in the
process of
understanding my role
in exercising
leadership influence
individuals for positive
change.

15
practices.

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
self- directed
and self-

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
work with others; and take
responsibility to develop personal

volunteers and students. I

had to understand my role
and relay information
accordingly.

+
Specific
Rating

Evidence of Learning

Future Improvement &

Development

W
At McKinstry I was ale to
identify key elements of my
personal beliefs and
commitments and their
historic roots. I think this
helped to navigate a new
professional environment in
the sense that I had an
awareness of who I am as a
person and as a
professional. With this, I
also am able to identify my
specific weaknesses, and
work to develop them
through constructive
criticism.

I certainly need to
evaluate my leadership
skills in association
with my weaknesses.
While I think I am very
self aware, I have
difficulty in
implementing solutions
around issues that
restrict my growth. For
instance, I often aim to
please rather than lead
off of my own
judgment. Overcoming
this barrier is vital to
my success as a
professional and leader
and understanding how
to effectively say no
when needed poses as
my next challenge.

I
At Seattle Universty, I was
able to identify unhealthy
environments and their
impact on my wellness. I
was also able to identify a
solution and pull crucial
individuals in to assist my

16

reflective;
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.

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.

Overall Rating:
0 1 2 3 4 5

ACPA/NASPA
Competency
Area

Student
Learning &
Development
The Student

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.
Articulate how differences of race,
ethnicity, nationality, class, gender,
age, sexual orientation, gender

development and growth.

Additionally, it was through
this process that I
understand the value of
reflection in professional
development and
wellbeing.
CI would say almost all of my
classes at Seattle
University have required
me to identify meaningful
goals, healthy habits, and
consistent reflection of my
values, beliefs,
assumptions, biases, and
identity. This has been a
new experience, and
although awkward at first, I
have grown to utilize the
strategies gained through
Jesuit education almost
daily.

Specific
Rating

Evidence of
Learning

Future Improvement
& Development

C
Student Development
Theory has helped me in
determining how my
identities impact or
influence my interaction
with particular student
populations. Additionally,
theories have helped

I need to do a better
job of identifying
relevant theories and
their potential
applications. For
instance, through
conversations with my
mentors and

17

Learning and
Development
competency
area addresses
the concepts
and principles of
student
development
and learning
theory. This
includes the
ability to apply
theory to
improve and
inform student
affairs practice,
as well as
understanding
teaching and
training theory
and practice.

Overall Rating:
0 1 2 3 4 5

identity, disability, and religious

belief can influence development
during the college years.
Identify and define types of theories
(e.g., learning, psychosocial and
identity development, cognitivestructural, typological, and
environmental).
Identify the limitations in applying
existing theories and models to
varying student demographic
groups.
Articulate ones own developmental
journey and identify ones own
informal theories of student
development and learning (also
called theories-in-use) and how
they can be informed by formal
theories to enhance work with
students.
Generate ways in which various
learning theories and models can
inform training and teaching
practice.
Identify and construct learning
outcomes for both daily practice as
well as teaching and training
activities.
Assess teaching, learning, and
training and incorporate the results
into practice.

inform how I develop

programs and work
with/for particular student
populations. I have also
come to understand
effective use of theory is
context and situationbased, in that no student
is the same and
frameworks should be
utilized as a template with
the purpose to be altered.
WAlthough outside of
higher education, I
utilized research and
theory to help inform
McKinstrys internship
program and ease
students transition into a
professional environment.
I also helped to develop
McKinstrys collegiate
recruiting strategy and
trained representatives on
our organizations
approach and methods for
recruiting students. These
experiences have
demonstrated the
transferability of
knowledge and skills.

supervisors, I
understand how theory
in general has made
me more self aware in
how I interact with and
for students, however, I
have a difficult time in
identifying specific
theories for certain
situations.
I am hoping this
becomes easier with
time and through more
student interaction.