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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.

Overall Rating:
0 1 2 3 4 5

Skill

Specific
Rating

Evidence of Learning

Future Improvement &


Development

Exhibit active listening skills (e.g., appropriately


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

()

W: Much of my experience with this


competency comes from my
Graduate Assistantship with the
Office of Fellowships. In fact, I can
say that every skill under the "basic"
level and most skills under the
"intermediate" level can be
attributed to this position.
C: One course in particular, COUN
5100, helped me to develop active
listening skills and a variety of other
valuable communication strategies.
Additionally, my Bachelors in
Communication has been useful
when it comes to facilitating group
processes and understanding the
various facets of communication.
I: Both my internship with SU's
Disabilities Services office and
Seattle Central College's TRiO
office have promoted many of the
basic aspects of this competency.
V: I have also gained some
advising/helping experience from
my weekly volunteer sessions with
College Access Now at Chief Sealth
International High School. One of
the biggest ways this experience has
helped me to grow is through
learning how to establish rapport
with students whose identities and
experiences differ from my own.

Many of the areas where I


need improvement relate to
the advanced aspects of this
competency. These are most
likely skills that I will pick up
as I gain more experience in
the field. However, I would
still like to develop as an
advisor overall, which includes
intentionally integrating
counseling responses into my
advising sessions (something
that I do occasionally now, but
I could definitely benefit from
increasing). If I end up in a
direct advising role, I plan to
further develop this
competency by attending
conference sessions on best
practices for advising students.

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ACPA/NASPA
Competency Area

Skill

Differentiate among assessment, program review,


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

0 1 2 3 4 5

Specific
Rating

(+)
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(+)

(+)

(+)

(+)

(+)
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(+)

Evidence of Learning

W: Assessment, Evaluation, and


Research is undoubtedly my
strongest competency. Because I
run assessments for my office, I
actually have gained a fairly
advanced level in this competency. I
design our assessment materials and
complete reports.
I: I performed assessment at both
of my internship sites. In both cases,
my results were shared with
professional staff at the institution
in an effort to bring about change.
C: Though my research experience
began in undergrad, EDUC 5000
helped bring these skills into the
context of graduate-level work.
Additionally, I participated in Seattle
U's Assessment Certification
program last spring, which covered
all aspects of the basic level of this
competency as well as touched on
some of the intermediate skills.

Future Improvement &


Development
Even though I hold a high
level of proficient in this area,
there is always room for
improvement. In order to
increase my competency in
this area, I plan to continue
gaining research and
assessment experience in
future positions. It is
ultimately my goal to get a
PhD and further my research
training that way.

ACPA/NASPA
Competency Area

Equity, Diversity, &


Inclusion

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.
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.

(+)

C: Much of my experience in this


area comes from my undergraduate
education in sociology and gender,
sexuality, and women's studies. My
previous institution had excellent
curriculum around social justice.
Though I have maintained this
competency throughout the SDA
program, not many of my graduatelevel classes contributed to it
significantly. However, SDAD 5400
did provide me with important
theoretical knowledge specific to
this field.
I: My internships with Disabilities
Services and TRiO allowed me to
put my skills in this competency into
action. Even some of the
intermediate skills, such as
integrating cultural knowledge with
specific and relevant cultural issues
on campus, showed up in my
internships.
O: The SDA community as a whole
has encouraged me to improve my
competency in this area.

There is always room for


improvement around this
competency. I plan to improve
by becoming more involved
with EDI issues on my future
campus as well as engaging in
professional development in
this area. For example, I hope
to remain involved with ACPA
and continue to benefit of
their emphasis on social justice
in professional practice.

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

change aspects of the environment that do not


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

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ACPA/NASPA
Competency Area

Skill

Articulate ones personal code of ethics for


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

Specific
Rating

(+)

(+)

(+)

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()
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Evidence of Learning

C: Many of Dr. Jeremy Stringer's


classes contained this competency,
such as SDAD 5300, 5700, and
5760. I specifically recall engaging
with many ethical decisions in
Leadership and Governance, as well
as going over the CAS standards in
Foundations. I also gained some of
the more intermediate skills through
SDAD 5800, especially as they apply
to working with students in a legal
context. Lastly, COUN 5100 gave
me an excellent overview of the
ethical issues faced in counseling
and how those may differ from
student affairs.
W: In every situation where I have
worked, I have been called on to act
in an ethical manner, especially
around keeping students'
information confidential.

Future Improvement &


Development
I would like to become more
comfortable talking with
students and colleagues about
their own ethics, as well as
addressing ethical grievances
and other issues that arise.

ACPA/NASPA
Competency Area

Skill

Describe the foundational philosophies,


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

History,
Philosophy, &
Values

Specific
Rating

Evidence of Learning

Future Improvement &


Development

(+)

C: The majority of my knowledge of


this competency came from SDAD
5300, where I learned many of the
skills that compose the basic level
(and some in the intermediate level
as well). This class instilled in me a
commitment to the profession and
its values. Since I had little
experience with student affairs as a
field before entering the SDA
program, I grew immensely in this
competency over a short period of
time. Additionally, SDAD 5840 in
Sweden allowed me to develop a
strong overview of what student
affairs looks like in other countries.
O: My position as an ACPA
Ambassador has allowed me to
develop a strong idea of the values
of the profession, as well as give me
experience holding a leadership role
within a professional organization.

Many of the aspects that I am


missing in this competency
would require me to have a
great deal of professional
experience. One way that I
would like to further develop
is my maintaining a leadership
role within ACPA, such as
applying for a Coordinator or
Vice Chair role within the
Coalition for Graduate
Students and New
Professionals. I also look
forward to teaching the
principles of the profession to
others and contributing to the
field through scholarship.

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ACPA/NASPA
Competency Area

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

Overall Rating:
0 1 2 3 4 5

Skill

Specific
Rating

Evidence of Learning

Future Improvement &


Development

Describe appropriate hiring techniques and institutional


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

()

W: My time in the Office of


Fellowships has allowed me to get a
strong sense of the resources
required to run a small office, as
well as a broader understanding of
how Student Academic Services
functions.
I: Though I did not gain direct
supervision experience in my
internship with TRiO, my
supervisor did have me read about
basic supervisory methods and
discussed her own supervisory style
with me. I also learned how to put
together a basic budget during this
internship and see how networks
and alliances function within student
affairs.
O: As a Co-Editor in Chief for
MAGIS, I am partially responsible
for supervising the Editorial Board.
This includes training Board
members and ensuring that they
meet deadlines. I also attended a
budgeting webinar through the
ACPA Ambassadors program.

Human and Organizational


Resources is my weakest
competency. Most likely the
only way that I will be able to
address this is by engaging in
direct supervision and
policy/initiative
implementation through an
upcoming professional role.
Additionally, I plan to improve
my knowledge of managing
campus resources through
attending budgeting webinars
and increasing my overall
knowledge of handling
finances.

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ACPA/NASPA
Competency Area

Law, Policy, &


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

Overall Rating:
0 1 2 3 4 5

Skill

Explain the differences between public and private


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

Specific
Rating

(+)

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Evidence of Learning

Future Improvement &


Development

C: This is one of the areas that I


have grown the most in, thanks to
my SDA coursework (my original
overall rating was a one). Both
SDAD 5760 and 5800 contributed
greatly to my knowledge of law and
governance in higher education. In
Higher Education Law especially, I
gained a lot of valuable insight into
tort and liability.
I: My internship with Disabilities
Services provided me with a
working knowledge of a few laws,
such as the Americans with
Disabilities Act and Section 504 of
the Rehabilitation Act.
W: My knowledge of certain laws,
such as FERPA, began as early as
my first job with TRiO, though my
knowledge has definitely increased
since then.

Obviously the areas where I


am lacking this competency
are those that can only be
reached as a senior-level
administrator. However, I do
look forward to developing
and implementing policies on
my future campus as well as
engaging further with the everchanging landscape of higher
education law. I plan to
increase my knowledge
through following landmark
cases as well as reading case
law when new decisions are
made.

ACPA/NASPA
Competency Area

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

Overall Rating:
0 1 2 3 4 5

Skill

Specific
Rating

Evidence of Learning

Future Improvement &


Development

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.

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C: When I first began the SDA


program, I was very resistant to the
idea of thinking of myself as a
leader. However, through SDAD
5700 and even my internship
assignments, I learned that I just
have a different form of leadership
than what is commonly thought of.
Because of this, my competency in
this area has been steadily improving
so that I meet all of the basic skills
(and even some of the more
advanced ones).
W: My work in the Office of
Fellowships has definitely helped me
to think of myself as a leader, as I
am often tasked with creating events
or putting together interview panels.
This has helped me to get a better
sense of what it means to
collaborate with others across
campus and even with those outside
of the university (such as speakers
from fellowship programs).

Because I still occasionally


struggle with the idea of
leadership, I will need to
continuously work to improve
my self-concept. There is still a
long way to go before I can
see myself as a leader in an
organization, as the
intermediate and advanced
levels of the competency
suggest. In order to improve, I
hope to gain confidence in my
future position through
seeking out leadership
opportunities on campus (such
as heading up committees).

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


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

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ACPA/NASPA
Competency Area

Skill

Identify key elements of ones set of personal


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

Specific
Rating

(+)

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Evidence of Learning

Future Improvement &


Development

O: Because of my background as a
first-generation, low income
student, my sense of self was
strongly developed before I even
entered higher education. I have
needed to have a strong set of
personal foundations to survive, and
this has had little to do with my
professional life. However, there
have been aspects from work, class,
and internship experiences that have
helped me to further develop as a
person.
W/C: Upon entering the SDA
program I was asked to reflect on
my goals for my professional career
and current position for the first
time. I think this has definitely
helped me to address the
competencies that relate to
excellence, strengths and
weaknesses, and articulating goals.

In order to develop in this


area, I would like to focus on
living a healthier lifestyle and
reducing stress. I fear
becoming burned out in my
future career, so I would like
to develop methods to keep
my passion for student affairs
alive. I would also like to have
a role in inspiring and assisting
others in creating their own
goals.

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ACPA/NASPA
Competency Area

Skill

Articulate theories and models that describe the


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

Specific
Rating

(+)

(+)

(+)
(+)
(+)

(+)

(+)
(+)

Evidence of Learning

Future Improvement &


Development

C: SDA coursework has had a


major impact on this competency.
When I entered the program, I
had never before studied student
development theory, so my overall
rating was a zero. SDAD 5400 not
only helped me to learn the
theories, but also gave me the
tools to put them in action and
teach others about them.
Additionally, I am also gaining
valuable knowledge about
designing learning outcomes and
goals through AEDT 5100
(Course Design).
I/W: I have been able to utilize
my knowledge of theory through
all of my internship and work
experiences since taking SDAD
5400.

One of the ways that I would


really like to develop this
competency is through directly
contributing to the
development of new theories.
I already have several ideas
that I have formulated in the
SDA program and am looking
forward to narrowing in on a
topic in the future. I would
also look forward to teaching
my future staff and student
leaders about student
development theory. Finally, I
plan to keep up on the latest
theory so that I am an
informed practitioner.

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