1

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:

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 protect the student or others.

Speci
fic
Ratin
g
+

+
+
+
+
+
+

Evidence of Learning

W: As a Graduate
Assistant (GA), I oversee
short-term service based
experiential learning
program by directly
advising a team of six
student leaders
individually and in small
groups to identify goals,
build a vision, and
coordinate logistics for a
total of five trips over the
academic year.

Future Improvement &

Development

I am excited to get
more involved with
NACADA, the National
Academic Advising
Association, and
attending their Region
8 Conference in Seattle
2016. Paired with
formative assessment, I
hope to make personal
steps in improving my
advising and helping
I: When I served as a
skills. In the future, I
Graduate Intern in Career
hope to lead
and Academic Advising, I
programming around
had the opportunity to
meet with students
high impact careers
individually and actively
and facilitating
listen to their career
reflection with
aspirations then provide
students on what that
guidance in crafting an
could look like for
academic plan towards
fulfilling their goals, refer
them. I specifically
to appropriate and useful
want to improve my
resources when
writing to be able to
necessary, and
draft
compelling letters
recommend programs
of recommendations
that would advance their
experience.
for students. To
accomplish this, I know
C: In COUN 5100
it will take practice in
Fundamental Skills in
asking good questions
Counseling, we were

0 1 2 3 4 5

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).

introduced to and
practiced basic
counseling techniques
and responses including
attending, paraphrasing,
empathizing, clarifying,
questioning, directing,
giving feedback, and
more.

that prompts students

to think introspectively,
reveal stories of
character, and better
articulate their
motivations and
desires.

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,
design, conduct, aspects of quality in qualitative
studies and assess the transferability
and critique
qualitative and of these findings to current work
settings.
quantitative
AER analyses; to Assess quantitative designs and
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
obtained from
procedures and policies (e.g., IRB
them; and to
approval, informed consent) with
shape the
regard to ethical assessment,
political and
ethical climate evaluation, and other research
activities.
surrounding
Explain to students and colleagues

Specific
Rating

Evidence of Learning

W: Utilize the use of a

formative assessment tool
called an Examen. A
reflective exercise
implemented at the end of
cohort meetings when
curriculum is presented
where students are asked
1) What worked? What
didnt? 2) What is a related
experience youre thankful
for? 4) How can we better
support you? 5) Any
remaining questions or
unfinished business. Data
received informs
curriculum built for the
next cohort meeting.
I: Through collected survey
results from students and
interviews with faculty
members, I was tasked
with enhancing an online
professional development
and career formation
course resulting in a more
interactive platform while
maintaining academic
rigor.
C: EDUC 5000 Introduction
to Educational Research
provided a general
overview of various
methods of research with

Future Improvement &

Development

This area is
intimidating for me,
but I can take baby
steps towards
improving my skill in
assessment. These
include learning and
knowing how to draft
an assessment tool,
practice writing
questions that will
yield the information
we need, identify
resources on the
campus I work out for
assessment support
and training. An action
I can take now is to
create short evaluation
sheets that advisees
could fill out and
submit as they exit a
session. Personal
research paired with
taking advantage of
any on campus
offerings would be
incorporated in my
work plan.

AER processes
and uses on
campus.

Overall Rating:
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

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.

examples and identifying

limitations of each method.

Skill

Identify the contributions of similar and diverse

people within and to the institutional environment.
Integrate cultural knowledge with specific and
relevant diverse issues on campus.
Assess and address ones own awareness of EDI, and
articulate ones own differences and similarities with
others.
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

O: Participated in the SU
Division of Student
Development Assessment
Working Group Assessment
Certification Program, an
8-week professional
development opportunity to
increase the knowledge to
development and
implement assessment
projects.

Speci
fic
Ratin
g

+
+

+
+
+

Evidence of
Learning

Future Improvement
& Development

W: Crafted and
delivered social justice
centered curriculum to
student leadership
cohort on topics
including ethical
service, privilege and
oppression, and
intersecting identities.

It is a nonnegotiable
for me that my next
work place will be
open to critical
dialogue and change
towards addressing
issues of equity,
diversity, and
inclusion. As I
continue my own
personal endeavor of
learning through
readings, active
listening, and critical
self-reflection I firmly
believe in advocacy
both inside and

I: When I served as a
Seattle Site
Coordinator, my cocoordinator and I
guided students
through weekly
reflection exploring
topics including factors
affecting poverty, target
identities and identities
with agency, intention

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.

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.

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

Ethical
Professional
Practice
The Ethical

Skill

Articulate ones personal code of ethics for

student affairs practice, which reflects the
ethical statements of professional student
affairs associations and their foundational
ethical principles.
Describe the ethical statements and their
foundational principles of any professional
associations directly relevant to ones working

Speci
fic
Ratin
g

verses impact, how

social location impacts
our perspective, racial
caucusing, and more.
C: SDAD 5400 Student
Development Theory
Research and Practice
is where I learned key
theories including
Community Cultural
Wealth (Yosso, 2005),
identity development
theories, and
multicultural
competence in student
affairs (Pope, Reynolds,
& Mueller, 2004).

outside of work. I
understand that
advocacy within an
institution may look
different and will have
to learn how to seek
out those opportunity.

V/O: I volunteered and

was a participant in
ACPA Institute for
Social Justice which
focused on intersecting
identities and
vulnerability.

Evidence of
Learning

Future Improvement
& Development

W: I was faced with

various ethical
dilemmas throughout
my first year within my
GA. One example is
when I recognized the
limitation of my training
and knowledge when
my student began to

It is important to me
to be able to have
intentional ethical
conversations with my
next supervisor in
addition to
familiarizing myself
with the individuals

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

Overall Rating:
0 1 2 3 4 5

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

demonstrate limitations
to their mental health
capacity. I immediately
consulted with my
supervisor on best
practices navigating
such instances. I was
able to express concern
to my student and care
with referrals to other
services on campus that
could provide further
support.
I: Through my
internship at the
University of
Washington in advising,
my supervisor and I
discussed the ethical
dilemma surrounding
nonpaid internships.
Especially when
interning while
concurrently enrolled in
a for credit course. We
are asking students,
who may be working, to
intern for without pay,
yet ask them to enroll in
a course in which they
have to pay out of
pocket themselves. We
explored ways we can
encourage our company
partners to pay
students or offer
financial support for
students who want to
intern, but cannot
afford to without pay.

and offices with legal

authority. I hope to
establish a student
affairs circle of
support outside of my
institution to have an
external and multiple
perspectives in the
event of an ethical
dilemma.

ACPA/NASPA
Competency
Area

Skill

Describe the foundational philosophies,

disciplines, and values on which the profession
is built.
Articulate the historical contexts of institutional
The History,
types and functional areas within higher
Philosophy, and
education and student affairs.
Values
Describe the various philosophies that define
competency area
the profession.
involves
knowledge, skills, Demonstrate responsible campus citizenship.
and attitudes that Demonstrate empathy and compassion for
student needs.
connect the
history,
Describe the roles of both faculty and student
philosophy, and
affairs educators in the academy.
values of the
Explain the importance of service to the
profession to
academy and to student affairs professional
ones current
associations.
professional
Articulate the principles of professional
practice. This
competency area practice.
embodies the
Articulate the history of the inclusion and
foundations of the exclusion of people with a variety of identities in
profession from
higher education.
which current
Explain the role and responsibilities of the
and future
student affairs professional associations.
research and
Explain the purpose and use of publications that
practice will
incorporate the philosophy and values of the
grow. The
profession.
commitment to
Explain the public role and societal benefits of
demonstrating
this competency
student affairs and of higher education
area ensures that generally.

History,
Philosophy, &
Values

Speci
fic
Ratin
g
+
+

+
+
+
+

Evidence of
Learning

W: With students, first

facilitate critical selfreflection and examine
our social location and
how that influences our
perspective on the
world. This process may
be the first time a
student is asked to look
introspectively on
privilege and
oppression. For some, it
is very difficult
realization. I offer
empathy and model
allowing gracious space
for self and others.
C: SDAD 5300
Foundations in the
Student Affairs
Profession offered the
history of our
profession, introduction
to national professional
association including
NASPA/ACPA, values of
the profession, and
explore various pillars
and functional areas.
V: Served on on-campus
NASPA Undergraduate
Fellowship Program
alumni committee

Future Improvement
& Development

My involvement with
regional and national
career development
and academic
advising association
will expand my
understanding of the
history, philosophy,
and values within my
student affairs
functional area. These
organizations include
NACADA, Puget
Sound Career
Development
Association, and the
National Association
of Colleges and
Employers. As an
aspiring career
development
educator, I want to
take it upon myself to
learn what employers
are looking for in our
students by
familiarizing myself
with the annual NACE

9
our present and
future practices
are informed by
an understanding
of our history,
philosophy, and
values.

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.

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;

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

promoting student
affairs.

Job Outlook survey.

O: Attended 2015
NASPA Conference in
New Orleans, LA and
attended Region VI
business meeting to
learn more about
operations and our
strategic plan for
growth.

Skill

Speci
fic
Ratin
g

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)

W: My graduate
assistantship is fully
funded by a generous
long-standing donor of
the Center for
Community
Engagement. Through
annual meetings with
CCE supporters, I am
keenly aware of where
my paycheck and
budget comes from. I
advise student leaders
in effective stewardship
of their own budget and
understanding of risk
management when
venturing off-campus
for service immersion
programs. Each
quarterly leadership
cohort meeting and

I am focused on
gaining skills that will
set me up for success
in a supervisory role.
Centered on
motivational
techniques, conflict
resolution, resource
management, and
budget account
management I am
committed to being
part of projects that
will help me gain
these skills. At my
next institution,
gaining a overarching
understanding on HR

+
+

+
+

10
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.

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.

+
+
+

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

Law, Policy, &

Governance

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.

Specifi
c
Rating
+

student retreat, my
colleague and I build
reflective and justicecentered
agendas/curriculum.
I: A major part of my
responsibility while
interning with Duke
University was digital
information
management, using
technological resources
to maximizing the
efficiency and
effectiveness of the
program. I had to
ensure that information
about the Seattle-based
program was accessible
to multiple stakeholders
through the use of
weekly newsletters,
design and maintenance
of program website, and
group engagement via
Facebook.

and funding systems

will help me towards
achieving my goal by
better understand
institutional hiring
processes,
procedures, and how
to write explicit and
efficient job
description.

Evidence of Learning

Future Improvement
& Development

C: SDAD 5800 Higher

Education Law thoroughly
explores constitutional law
and its practical
application to higher
education. Topics included
legal difference between

I will take a proactive

approach in
consulting with
individuals on
campus that carry a

11

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

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.

+
+
+
+

+
+

wealth of knowledge
in this area and
attend on campus
trainings on topics
including FERPA and
Title IX. Keeping my
SDAD 5800 textbook
near will be
SDAD 5590 American
important
as I have
Community College really
found it to be very
illustrated the close knit
relationship between
comprehensive in
public higher education
addressing
institutions and state
constitutional
law in
legislation with regards to
relation to free
governance and funding.
speech, personal, and
O: Attended a panel
intuitional liability. A
entitled, Why is College
recent example is
so Expensive with
having attended an
representatives from the
UndocuAlly
training. I
State, nonprofit
am familiar with
organization address
student debt, and a faculty
California laws
member. It was awesome
regarding supporting
hearing
undocumented
students in higher
education, but did not
come to me that
Washington may not
have the same laws.
Even more so with an
unexpected seat
opening on the
Supreme Court (as of
2/28/16), it will be my
responsibility to pay
public and private
institutions, personal and
institutional liability,
constitutional law,
applicable state laws, and
how state laws are shaped
in relation to access and
affordability.

12

attention to national
policies that affect
our students.
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,

Skill

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

Specifi
c
Rating
+
+

+
+
+
+
+

Evidence of Learning

Future Improvement
& Development

W: In my second year in
my Graduate
Assistantship, there was a
lot of transition in my
office and I became the
only returning staff
member within my team
with a full academic year
of experience. I was called
upon to demonstrate a lot
of leadership in providing
the team with knowledge
of institutional history
while being open to
changes. I had the
opportunity to showcase
this through a staff
training on our student
leadership cohort program
which I now spearhead
while training my
colleague to take it on
after I graduate. Also with
the rebranding of our
short-term service
programs, I was the main
driver in articulating the
vision and mission of the
program.

In EDAD 5700, we
read Encouraging the
Heart: A Leader's
Guide to Rewarding
and Recognizing
Others (Kouzes &
Posner, 2013) which
introduced the
Seven Essen
Essentials of
Encouraging the
Heart. Being so
moved by the
reading, I want to
center my leadership
practices around
setting clear
standards, expecting
the best, paying
attention,
personalizing
recognition, telling
the story, celebrate
together, and setting
the example (Kouzes
& Posner, 2013) and
take my skills in this

C: SDAD 5400 Student

Development Theory,

13

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
maintain
emotional,
physical, social,
environmental,

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, selfdefinitions), 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,

Specifi
c
Rating

+
+

Research, and Practice is

where I learned the
theoretical framework of
community building and
personal identity
development.

areas to the next level

in professional
spaces.

V: In parallel to graduate
school, I have been
involved with establishing
a local chapter of a
national nonprofit
organization. This passion
project fulfills my personal
mission towards civic
engagement within
communities of color.

Evidence of Learning

Future Improvement
& Development

W: In my first year of
graduate school, I had
weekly one-on-one
meetings with my
supervisor who allowed
me space to share my
experiences in personal,
academic, and
professional growth
though the program. Since
then, I have become
acutely aware of and able
to deconstruct my own
through process
recognizing my capacity.

Beyond Seattle
University, I want to
improve skills in
three areas:
1. Persuasive
writing for
letters of
recommendatio
ns
2. Management
skills including
supervision,
budgets, ethics,
and
multicultural
competency

I: My position with Duke

University was so high
intensity and put me in a

14

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
ACPA/NASPA
Competency
Area

Student

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.
Skill

Articulate theories and models that

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

+
+

+
Specifi
c
Rating
+

position that made other

aspects of my identity very
salient. I learned the limits
of my own personal
boundaries and
immediately prompted
with navigating inherent
power of racial, gender,
positional power, and
elitism dynamics.
C: In SDAD 5900
Capstone, I found the
introspective approach to
career formation very
insightful. We were given
a worksheet to discern
between what were good
at, what we enjoy, what
the world needs, and what
we can get paid for which
helped me realized that I
enjoy student affairs and it
is where I can practice my
strength, but may not be
my passion.

3. Practice

reentering my
work from a
place of
gratitude,
encouragement,
self-love, and
through
meaningful
relationships
with peers and
colleagues

V: Community organizing
is a space where I actively
practice my values outside
of higher education.

Evidence of Learning

Future Improvement
& Development

W: In my first year of
graduate school, I had
weekly one-on-one
meetings with my

This is an area that I

believe there is no
limit in which I could
continue to

15

Articulate how differences of race,

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

Overall Rating:
0 1 2 3 4 5

supervisor who allowed

me space to share my
experiences in personal,
academic, and
professional growth
though the program. My
supervisor posed
questions that allowed me
to practice identifying
where students are in
their development.
I: My experience at both
University of Washington
and Duke University had
opportunities to apply
student development
theory. At UW, I utilize
Community Cultural
Wealth (Yosso, 2005) every
single day when advising.
With Duke students, it
push a constant push
through social justice
curriculum to move
through Perrys (1968)
Theory of Intellectual and
Ethical Development.
C: SDAD 5400 Student
Development Theory,
Research, and Practice is
where I learned the
theoretical framework of
community building and
personal identity
development.

V: I try to bring theory

into my community
organizing work in the

strengthen. I am
excited to expand my
knowledge base to
include career
development theory
and integrating racial
justice into my
practice.
Through ongoing
professional
development by
attending
NASPA/ACPA
Conferences,
becoming an active
member of a regional
and national advising
and career
development
association, and
participating in
critical dialogue, I
look forward to
continued growth.

16
creating of community
based programs for
emerging adults.