Running head: ARTIFACT E 1

Artifact E: NASPA / ACPA Competency Analysis

Eli Heller

Seattle University
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ARTIFACT E

Artifact E: NASPA/ ACPA Competency 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 (20
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ARTIFACT E

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area Rating Development

Articulate key elements of ones set of W: Through my

personal beliefs and commitments + graduate assistant role In my next professional
Personal and Ethical (e.g., values, morals, goals, desires, as an academic advisor role, I plan to serve as a
self-definitions), as well as the source at Seattle Universitys liaison between students
Foundations
of each (e.g., self, peers, family, or one Albers School of
and employers, a companys
or more larger communities). Business, I have
identified the ethical current employees and new
Involves the Articulate ones personal code of ethics responsibilities I have tohires, or between students
knowledge, skills, and for student affairs practice, informed the university and to the and faculty. I understand
dispositions to by the ethical statements of students that I advise. I that this will come with
develop and maintain professional student affairs provide individualized ethical and legal
associations and their foundational support and advice responsibilities for both
integrity in ones life
ethical principles. according to my best
and work; this assessment of student involved groups, and that it
includes thoughtful Describe the ethical statements and needs and strengths. will be critical for me to
development, critique, their foundational principles of any balance the interests of both
and adherence to a professional associations directly C: Through my gained parties to facilitate a
holistic and relevant to ones working context. knowledge of positive experience for all.
comprehensive fundamental counseling To ensure that I am
Identify ethical issues in the course of + skills and responses
standard of ethics and successful at this, I will
ones job. learned in COUN 5110 I
commitment to ones have successfully utilize the assistance of my
own wellness and Explain how ones behavior reflects the integrated basic experienced role models,
growth. ethical statements of the profession and + counseling skills into professional mentors and
address lapses in ones own ethical my academic practice, newest supervisor.
behavior. and from EDUC 5150
(Multicultural
Appropriately question institutional + Perspectives), I have
actions which are not consistent with developed a strong
ethical standards. In both my personal and
awareness and
understanding of the professional life moving
Overall Rating: Utilize institutional and professional + ways in which personal forward, I will continue to
resources to assist with ethical issues and professional reflect on my personal
(e.g., consultation with appropriate identities overlap, and responsibilities for justice
5
mentors, supervisors, and/or how to negotiate this and personal biases as they
colleagues, consultation with an difference to achieve the apply to students and
associations ethics committee). highest level of
student issues, and to apply
satisfaction for all.
Articulate awareness and + them to my professional
understanding of ones attitudes, O: In order to perform practice. One of my
values, beliefs, assumptions, biases, my professional strongest passions with
and identity how they affect ones responsibilities to the respect to this competency
integrity and work with others. best of my ability, I area is for contributing to
constantly seek advice
Take responsibility to broaden supporting students mental
from my professional
perspectives by participating in + mentors, both in Seattle health and spreading
activities that challenge ones beliefs. awareness of the severity of
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ARTIFACT E

Identify the challenges associated with + and Los Angeles. I

balancing personal and professional constantly seek mental health difficulties.
responsibilities, and recognize the constructive criticism
intersection of ones personal and and feedback from my
professional life. supervisors to improve
my job performance and
Identify ones primary work + refine my advising
responsibilities and, with appropriate, skills.
ongoing feedback, craft a realistic,
summative self-appraisal one ones
strengths and limitations.

Articulate an understanding that +

wellness is a broad concept comprised
of emotional, physical, social,
environment, relational, spiritual,
moral and intellectual elements.

Recognize and articulate healthy habits

for better living.

Identify positive and negative impacts +

on wellness and, as appropriate, seek
assistance from available resources.

Identify and describe personal and +

professional responsibilities inherent to
excellence in practice.

Recognize the importance of reflection +

in personal, professional, and ethical
development.

ACPA/NASPA Skill Specific Evidence of Future Improvement &

Competency Area Rating Learning Development
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ARTIFACT E

Describe the foundational C: SDAD 5750:

Values, philosophies, disciplines, and Through my In order to improve in
Philosophy and values of the profession. experiential learning this competency area, I
in the Best Practices will continue to read
History
course, I have
articles posted through
gained a greater
understanding of student affairs scholarly
Involves how universities journals, such as the
Articulate the historical contexts of
knowledge, skills, have historically Journal of Student
institutional types and functional
and dispositions only catered to Affairs, frequently read
areas within higher education and
that connect the specific types of the Chronicle of Higher
student affairs. learning and
history, philosophy Education, and engage
followed a
and values of the Describe the various research, + with student affairs
traditional four-year
student affairs philosophies, and scholars that professional
residential model,
profession to ones defined the profession. development
and how this differs
current Demonstrate responsible campus by institutional type. opportunities both in-
professional citizenship and participation in the house, at my current
practice. campus community. C: SDAD 5300: institution, and by
Through the attending local, and
Describe the roles of faculty, + Foundations of the regional conferences
academic affairs, and student Student Affairs such as NASPA.
affairs educators in the institution. Profession course, I
Explain the importance of service have learned how
to the institution and to student student affairs
affairs professional associations. practitioners To contribute to the
Overall Rating: contribute to service dimension of
Learn and articulate the principles + students holistic student affairs, I plan to
of professional practice.
4 education at a participate in community
Articulate the history of the + university. service and volunteer to
inclusion and exclusion of people support causes that I
with a variety of identities in C: SDAD 5400: The believe in, and which are
higher education. knowledge I have important to todays
gained of Student college students.
Explain the role and +
Development
responsibilities of student affairs
professional associations. theories and how
they apply or fail to
Explain the purpose and use of + apply to todays
publications that incorporate the diverse student
philosophy and values of the populations will
profession.
guide me in my
Explain the public role and societal future work with
benefits of student affairs in students and
particular and of higher education contribute to my
in general.
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ARTIFACT E

Articulate an understanding of the + contextual

ongoing nature of the history of understanding of the
higher education and ones role in meaning of higher
shaping it. education today
Be able to model the principles of
the profession and expect the same C: In SDAD 5900, I
from colleagues and supervisees. wrote an integrated
mission statement
Explain how the values of the that outlines some
profession contribute to sustainable
of my personal
practices.
ethical and moral
Articulate the changing nature of + values as they relate
the global student affairs profession to student affairs.
and communicate the need to
provide a contextual understanding
of higher education.

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area Rating Development

Differentiate among assessment, I: While completing my

Assessment, program review, evaluation, planning, 200-hour internship at I will continue to improve
Evaluation and and research as well as the methods the UCLA Career my performance and skills
appropriate to each. Center, I worked with in this competency area by
Research
the universitys Student
Select AER methods, methodologies, submitting a research article
Affairs Information and
designs, and tools that fit with Research Office to a scholarly journal, such
Focuses on the ability research and evaluation questions and (SAIRO) to create an the Journal of Student
to design, conduct, with assessment and review purposes. assessment plan for Affairs. I also plan to
critique, and use evaluating students use submit an article for the
various AER
Facilitate appropriate data collection of Career 365, a 2017 edition of MAGIS at
for system/department-wide compilation of job and
methodologies and Seattle U.
assessment and evaluation efforts internship listings
the results obtained using current technology and offered by employers
from them, to utilize methods. who have established
AER processes and relationships with I will also improve my
their results to inform Effectively articulate, interpret, and UCLAs industry competency in using Excel
practice, and to shape apply results of AER reports and relations staff. and other information
studies, including professional systems by taking online
political and ethical
literature I: While completing courses through Lynda.com
climate surrounding
my 100-hour internship and possibly earning an
AER processes and Assess the legitimacy, trustworthiness, at the University of
uses in higher and/ or validity of studies of various assessment certification,
Southern California, I
education. methods and methodological designs was given several sets whether at Seattle
(e.g. qualitative vs. quantitative, of descriptive data on University or at my next
theoretical perspective, students in the GPA full-time professional job. I
epistemological approach).
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ARTIFACT E

Overall Rating: Consider rudimentary strengths and range 2.0 2.3, and plan to use in-house
limitations of various methodological analyzed trends in this training and resources to
3 AER approaches in the application of data, ultimately improve my competency in
findings to practice in diverse organizing the data into
the area of assessment.
institutional settings and with diverse five categories, in an
student populations attempt to explain the
reasons for students
Explain the necessity to follow + academic difficulties.
institutional and divisional procedures
and policies (e.g., IRB approval, W: In my role as a
informed consent) with regard to graduate assistant, I
ethical assessment, evaluation, and administer individual
other research activities. job performance
evaluations to a group
Ensure all communications of AER + of new student mentor
results are accurate, responsible, and annually, identifying
effective. strengths and areas of
growth.
Identify the political and educational C: In SDAD 5750 (Best
sensitivity of raw and partially Practices), I learned
processed data and AER results, about the use,
handling them with appropriate
importance of, and
confidentiality and deference to
challenges to
organizational hierarchies
performing effective
Design program and learning + assessment of student
outcomes that are appropriately clear, learning on a college
specific and measureable, and that are campus and how this is
informed by theoretical frameworks especially challenging
and align with organizational in a large research
outcomes, goals, and values.
university setting due to
Explain to students and colleagues the + increasingly impacted
relationship of AER processes to courses (mostly in
learning outcomes and goals. STEM disciplines)
being taught by research
faculty rather than
teaching professors.

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area Rating Development

Describe the systems used to govern C: From my interviews

public, private, and for-profit with professionals and I will continue to learn and
Law, Policy and institutions of all types (two-year, research done for gain a strong understanding
four-year, graduate, professional, SDAD 5750 (Best of law, policy and
Governance
vocational, etc.) in ones Practices) I have
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ARTIFACT E

state/province and nation developed an

elementary governance through my
Explain the differences between understanding of policy
Includes the work in SDAD 5760:
public, private, and for-profit higher and governance in
knowledge, skills and education with respect to the legal
Leadership and Governance
higher education from
dispositions relating system and what they may mean for in Post-Secondary
my site visit interviews
to policy development respective students, faculty, and at UCLA, I learned that Education (SQ16).
processes used in student affairs professionals. attracting top research Through engagement with
various contexts, the faculty generates more texts and materials in these
Describe how national and revenue at the courses, I will apply my
application of legal
state/provincial constitutions and laws institutional level than
constructs, learning to my professional
influence the rights of students, supporting diverse
compliance/ policy work with students in the
faculty, and staff on all types of student populations or
issues, and the college campuses.. assessing how students present and future.
understanding of learn best and how to
governance structures Describe evolving laws, policies, and design courses and
and their impact on judicial rulings that influence the curricula in compliance
ones professional student-institutional relationship and with this.
how they affect professional practice.
practice.
W: Through my role as
Act in accordance with national, state/ + an academic advisor in
provincial, and local laws and with the Albers School of
institutional policies regarding non- Business and
Overall Rating: discrimination. Economics, I have
learned the reasons for
Identify major internal and external both existing school and
3
stakeholders, policymakers, and academic policies and
special interest groups who influence how they support or fail
policy at the national, state/provincial, to support students
local, and institutional levels. through graduation.
Describe the governance systems at I: Through my
ones institution including the
internship at the
governance structures for faculty,
University of Southern
student affairs professionals, staff, and
students California, specifically
with the office of
Describe how policy is developed and Academic Review and
implemented in ones department and Retention, which is
institution, as well as the local, housed with the
state/province, and national levels of registrars department, I
government.
learned about key
Know when and how to consult with stakeholders in student
ones immediate supervisor and retention and degree
institutional legal counsel regarding completion rates, and
matters that may have legal how upper level
ramifications. administrators at a
large, private university
Explain concepts of risk management,
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ARTIFACT E

reasonable accommodation, and enact utilize retention rates as

liability reduction strategies. a vehicle for the
institutions reputation
Demonstrate awareness of inequitable
and oppressive ways that laws and and credibility.
policies are enacted on vulnerable
student populations at national,
state/provincial, local, and
institutional levels.

Describe the student conduct process

at the institutional level and
demonstrate concern for the legal,
social, moral, educational, and ethical
expectations of the community.

Encourage and advocate participation

in national, state/provincial, local, and
institutional electoral processes as
applicable.

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area Rating Development

Organizational and Demonstrate effective stewardship/use W: In my role as a I will continue my growth

Human Resource of resources (i.e., financial, human, graduate assistant for in this competency area
material) the Albers School of next quarter by completing
Business and the course AEDT 5730,
Includes knowledge, Describe campus protocols for Economics, I supervise Human Resources
skills, and responding to significant incidents 9 New Student Mentors, Education, Development
dispositions used in and campus crises. including administering and Training, for which I
the management of training at the beginning will learn and develop a
institutional human Describe environmentally sensitive of each school year, strong understanding of
capital, financial, and issues and explain how ones work facilitating human resource principles
can incorporate elements of teambuilding and and concepts as they relate
physical resources.
sustainability. professional to both student affairs and
development activities, the corporate world.
Overall Rating: Use technological resources with providing coaching for
respect to maximizing the efficiency academic advising I will continue to develop
4 and effectiveness of ones work. appointments between strong interpersonal
mentors and first-year relationships with my
Describe ethical hiring techniques and students, and colleagues in order to
institutional hiring policies, conducting annual facilitate effective
procedures, and processes. interviews for these teamwork and increase my
student leadership level of productivity in the
Demonstrate familiarity in basic + positions. workplace.
tenets of supervision and possible
application of these supervision
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ARTIFACT E

techniques. W: Additionally, in my
graduate assistant role, I
Explain how job descriptions are + am responsible for
designed and support overall staffing managing the yearly
patterns in ones work setting. budget allotted for all
programs and events
Design a professional development + organized for the New
plan that assesses ones current Student Mentor
strengths and weaknesses, and program within the
establishes action items for fostering Albers School of
an appropriate pace of growth. Business and
Economics.
Explain the application of
introductory motivational techniques
W: My role as a
with students, staff, and others. graduate assistant has
also provided me with
Describe the basic premises that
the opportunity to build
underlie conflict in and the constructs
teamwork and
utilized for facilitating conflict
workplace relationship
resolution.
skills with a small group
of staff.
Develop and utilize appropriate +
O: Through various
meeting materials (e.g. facilitation
informational
skills, agenda, notes/minutes).
interviews that I have
Communicate with others using + conducted throughout
effective verbal and non-verbal my time in the Student
strategies appropriate to the situation Development
Administration
in ways that the person(s) with whom
program, I have learned
you are engaged prefers.
about effective hiring
Recognize how networks in + practices, particularly
organizations play a role in how work among university
gets accomplished. recruiters.

Understand the relational roles +

partners, allies, and adversaries play
in the completion of goals and work
assignments.

Explain the basic tenets of personal or +

organizational risk and liability as
they relate to ones work.

Provide constructive feedback in a +

timely manner.

Advocate for equitable hiring +

practices.

Articulate basic institutional

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ARTIFACT E

accounting techniques for budgeting

as well as monitoring and processing
revenue and expenditures.

Effectively and appropriately use

facilities management procedures as
related to operating a facility or
program in a facility.

Demonstrate an understanding of how

physical space impacts the
institutions educational mission.

Understand the basic concepts of

facilities management and
institutional policies related to energy
usage and environmental
sustainability.

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area Rating Development

Leadership Articulate the vision and mission of + W: My experience and In my next professional
the primary work unit, the division, capacity as a leader role, I plan to engage in
Addresses and the institution. (Education) have grown immensely self-directed learning and
from serving as an
the knowledge, skills, leadership, propose my
Identify and understand individual- + academic advisor for a
and dispositions level constructs of leader and caseload of pre-business ideas to my new supervisor,
required of a leader, leadership. (Education) students in the Albers and gain further experience
with or without School of Business and with public speaking and
positional authority. Explain the values and processes that + Economics, for which I presenting. I will also
lead to organizational improvement. guide students through expand my leadership
(Education) both long and short- outside of my professional
term goal setting
Explain the advantages and life by joining a local
practices, both long and
Overall Rating: disadvantages of different types of short-term academic LGBTQ advocacy
decision-making processes (e.g. planning, and provide organization and serving as
5 consensus, majority vote, and decision referrals to important an active member of an arts
by authority). (Education) campus resources, council.
tailored specifically to
Identify institutional traditions, mores, each individual student.
and organizational structures (e.g.,
hierarchy, networks, governing I: Through my
groups, technological resources, internship at the UCLA
nature of power, policies, goals, Career Center, I had a
agendas and resource allocation very self-directed
processes) and how they influence learning experience that
others to act in the organization. included creating three
(Education)
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ARTIFACT E

Identify ones own strengths and + career development

challenges as a leader and seek workshops for the
opportunities to develop leadership summer student staff
skills. (Training) placed at the career
center by the Summer
Identify basic fundamentals of + Work Opportunity
teamwork and teambuilding in ones Program (SWOP). I
work setting and communities of proposed and presented
practice. (Training) workshops on
informational
Describe and apply the basic + interviews, the Kolb
principles of community building. Learning Style
(Training) Inventory and preparing
effectively for a job or
Describe how ones personal values, + internship interview. All
beliefs, histories, and perspectives were met with success
inform ones view of oneself as an and appreciation.
effective leader with and without roles
of authority. (Development) C: Through EDAD
5710, I developed a
Build mutually supportive
relationships with colleagues and strong appreciation and
students across similarities and understanding of
differences. (Development) Bolmans (2003) human
resource framework of
Understand campus cultures (e.g. + leadership, and have
academic, student, professorial,
adopted this as my own
administrative) and apply that
conception of
understanding to ones work.
leadership.
(Engagement)

Use appropriate technology to support +

leadership processes (e.g. seeking
input or feedback, sharing decisions,
posting data that supports decisions,
use group support website
tools). (Engagement)

Think critically, creatively, and +

imagine possibilities for solutions that
do not currently exist or are not
apparent. (Engagement)

Identify and consult with key +

stakeholders and individuals with
differing perspectives to make
informed decisions. (Engagement)

Articulate the logic and impact of +

decisions on groups of people,

ARTIFACT E
institutional structures (e.g.
divisions, departments), and
implications for practice.
(Engagement)
Exhibit informed confidence in the
capacity of individuals to organize
and take action to transform their
communities and world.
(Engagement)
Within the scope of ones position and
expertise, lead others to contribute
toward the effectiveness and success
of the organization. (Engagement)
ACPA/NASPA Skill
Competency Area
Identify systems of socialization that
influences ones multiple identities
Social Justice and and sociopolitical perspectives and
Inclusion how they impact ones lived
experiences.
Understand how one is affected by
A process and a goal
and participates in maintaining
which includes the systems of oppression, privilege, and
knowledge, skills and
power.
dispositions needed to
create learning Engaged in critical reflection in order
environments that foster
to identify ones own prejudices and
equitable participation
biases.
of all groups while
seeking to address and Participate in activities that assess
acknowledge issues of and complicates ones understanding
oppression, privilege of inclusion, oppression, privilege,
and power. and power.
Integrate knowledge of social justice,
inclusion, oppression, privileges, and
power into ones own practice.
Overall Rating: Connect and build meaningful
relationships with others while
recognizing the multiple intersecting
4 until they suffer enough
identities, perspectives, and
developmental differences people
hold.
13
+
+
Specific Evidence of Learning Future Improvement &
Rating Development
+ To improve in this
I: From my internship at competency area, I will
UCLA, I learned what I continue to engage in
consider to be one of the critical self-reflection,
key responsibilities of
continuously update my
career services at any
+ knowledge of appropriate
institutionto make
students aware that while
language to use when
working with specific
universities can support
students through their own populations, and participate
individual meaning- in professional
+
making and identity development events,
development processes and including local
support students of diverse conferences, on the topic of
populations, employers social justice
will not always make the
same efforts toward
inclusion.
+ I: From my 100-hour
internship experience at
USC, I have developed a
strong-awareness of how
+ privileged institutions often
fail to cater to their most
at-risk student populations
academic and/or personal
difficulties to fall under
 14
ARTIFACT E

Articulate a foundational + academic probation. I have

understanding of social justice and
inclusion within the context of higher
education.
Advocate on issues of social justice,
oppression, privilege, and power that
impact people based on local,
national, and global interconnections.
developed an
understanding of where
areas of improvement lie to
serving todays diverse
student populations at
+ large, private universities.
C: From my coursework in
both EDAD
Multicultural Perspectives
and EDAD Social justice, I
have gained a strong
understanding of systems
of oppression and cycles of
socialization and my role
in fighting these processes
as an educator. I have also
engaged in critical self-
reflection on my own
privileged identities and
biases and how they will
continue to affect my work
with students.

ACPA/NASPA Skill Evidence of Learning Future Improvement &

Competency Area Development

Student Learning Articulate theories and models that
and Development describe the developmental of college
students and the conditions and
practices that facilitate holistic
development s(e.g. Learning,
Addresses the
psychosocial and identity
concepts and
developments, cognitive-structural,
principles of student typological, and moral).
development and
learning theory. This Articulate how race, ethnicity,
includes the ability to nationality, class, gender, age, sexual
orientation, gender identity,
improve and inform
dis/ability, and religious belief can
student affairs and
influence development during the
teaching practice.
college years.
Identify the strengths and limitations
in applying existing theories and
Overall Rating: models to varying student
demographic groups.
5 Articulate ones own developmental
journey in relation to formal theories.
+ C: From SDAD 5400, I
have learned and
internalized all of the
key student development
theories that inform my
work in student affairs.
Those that apply most to
my work with students
are Astins (2005) theory
+ of student involvement
and Schlossbergs
(2001) theory of
transition.
C: From my work in
COUN 5120, I have
+ learned how career
theories apply to student
development in higher
education, as well as the
limits of such theories
+ when applied to todays
To further my growth in
this competency area, I will
attend conferences on
student development in
higher education, both
locally and regionally,
including NASPA and
ACPA.
I also plan to participate in
webinars and other
professional development
tools to enhance my
competencies in student
counseling and crisis
management.
 15
ARTIFACT E

Identify ones own informal theories diverse student

of student development (theories in populations.
use) and how they can be informed
by formal theories to enhance work I: From my 100-hour
with students. internship experience at
the University of
Identify dominant perspectives + Southern California, I
present in some models of student have learned how to
learning and development. apply student
development theories to
Construct learning outcomes for both maximize self-efficacy
daily practice as well as teaching and among students on
training activities. academic probation
students so that they are
Assess teaching, learning, and retained and persist to
training and incorporate the results graduation.
into practice.

Assess learning outcomes from

programs and services and use theory
to improve practice.

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area Rating Development

Demonstrate adaptability in the face W: Through my I will continue to grow in

of fast-paced technological change. graduate assistant role, this competency through
Technology as an academic advisor practice with using new
Remain current on student and for the Albers School of technologies as they are
educator adoption patterns of new Business and released, and through
Focuses on the use of technologies and familiarize oneself Economics, I have utilizing resources, such as
digital tools, with the purpose and functionality of developed a high level other professional, to learn
resources, and those technologies. of skill with using the how to use software at my
technologies for the Datatel student database, next job.
Troubleshoot basic software, when assessing student
advancement of
hardware, and connectivity problems needs and information. I
student learning,
and refer more complex problems to have become adept at
development, and
an appropriate information using and adapting to
success as well as the technology administrator. new technologies in the
improved workplace.
performance of Draw upon research, trend data, and
student affairs environmental scanning to assess the W: Through my work
professionals. technological readiness and needs of for the Albers New
students, colleagues, and other Student Mentor
educational stakeholders when program, I have
Overall Rating:
infusing technology into educational developed effective
programs and interventions. strategies for utilizing
4 social media to boost
Critically assess the accuracy and freshman and new
quality of information gathered via
 16
ARTIFACT E

technology and accurately cite student engagement on

electronic sources of information campus, and particularly
respecting copyright law and fair use. in the Albers School of
Business and
Model and promote the legal, ethical, Economics.
and transparent collection, use, and
securing of electronic data. I: Through my
internship at the
Ensure compliance with accessible University of Southern
technology laws and policies. California, I have
developed a high level
Demonstrate awareness of ones of competency in using
digital identity and engage students in
Excel and Qualtrics,
learning activities related to
from my analysis of
responsible digital communications various data sets on
and virtual community engagement students in the 2.0-2.3
as related to their digital reputation GPA range.
and identity.
C: From all of my
Model and promote equitable and coursework through my
inclusive practices by ensuring all time in the Student
participants in educational endeavors Development program, I
can access and utilize the necessary have become confident
tools for success. in my use of all
Microsoft Office
Appropriately utilize social media platforms, and have
and other digital communication and improved immensely
collaboration tools to market and with my use of
promote advising, programming, and Microsoft Powerpoint.
other learning-focused interventions
and to engage students in these
activities.

Engage in personal and professional

digital learning communities and
personal learning networks at the
local, national, and/or global level.

Design, implement, and assess

technologically-rich learning
experiences for students and other
stakeholders that model effective use
of visual and interactive media.

Ensure that ones educational work

with and service to students is
inclusive of students participating in
online and hybrid format courses and
programs.

ARTIFACT E
Incorporate commonly utilized
technological tools and platforms
including social media and other
digital communication and
collaboration tools into ones work.
ACPA/NASPA Skill
Competency Area
Exhibit culturally inclusive active
listening skills (e.g., appropriately
Advising and establishing interpersonal contact,
paraphrasing, perception checking,
Supporting
summarizing, questioning,
encouraging, avoid interrupting,
clarifying).
Addresses the
knowledge, skills and Establish rapport with students,
dispositions related to groups, colleagues, and others that
providing advising acknowledges differences in lived
experiences.
support to individuals
and groups through
Recognize the strengths and
direction, feedback, limitations of ones own worldview
critique, referral, and on communication with others (e.g.,
guidance. how terminology could either liberate
or constrain others with different
gender identities, sexual orientations,
abilities, cultural backgrounds, etc.).
Facilitate reflection to make meaning
from experiences with students,
Overall Rating: groups, colleagues, and others.
5 Conscientiously use appropriate
nonverbal communication.
17
Specific Evidence of Learning Future Improvement &
Rating Development
W: Through my
+ graduate assistantship as I will continue to grow in
an academic advisor for this competency area by
the Albers School of attending future NACADA
Business and
conferences, and by joining
Economics, I feel
confident in my ability the National Association of
to work with students in Colleges and Employers
+ an individual capacity, (NACE) and attending a
guide them through regional or national NACE
academic discernment conference sometime in the
processes, and set year 2017. I will also grow
academic goals for their
time at Seattle from continuous practice
+
University. with individual student
advising, due to my
I: Through my 100-hour passion for this type of
internship at the work.
University of Southern
California, I have gained
a strong understanding
+ of how to apply
counseling skills and
responses to academic
advising, support diverse
+ student populations on

ARTIFACT E
Facilitate problem-solving.
Facilitate individual decision-making
and goal-setting.
Appropriately challenge and support
students and colleagues.
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.
Seek opportunities to expand ones
own knowledge and skills in helping
students with specific concerns (e.g.,
relationship issues, navigating
systems of oppression, or suicidality)
as well as interfacing with specific
populations within the college student
environment (e.g., student veterans,
low- income students, etc.).
Utilize virtual resources and
technology to meet the advising and
supporting needs of students.
Know and follow applicable laws,
policies, and professional ethical
guidelines relevant to advising and
supporting students development.
18
an individual level, and
guide students to
+ academic success and
degree completion.
+ I: From my 200-hour
internship at the UCLA
Career Center, I gained
+
the experience of
serving as a mentor to a
group of student
athletes, including
presenting career
development workshops
+
tailored to their needs.
O: I attended the
Northwest Regional
+ (Region 8) NACADA
Conference in January
2016, and attended a
series of workshops that
enhanced my
professional
development as an
academic advisor, such
as a workshop on
+
applying mindfulness to
academic advising
sessions, and creating an
effective academic peer
mentorship program at a
small private university,
which relate to my work
at Seattle University.
+