Professional Competency Areas for Student Affairs Educators (ACPA and NASPA, 2015)

Overall Competency Ratings Specific Skill Ratings Evidence of Learning

0= no exposure to and no experience in this competency (+)= highly competent W= Work
1= minimal exposure to but no experience in this competency (√)= competent I= Internship
2= moderate exposure to and minimal experience in this competency (∆)= area of improvement/experience needed C= Coursework
3= moderate experience in this competency V= Volunteer Work
4= experience in this competency O= Other
5= much experience in this competency, basic master has been achieved
Competency Area: Personal and Ethical Foundations Overall Competency Rating
The Personal and Ethical Foundations competency area involves the knowledge, skills, and dispositions to develop and
maintain integrity in one’s life and work; this includes thoughtful development, critique, and adherence to a holistic and
comprehensive standard of ethics and commitment to one’s own wellness and growth. Personal and ethical foundations are
4 Foundational
aligned because integrity has an internal locus informed by a combination of external ethical guidelines, an internal voice of
care, and our own lived experiences. Our personal and ethical foundations grow through a process of curiosity, reflection,
and self-authorship.
Skill Rating Evidence of Learning
Articulate key elements of one’s set of personal beliefs and commitments (e.g., values, morals, goals, desires, self- (+) W: My work is about
definitions), as well as the source of each (e.g., self, peers, family, or one or more larger communities). promoting equitable
Articulate one’s personal code of ethics for student affairs practice, informed by the ethical statements of professional (√) outcomes for my
student affairs associations and their foundational ethical principles. students, who often
Describe the ethical statements and their foundational principles of any professional associations directly relevant to one’s (∆) have already faced
working context. injustice because of
Identify ethical issues in the course of one’s job. (√) their identities, and
Explain how one’s behavior reflects the ethical statements of the profession and address lapses in one’s own ethical (√)
ensuring that the
institution is doing no
behavior.
harm. While planning
Appropriately question institutional actions which are not consistent with ethical standards. (√)
program closures, I
Utilize institutional and professional resources to assist with ethical issues (e.g., consultation with appropriate mentors, (√) worked closely with
supervisors and/or colleagues, consultation with an association’s ethics committee). deans and faculty to
Articulate awareness and understanding of one’s attitudes, values, beliefs, assumptions, biases, and identity how they affect (+) ensure that the
one’s integrity and work with others. institution teaches out
Take responsibility to broaden perspectives by participating in activities that challenge one’s beliefs. (+) students to degree
Identify the challenges associated with balancing personal and professional responsibilities, and recognize the intersection of (+) completion and give
one’s personal and professional life. ample support during
Identify one’s primary work responsibilities and, with appropriate, ongoing feedback, craft a realistic, summative self- (+) these transitions.
appraisal of one’s strengths and limitations. I: My internship was
Articulate an understanding that wellness is a broad concept comprised of emotional, physical, social, environmental, (+) grounded in verifying
relational, spiritual, moral, and intellectual elements. that minoritized
students participated
Recognize and articulate healthy habits for better living. (+)
in high-impact
Identify positive and negative impacts on wellness and, as appropriate, seek assistance from available resources. (+) practices (HIPs) at the
Identify and describe personal and professional responsibilities inherent to excellence in practice. (√) same rates as other
Recognize the importance of reflection in personal, professional, and ethical development. (+)
student groups and
were connected to the
same benefits that are
associated with HIPs.
C: SDAD 5800, Higher
Education Law,
introduced me to the
laws that protect
student rights and
highlighted the need
to go beyond legal
requirements to enact
ethical practice.
Level
Future Development
 Continually reflect
on my beliefs and
values and seek out
conversations with
others about their
personal code of
ethics in the field.
 Engage with student
affairs associations
to stay connected
with shared
standards of ethical
conduct.
 If I or others sense
that an ethical lapse
may have occurred
during my work with
students, take the
time to reflect.
Speak with others to
figure out what the
response should
have been and to
determine what still
can be done to
address that lapse.
 Take advantage of
uncomfortable
situations to learn
and grow and
develop my ethical
practice.
 Practice self-care,
scheduling it if
necessary, and take
time to instill
healthy habits.
.
Competency Area: Values, Philosophy, and History Overall Competency Rating Level
The Values, Philosophy, and History competency area involves knowledge, skills, and dispositions that connect the history,
philosophy, and values of the student affairs profession to one’s current professional practice. This competency area
embodies the foundations of the profession from which current and future research, scholarship, and practice will change 4 Foundational
and grow. The commitment to demonstrating this competency area ensures that our present and future practices are
informed by an understanding of the profession’s history, philosophy, and values.

Skill Rating Evidence of Learning Future Development

Describe the foundational philosophies, disciplines, and values of the profession. (√) W and I: Through my  Attend campus
Articulate the historical contexts of institutional types and functional areas within higher education and student affairs. (+) work and internship, I activities and town
have recognized how hall meetings and
Describe the various research, philosophies, and scholars that defined the profession. (√) different institutional join committees and
Demonstrate responsible campus citizenship and participation in the campus community. (√) types have similar associations to
foundations and augment my main
Describe the roles of faculty, academic affairs, and student affairs educators in the institution. (+)
values, but enact their job responsibilities.
Explain the importance of service to the institution and to student affairs professional associations. (√) missions in distinct  Center my work
Learn and articulate the principles of professional practice. (√) ways. I have met around representing
professionals at a departmental and
Articulate the history of the inclusion and exclusion of people with a variety of identities in higher education. (+)
variety of levels and institutional missions
Explain the role and responsibilities of student affairs professional associations. (√) have a strong sense of and values.
Explain the purpose and use of publications that incorporate the philosophy and values of the profession. (√) their differing purpose  Continue to read
within the institution. histories as new
Explain the public role and societal benefits of students affairs in particular and of higher education in general. (+)
Finally, I have seen voices emerge within
Articulate an understanding of the ongoing nature of the history of higher education and one's role in shaping it. (+) who one can join higher education.
Be able to model the principles of the profession and expect the same from colleagues and supervisees. (+) committees and  Regularly read
affiliation groups to research and articles
Explain how the values of the profession contribute to sustainable practices. (∆) promote other that document and
Articulate the changing nature of the global student affairs profession and communicate the need to provide a contextual (+) interests and causes justify the value of
understanding of higher education. not directly tied to student affairs work.
one’s core work.  Have conversations
C: SDAD 5300, with other
Foundations of the practitioners about
Student Affairs new directions,
Profession, introduced strategies, and goals
me to the ideas and within higher
values the inform education and
student affairs work. student affairs.
SDAD 5810, History of  Widen my network
Higher Education, to include global
taught me the history practitioners and
of higher education practitioners who
and how these work with
enacted values have international
shifted over time to students and study
reflect changing abroad to promote a
student populations global perspective of
and environments. the work.
Competency Area: Assessment, Evaluation, and Research Overall Competency Rating Level
The Assessment, Evaluation, and Research competency area focuses on the ability to design, conduct, critique, and use
various AER methodologies and the results obtained from them, to utilize AER processes and their results to inform practice,
and to shape the political and ethical climate surrounding AER processes and uses in higher education. 5 Foundational

Skill Rating Evidence of Learning Future Development

Differentiate among assessment, program review, evaluation, planning, and research as well as the methods appropriate to (+) W: As a research  Incorporate
each. assistant, I observed sustainable
Select AER methods, methodologies, designs, and tools that fit with research and evaluation questions and with assessment (+) how to begin a study, assessment and
and review purposes. from pursuing IRB evaluation to inform
Facilitate appropriate data collection for system/department-wide assessment and evaluation efforts using current (+) approval to forming my practice.
technology and methods. research questions
 Read and interpret
Effectively articulate, interpret, and apply results of AER reports and studies, including professional literature. (+) around the available
new research; try to
literature. I also
Assess the legitimacy, trustworthiness, and/ or validity of studies of various methods and methodological designs (e.g. (√) find reports
contributed to an
qualitative vs. quantitative, theoretical perspective, epistemological approach). regarding the
extensive lit review.
Consider rudimentary strengths and limitations of various methodological AER approaches in the application of findings to (+) implementation of
I: My internship was
practice in diverse institutional settings and with diverse student populations. new practices in
assessment work. I did
Explain the necessity to follow institutional and divisional procedures and policies (e.g., IRB approval, informed consent) with (√) diverse settings.
a descriptive data
regard to ethical assessment, evaluation, and other research activities.
analysis of over  Participate in
Ensure all communications of AER results are accurate, responsible, and effective. (+) 23,000 student committees and
Identify the political and educational sensitivity of raw and partially processed data and AER results, handling them with (+) records to see which other cross-campus
appropriate confidentiality and deference to organizational hierarchies. students were groups to promote
Design program and learning outcomes that are appropriately clear, specific, and measureable, that are informed by (√) participating in high- the use and
theoretical frameworks and that align with organizational outcomes, goals, and values. impact practices and
implementation of
Explain to students and colleagues the relationship of AER processes to learning outcomes and goals. (+) how often. I created
sustainable
visualization graphs to
for a narrative around assessment.
the data. I also helped  Connect with
create qualitative Institutional
evaluation rubrics. Research to see
C: SDAD 5750, Best what assessment
Practices, focused work is happening
around examining at my institution.
assessment practices  Keep current on
across institutions and theories and
taught me how
frameworks that are
assessments can be
informing new
home-grown and
sustainable. SDAD research within the
5000, Introduction to field.
Educational Research,
taught me the basics
of how research is
conducted.
Competency Area: Law, Policy, and Governance Overall Competency Rating Level
The Law, Policy, and Governance competency area includes the knowledge, skills, and dispositions relating to policy
development processes used in various contexts, the application of legal constructs, compliance/policy issues, and the
understanding of governance structures and their impact on one’s professional practice. 3 Foundational

Skill Rating Evidence of Learning Future Development

Describe the systems used to govern public, private, and for-profit institutions of all types (two-year, four-year, graduate, (∆) W: I completed  Read articles and
professional, vocational, etc.) in one’s state/province and nation. training on non- news reports about
Explain the differences between public, private, and for-profit higher education with respect to the legal system and what (√) discrimination laws new laws, policies,
they may mean for respective students, faculty, and student affairs professionals. and FERPA regulation. and judicial rulings
Describe how national and state/provincial constitutions and laws influence the rights of students, faculty, and staff on all (√) I have attended town that affect higher
types of college campuses. hall meetings as SSC education.
Describe evolving laws, policies, and judicial rulings that influence the student-institutional relationship and how they affect (√) has developed their  Know the specific
professional practice. strategic plan for policies in place at
Act in accordance with national, state/ provincial, and local laws and with institutional policies regarding non-discrimination. (√) system integration. I my institution.
have seen how policy  Network with
Identify major internal and external stakeholders, policymakers, and special interest groups who influence policy at the (+) is developed alongside campus Title IX
national, state/provincial, local, and institutional levels. state direction as SSC coordinators.
Describe the governance systems at one’s institution including the governance structures for faculty, student affairs (+) moves towards a  Participate in
professionals, staff, and students. Guided Pathways institutional
Describe how policy is developed and implemented in one’s department and institution, as well as the local, state/province, (√) model. I also have governance by
and national levels of government. attended workshops
attending town hall
Know when and how to consult with one’s immediate supervisor and institutional legal counsel regarding matters that may (√) about the supports
meetings, reading
have legal ramifications. and legal resources
campus memos, and
Explain concepts of risk management, reasonable accommodation, and enact liability reduction strategies. (√) available to
undocumented participating with
Demonstrate awareness of inequitable and oppressive ways that laws and policies are enacted on vulnerable student (√) students. my union.
populations at national, state/provincial, local, and institutional levels. C: SDAD 5800, Higher  Continue to stay
Describe the student conduct process at the institutional level and demonstrate concern for the legal, social, moral, (+) Education Law, current on how to
educational, and ethical expectations of the community. introduced me to the help undocumented
Encourage and advocate participation in national, state/provincial, local, and institutional electoral processes as applicable. (√) case law that affects students and the
student affairs political landscape
practice. SDAD 5760, around DACA.
Leadership and  Learn about
Governance in Post-
educational
Secondary Education,
lobbyists and their
taught me multiple
governance models current focuses.
and gave me the
opportunity to
observe UW Board of
Trustee meetings to
see governance in
action.
Competency Area: Human and Organizational Resources Overall Competency Rating
The Human and Organizational Resources competency area includes knowledge, skills, and dispositions used in the
management of institutional human capital, financial, and physical resources. This competency area recognizes that student
affairs professionals bring personal strengths and grow as managers through challenging themselves to build new skills in the
4 Foundational
selection, supervision, motivation, and formal evaluation of staff; resolution of conflict; management of the politics of
organizational discourse; and the effective application of strategies and techniques associated with financial resources,
facilities management, fundraising, technology, crisis management, risk management and sustainable resources.
Skill Rating Evidence of Learning
Demonstrate effective stewardship/use of resources (i.e., financial, human, material) (+) W: I am part of an
Describe campus protocols for responding to significant incidents and campus crises. (√) employee affiliation
group that promotes
Describe environmentally sensitive issues and explain how one’s work can incorporate elements of sustainability. (√) fair and equitable
Use technological resources with respect to maximizing the efficiency and effectiveness of one’s work. (+) hiring practices. I use
the Intercultural
Describe ethical hiring techniques and institutional hiring policies, procedures, and processes. (+)
Development
Demonstrate familiarity in basic tenets of supervision and possible application of these supervision techniques. (+) Inventory to develop
Explain how job descriptions are designed and support overall staffing patterns in one’s work setting. (√) my multicultural
Design a professional development plan that assesses one’s current strengths and weaknesses, and establishes action items (+)
competence. In my
previous career, I
for fostering an appropriate pace of growth.
supervised employees
Explain the application of introductory motivational techniques with students, staff, and others. (+)
and created training
Describe the basic premises that underlie conflict in and the constructs utilized for facilitating conflict resolution. (+) plans and conducted
Develop and utilize appropriate meeting materials (e.g. facilitation skills, agenda, notes/ minutes). (+) annual performance
reviews. I used
Communicate with others using effective verbal and non-verbal strategies appropriate to the situation in ways that the (+) motivational
person(s) with whom you are engaged prefers.
techniques when
Recognize how networks in organizations play a role in how work gets accomplished. (+) onboarding new staff.
Understand the relational roles partners, allies, and adversaries play in the completion of goals and work assignments. (+) I also mediated
Explain the basic tenets of personal or organizational risk and liability as they relate to one’s work. (√) workplace conflict
between employees. I
Provide constructive feedback in a timely manner. (+) used budgets to make
Advocate for equitable hiring practices. (+) staffing decisions.
I: I observed public
Articulate basic institutional accounting techniques for budgeting as well as monitoring and processing revenue and (√)
portions of the UWB
expenditures.
hiring process. My
Effectively and appropriately use facilities management procedures as related to operating a facility or program in a facility. (√) project spanned
Demonstrate an understanding of how physical space impacts the institution’s educational mission. (√) offices and showed
Understand the basic concepts of facilities management and institutional policies related to energy usage and environmental (∆) the connections
sustainability. across departments.
C: SDAD 5850, Higher
Education Finance,
introduced me to
budget management
within higher
education, in office
and across campus.
Level
Future Development
 Sit in on budget and
planning meetings;
read minutes for
cabinet meetings.
 Read campus
protocols, practice
crisis drills.
 Get training on new
technologies.
 Attend public hiring
forums and panels.
 Learn theory
regarding effective
management and
motivational
techniques to apply
in practice.
 Request that I have
a mid-year review to
generate a
development plan,
an annual review to
assess progress, and
regular check-in's in
between; use
measureables.
 Attend professional
workshops on
conflict resolution
and multicultural
communication.
 Join committees to
advocate for ethical
hiring practices.
 Keep current on
higher education
responses to
sustainability issues.
Competency Area: Leadership Overall Competency Rating Level
The Leadership competency area addresses the knowledge, skills, and dispositions required of a leader, with or without
positional authority. Leadership involves both the individual role of a leader and the leadership process of individuals working
together to envision, plan, and affect change in organizations and respond to broad- based constituencies and issues. This
4 Foundational
can include working with students, student affairs colleagues, faculty, and community members. This section is organized by
the leadership learning concepts of Education, construct knowledge and articulation; Training, skill identification and
enhancement; Development, personal reflection and growth; and Engagement, active participation and application.
Skill Rating Evidence of Learning Future Development
Articulate the vision and mission of the primary work unit, the division, and the institution. (+) W: I attend  Attend leadership
Identify and understand individual-level constructs of “leader” and “leadership.” (√) professional workshops and
development retreats to develop
Explain the values and processes that lead to organizational improvement. (√) opportunities leadership skills.
Explain the advantages and disadvantages of different types of decision-making processes (e.g. consensus, majority vote, and (√) whenever possible to
 Attend town hall
decision by authority). improve my
meetings, public
Identify institutional traditions, mores, and organizational structures (e.g., hierarchy, networks, governing groups, (+) leadership skills and
forums, and read
technological resources, nature of power, policies, goals, agendas and resource allocation processes) and how they influence knowledge. I work
closely with deans and cabinet minutes to
others to act in the organization.
faculty to provide a observe leadership
Identify one’s own strengths and challenges as a leader and seek opportunities to develop leadership skills. (+)
supportive advising models in practice.
Identify basic fundamentals of teamwork and teambuilding in one’s work setting and communities of practice. (√)
experience for  Expand professional
Describe and apply the basic principles of community building. (+) students. I also read network to include
Describe how one’s personal values, beliefs, histories, and perspectives inform one’s view of oneself as an effective leader (+) cabinet minutes and practitioners in
with and without roles of authority. attend public forums different functional
Build mutually supportive relationships with colleagues and students across similarities and differences (+) so I know what areas, faculty,
leadership is doing at students, and
Understand campus cultures (e.g. academic, student, professorial, administrative) and apply that understanding to one’s (+) my institution.
work. community
I: In my internship, I
Use appropriate technology to support leadership processes (e.g. seeking input or feedback, sharing decisions, posting data (√) organizers.
observed multiple
that supports decisions, use group support website tools). styles of leadership  Promote team-
Think critically, creatively, and imagine possibilities for solutions that do not currently exist or are not apparent. (+) and saw collaborative building and
Identify and consult with key stakeholders and individuals with differing perspectives to make informed decisions. (+) leadership in practice. collaborative work
C: STML 5740, within my practice.
Articulate the logic and impact of decisions on groups of people, institutional structures (e.g. divisions, departments), and (+)
Leadership in a  Look to leadership
implications for practice.
Pluralistic Society, models in other
Exhibit informed confidence in the capacity of individuals to organize and take action to transform their communities and (+)
introduced me to disciplines to see
world.
leadership models what might be
Within the scope of one’s position and expertise, lead others to contribute toward the effectiveness and success of the (+)
that are grounded in applied to a student
organization.
promoting inclusivity affairs context.
and diversity.
Competency Area: Social Justice and Inclusion Overall Competency Rating Level
For the purpose of the Social Justice and Inclusion competency area, social justice is defined as both a process and a goal that
includes the knowledge, skills, and dispositions needed to create learning environments that foster equitable participation of
all groups and seeks to address issues of oppression, privilege, and power. This competency involves student affairs
educators who have a sense of their own agency and social responsibility that includes others, their community, and 5 Foundational
the larger global context. Student affairs educators may incorporate social justice and inclusion competencies into their
practice through seeking to meet the needs of all groups, equitably distributing resources, raising social consciousness, and
repairing past and current harms on campus communities.
Skill Rating Evidence of Learning Future Development
Identify systems of socialization that influence one’s multiple identities and sociopolitical perspectives and how they impact (+) W: Daily, I work with  Attend multicultural
one’s lived experiences. students from diverse workshops and
Understand how one is affected by and participates in maintaining systems of oppression, privilege, and power. (+) backgrounds, many of campus diversity
Engage in critical reflection in order to identify one’s own prejudices and biases. (+) whom have battled events.
against oppressive  Read and listen to
Participate in activities that assess and complicate one’s understanding of inclusion, oppression, privilege, and power. (+) systems, and strive to
stories from those
Integrate knowledge of social justice, inclusion, oppression, privilege, and power into one's practice. (+) provide a sense of
of diverse
belonging and
Connect and build meaningful relationships with others while recognizing the multiple, intersecting identities, perspectives, (+) backgrounds.
inclusivity. I am critical
and developmental differences people hold.  Read social and
of my institution, and I
Articulate a foundational understanding of social justice and inclusion within the context of higher education. (+) psychological theory
call out when
Advocate on issues of social justice, oppression, privilege, and power that impact people based on local, national, and global (√) necessary to protect about race, gender,
interconnections. student interests. class, and other
Also, I am part of an identities, to
Asian-American understand how
affiliation group on socialization and
campus that seeks to oppressive systems
promote institutional reproduce.
equity and change.
 Practice written
C: EDUC 5150,
reflection to
Multicultural
examine my own
Perspectives, EDUC
identities, privileges,
5200, Social Justice,
and potential biases.
and STML 5740,
 Join and connect
Leadership in a
with campus
Pluralistic Society, all
affiliation groups.
introduced me to
concepts of
multicultural
competency, systemic
oppression, social
justice, and how to
promote inclusive,
engaged diversity,
rather than just the
tolerance of diversity.
Competency Area: Student Learning and Development Overall Competency Rating Level
The Student Learning and Development competency area addresses the concepts and principles of student development and
learning theory. This includes the ability to apply theory to improve and inform student affairs and teaching practice.
5 Foundational

Skill Rating Evidence of Learning Future Development

Articulate theories and models that describe the development of college students and the conditions and practices that (+) W: I participate in  Read research and
facilitate holistic development (e.g. learning, psychosocial and identity development, cognitive-structural, typological, workshops and literature around
environmental, and moral). seminars that pull in developmental
Articulate how race, ethnicity, nationality, class, gender, age, sexual orientation, gender identity, dis/ability, and religious (+) theory and models to apply
belief can influence development during the college years. demonstrate how it towards practice
Identify the strengths and limitations in applying existing theories and models to varying student demographic groups. (+) might inform practice.
with a particular
I also apply identity
Articulate one’s own developmental journey in relation to formal theories. (+) focus on models
theories towards
Identify one’s own informal theories of student development (‘theories in use’) and how they can be informed by formal (+) understanding and that shed light on
theories to enhance work with students. working with a diverse marginalized
Identify dominant perspectives present in some models of student learning and development. (+) student population. populations.
Construct learning outcomes for both daily practice as well as teaching and training activities. (√) I: My quantitative  Practice written
assessment laid the reflection to explore
Assess teaching, learning, and training and incorporate the results into practice. (√)
ground work for how my social
Assess learning outcomes from programs and services and use theory to improve practice. (√) qualitative evaluation development
of student experience matches with
that would explore theoretical models.
questions of identity  Use sustainable
and development. I assessment and
read student essays evaluation to
and looked for themes understand student
around the student development and
experience and how experience as it
high-impact practices relates to practice.
impacted
 Participate in
development.
professional
C: SDAD 5400, Student
development that
Development Theory,
applies theory to
Research, and
practice.
Practice, introduced
 Join or establish a
me to the core
book club at work to
developmental
explore student
theories that ground
affairs literature as a
student affairs work
group and discuss
and how they can be
themes and
applied to practice.
implications.
Competency Area: Technology Overall Competency Rating Level
The Technology competency area focuses on the use of digital tools, resources, and technologies for the advancement of
student learning, development, and success as well as the improved performance of student affairs professionals. Included
3 Foundational
within this area are knowledge, skills, and dispositions that lead to the generation of digital literacy and digital citizenship
within communities of students, student affairs professionals, faculty members, and colleges and universities.
Skill Rating Evidence of Learning Future Development
Demonstrate adaptability in the face of fast- paced technological change. (+) W: I use a variety of  Attend trainings on
Remain current on student and educator adoption patterns of new technologies and familiarize oneself with the purpose and (√) technological tools new technology.
functionality of those technologies. and applications  For recurring issues,
Troubleshoot basic software, hardware, and connectivity problems and refer more complex problems to an appropriate (+) regularly within keep a manual
information technology administrator. advising. Many about how to
students engage with troubleshoot and
Draw upon research, trend data, and environmental scanning to assess the technological readiness and needs of students, (√)
online or hybrid train others.
colleagues, and other educational stakeholders when infusing technology into educational programs and interventions.
Critically assess the accuracy and quality of information gathered via technology and accurately cite electronic sources of (√)
coursework, so I have  Read updates from
worked with them to IT staff.
information respecting copyright law and fair use.
Model and promote the legal, ethical, and transparent collection, use, and securing of electronic data. (+)
troubleshoot issues  Maintain my online
and connect with IT presence through
Ensure compliance with accessible technology laws and policies. (+) and e-learning to management of my
Demonstrate awareness of one’s digital identity and engage students in learning activities related to responsible digital (√) facilitate their study. LinkedIn account
communications and virtual community engagement as related to their digital reputation and identity. I: I used Excel to and other social
Model and promote equitable and inclusive practices by ensuring all participants in educational endeavors can access and (∆) create dynamic data media accounts.
utilize the necessary tools for success. visualization charts  Join a NASPA
Appropriately utilize social media and other digital communication and collaboration tools to market and promote advising, (√) that helped provide an learning community.
programming, and other learning-focused interventions and to engage students in these activities. easy to see narrative  Read literature
Engage in personal and professional digital learning communities and personal learning networks at the local, national, (√) within the data. about online and
and/or global level. C: SDAD 5900, hybrid courses to
Design, implement, and assess technologically-rich learning experiences for students and other stakeholders that model (∆) Capstone Seminar, is learn best practices.
effective use of visual and interactive media centered around  Explore online
creating a website and advising models,
Ensure that one’s educational work with and service to students is inclusive of students participating in online and hybrid (√)
establishing an online texting for
format courses and programs.
professional presence. appointment
Incorporate commonly utilized technological tools and platforms including social medial and other digital communication and (√)
EDUC 5130, Adult reminders, and the
collaboration tools into one’s work.
Learning, was an use of social media
online course and accounts to
gave me direct promote the
experience as to what advising services
distance learning feels and events.
like and the available
technology to help
foster a collaborative
and integrated
learning experience.
Competency Area: Advising and Supporting Overall Competency Rating Level
The Advising and Supporting competency area addresses the knowledge, skills, and dispositions related to providing advising
and support to individuals and groups through direction, feedback, critique, referral, and guidance. Through developing
5 Foundational
advising and supporting strategies that take into account self-knowledge and the needs of others, we play critical roles in
advancing the holistic wellness of ourselves, our students, and our colleagues.
Skill Rating Evidence of Learning Future Development
Exhibit culturally inclusive active listening skills (e.g., appropriately establishing interpersonal contact, paraphrasing, (+) W: As an academic  Attend workshops
perception checking, summarizing, questioning, encouraging, avoid interrupting, clarifying). advisor, and I seek to to further develop
Establish rapport with students, groups, colleagues, and others that acknowledges differences in lived experiences. (+) promote relationship- communication and
Recognize the strengths and limitations of one’s own worldview on communication with others (e.g., how terminology could (+) building over advising skills.
either liberate or constrain others with different gender identities, sexual orientations, abilities, cultural backgrounds, etc.). transactional advising.  Get trained as an
I develop student skills Intercultural
Facilitate reflection to make meaning from experiences with students, groups, colleagues, and others. (+)
so they can navigate Directory Inventory
Conscientiously use appropriate nonverbal communication. (+) the higher educational facilitator.
Facilitate problem-solving. (√) system and / or know  Explore tools that
where to find support promote student
Facilitate individual decision-making and goal- setting. (+)
and resources as decision-making and
Appropriately challenge and support students and colleagues. (+) necessary. I refer goal-setting skills.
Know and use referral sources (e.g., other offices, outside agencies, knowledge sources), and exhibit referral skills in seeking (+) students to campus  Network with
expert assistance. and community advisors across
Identify when and with whom to implement appropriate crisis management and intervention responses. (+) partners so they have campus, TRiO,
wrap-around support. AANAPISI,
Maintain an appropriate degree of confidentiality that follows applicable legal and licensing requirements, facilitates the (√) I also attend advising international, and
development of trusting relationships, and recognizes when confidentiality should be broken to protect the student or others workshops to increase career, as well as
Seek opportunities to expand one’s own knowledge and skills in helping students with specific concerns (e.g., relationship (+) my knowledge around counselors to
issues, navigating systems of oppression, or suicidality) as well as interfacing with specific populations within the college best practices and establish best
student environment (e.g., student veterans, low- income students, etc.). available resources. practices and
Utilize virtual resources and technology to meet the advising and supporting needs of students. (√) C: COUN 5120, Career establish service
Know and follow applicable laws, policies, and professional ethical guidelines relevant to advising and supporting students’ (√) Counseling, consistency (as
development. introduced me to possible).
career counseling  Explore online
models that are also advising models,
applicable to pre- texting for
major students and appointment
have helped ground reminders, and the
my practice in theory. use of social media
EDUC 5150, accounts to
Multicultural promote the
Perspectives, and advising services
EDUC 5200, Social and events.
Justice, have both
helped me in
understanding the
experience of diverse
student populations.