Artifact E: 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 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

All competency descriptions are taken from the ACPA and NASPA Professional Competency
Areas for Student Affairs Practitioners (2015)

Competency Area Skill Specific Evidence of Learning Future Improvement
Rating & Development
Articulate key elements of one’s set of +
Personal and Ethical personal beliefs and commitments (e.g., W= Work I will look to find
Foundations values, morals, goals, desires, self- Through my graduate simple ways to daily
definitions), as well as the source of assistantship, I have engaged and weekly reflect on
The Personal and each (e.g., self, peers, family, or one or with my supervisor to question my values and who I
Ethical Foundations more larger communities). systems and understand how am as a professional. I
competency area Articulate one’s personal code of ethics √ the systems that the University want to do this in the
involves the for student affairs practice, informed by holds can be changed and have beginnings of my work
knowledge, skills, and the ethical statements of professional a health way of questioning the and eventually build up
dispositions to develop student affairs associations and their lack of support for LGBTQ+ to practicing
and maintain integrity foundational ethical principles. students on campus. articulating my values
in one’s life and work; Describe the ethical statements and ∆ regularly. I also want to
this includes thoughtful their foundational principles of any I = Internship find ways that are
development, critique, professional associations directly As a Preview Days intern, I meaningful to my
and adherence to a relevant to one’s working context. grounded myself in my values identity to express my
holistic and Identify ethical issues in the course of √ by understanding the ways I values in clear ways.
comprehensive standard one’s job. can support different student
of ethics and Explain how one’s behavior reflects the √ groups (ie. Graduate Students)
commitment to one’s ethical statements of the profession and in transitioning and understand
own wellness and address lapses in one’s own ethical the process of starting an
growth. Personal and behavior. educational journey. This way,
ethical foundations are + I saw how my values change or
Appropriately question institutional
aligned because stay consistent with this new
actions, which are not consistent with
integrity has an internal demographic.
ethical standards.
locus informed by a
combination of external Utilize institutional and professional + O = Other
ethical guidelines, an resources to assist with ethical issues While doing research with Dr.
internal voice of care, (e.g., consultation with appropriate Nguyen, I was able to
and our own lived mentors, supervisors and/or colleagues, appreciate how I hold
experiences. Our consultation with an association’s community and give new
personal and ethical ethics committee). dimensions to my values.
foundations grow Articulate awareness and understanding √
through a process of of one’s attitudes, values, beliefs,
curiosity, reflection, assumptions, biases, and identify how
and self-authorship. they affect one’s integrity and work
with others.
Overall Competency Take responsibility to broaden √
Rating perspectives by participating in
012345 activities that challenge one’s beliefs.
Identify the challenges associated with √
balancing personal and professional
responsibilities, and recognize the
intersection of one’s personal and
professional life.
Identify one’s primary work √
responsibilities and, with appropriate,
ongoing feedback, craft a realistic,
summative self-appraisal of one’s
strengths and limitations.
Articulate an understanding that √
wellness is a broad concept comprised
of emotional, physical, social,
environmental, 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.
Competency Area Skill
Describe the foundational
Values, Philosophy, philosophies, disciplines, and values
and History of the profession.
Articulate the historical contexts of
The Values, institutional types and functional areas
Philosophy, and History within higher education and student
competency area affairs.
involves knowledge, Describe the various research,
skills, and dispositions philosophies, and scholars that defined
that connect the history, the profession.
philosophy, and values Demonstrate responsible campus
of the student affairs citizenship and participation in the
profession to one’s campus community.
current professional Describe the roles of faculty,
practice. This academic affairs, and student affairs
competency area educators in the institution.
embodies the
Explain the importance of service to
foundations of the
the institution and to student affairs
profession from which
professional associations.
current and future
research, scholarship, Learn and articulate the principles of
and practice will professional practice.
change and grow. The
Articulate the history of the inclusion
commitment to
demonstrating this and exclusion of people with a variety
competency area of identities in higher education.
ensures that our present Explain the role and responsibilities of
and future practices are student
informed by an affairs professional associations.
understanding of the Explain the purpose and use of
profession’s history, publications that incorporate the
philosophy, and values. philosophy and values of the
profession.
Overall Competency Explain the public role and societal
Rating benefits of student affairs in particular
012345 and of higher education in general.
Articulate an understanding of the
ongoing nature of the history of higher
education and one’s role in shaping it.
Be able to model the principles of the
profession and expect the same from
colleagues and supervisees.
Explain how the values of the
profession contribute to sustainable
practices.
Articulate the changing nature of the
global student affairs profession and
communicate the need to provide a
contextual understanding of higher
education.
√
Specific Future Improvement &
Rating Evidence of Learning Development
√
I = Internship I plan on becoming an
Through my internship at active member of NASPA
+ Cornell, I was able to to engage in professional
ground myself in the development opportunities
functional area of to better understand the
Orientation and understand deeper values and historical
√ the underlying principles of context for student affairs
transition and becoming and the ways that programs
acclimated to a new that exist look to support
√ educational environment. I students and dismantle the
also got to learn about oppressive systems that
Cornell’s history with continue to exclude
+ Orientation and the ways it marginalized students. This
has changed and evolved. will also allow me to
connect with other
√ O = Other professionals and grow my
By conducting research on professional network.
Asian American and Native
American Pacific Islander I also plan on continuing to
√ Serving Institutions, I have find research opportunities
been able to think deeper to learn and understand the
about the underlying nuances that exist within
+
philosophy and history of higher education and the
higher education and the systems that govern it.
ways it has continued to
√ exclude marginalized
identities and uphold white
supremacy. Specifically, I
√ have been able to learn
about the historical
relationship that Asian
American and Pacific
√ Islander students have had
with institutions of higher
education and how harmful
stereotypes like the Model
√ Minority Myth has
continued to benefit white
students.
√
√
∆
 Specific Future Improvement
Competency Area Skill Rating Evidence of Learning & Development

Differentiate among assessment, program √

review, evaluation, planning, and research C = Coursework
Assessment, as well as the methods appropriate to My coursework in SDAD I want to be better
Evaluation, and each. 5750: Best Practices in connected to current
Research Select AER methods, methodologies, ∆ Student Services allowed me research and want to
designs, and tools that fit with research to explore how different subscribe to different
and evaluation questions and with practitioners and institutions learning journals and
The Assessment, assessment and review purposes. do assessment and be current with
Evaluation, and evaluation. I was able to research today. I also
Facilitate appropriate data collection for √
Research competency interview 12 different want to connect with
area focuses on the system/department-wide assessment and
professionals in the central researchers more
ability to design, evaluation efforts using current
New York area to learn about frequently through
conduct, critique, and technology and methods.
what the best practices are for the Association for
use various AER Effectively articulate, interpret, and apply √ the Study of Higher
Orientation programs. This
methodologies and the results of AER reports and studies, Education (ASHE).
also has helped me to
results obtained from including professional literature.
understand Transition
them, to utilize AER Assess the legitimacy, trustworthiness, √ Programs and the ways they I also want
processes and their and/or validity of studies of various are measured for success. to incorporate
results to inform methods and assessment and
practice, and to shape the methodological designs (e.g. qualitative O = Other evaluation projects
political and ethical vs. quantitative, theoretical perspective, Through my research work, I into my work as a
climate surrounding epistemological approach). have been able to contribute professional so that
AER processes and uses Consider rudimentary strengths and √ to different types of assessment becomes
in higher education. limitations of various methodological publications that require a normalized practice
AER approaches in the application of different types of research for me and the work
Overall Competency findings to practice in diverse institutional and writing styles. This has that I do with
Rating settings and with diverse student given me an understanding of students.
012345 populations. what it means to do research
Explain the necessity to follow √ and the ways knowledge is a
institutional and divisional procedures powerful tool for change.
and policies (e.g.,
IRB approval, informed consent) with
regard to ethical assessment, evaluation,
and other research activities.
Ensure all communications of AER √
results are accurate, responsible, and
effective.
Identify the political and educational √
sensitivity of raw and partially processed
data and AER results, handling them with
appropriate confidentiality and deference
to organizational
hierarchies.
Design program and learning outcomes ∆
that are appropriately clear, specific, and
measureable that are informed by
theoretical
frameworks and that align with
organizational outcomes, goals, and
values.
Explain to students and colleagues the ∆
relationship of AER processes to learning
outcomes and goals.
 Specific Future Improvement
Competency Area Skill Rating Evidence of Learning & Development
Describe the systems used to govern √ C = Coursework One way I want to
Law, Policy, and public, private, and for-profit institutions Through SDAD 5800: improve in this area is
Governance of all types (two-year, four-year, Higher Education Law, I was to be involved with
graduate, professional, vocational, etc.) in given the language to academic conduct
The Law, Policy, and one’s state/province and nation. describe the ways that review boards in the
Governance competency Explain the differences between public, √ universities protect future and be active in
area includes the private, and for-profit higher education themselves from liability and interpreting and
knowledge, skills, and with respect to the legal system and what the duty that institutions do translating policy into
dispositions relating to they may mean for respective students, or do not have to students practice.
policy development faculty, and student affairs professionals. and their educational journey.
processes used in various Describe how national and √ In particular, the importance I also want to look at
contexts, the application state/provincial constitutions and laws of understanding university ways that policy is
of legal constructs, influence the rights of students, faculty, policy and my role as a formed to understand
compliance/policy and staff on all types of college representative of the how the process can be
issues, and the campuses. institution in maintaining, changed or adjusted to
understanding of Describe evolving laws, policies, and √ communicating, and serve students who are
governance structures judicial rulings that influence the student- developing those policies. marginalized and
and their impact on one’s institutional relationship and how they affected most by these
professional practice. affect professional practice. I = Internship policies.
Act in accordance with national, + Through my work with New
Overall Competency state/provincial, and local laws and with Student programs at Cornell,
Rating institutional policies regarding non- I became aware of the ways
012345 discrimination. that we had to navigate
Identify major internal and external √ different situations with off-
stakeholders, policymakers, and special campus vendors to create
interest groups who influence policy at clear and concise contracts to
the national, state/provincial, local, and provide safe and protected
institutional levels. activities for students to
Describe the governance systems at one’s √ engage with. It also gave me
institution including the governance the opportunity to understand
structures for faculty, student affairs how institutional type plays a
professionals, staff, and students. part in creating the cultural
Know when and how to consult with √ norms and practices in a
one’s immediate supervisor and university.
institutional legal counsel regarding
matters that may have legal ramifications. W = Work
Explain concepts of risk management, √ Through my graduate
reasonable accommodation, and enact assistantship, I have been
liability reduction strategies. able to practice upholding
Demonstrate awareness of inequitable + and understanding internal
and oppressive ways that laws and policies for different services
policies are enacted on vulnerable student and programs (ie, food
populations at national, state/provincial, pantry, emergency fund
local, and institutional levels. access) to better balance
serving students and their
Describe the student conduct process at ∆
needs while staying with in
the institutional level and demonstrate
concern for the legal, social, moral, university policy and
educational, and ethical expectations of maintaining professional
integrity.
the community.
Encourage and advocate participation in √
national, state/provincial, local, and
institutional electoral processes as
applicable.
 Specific Future Improvement
Competency Area Skill Rating Evidence of Learning & Development
Demonstrate effective stewardship/use of √
Human and resources (i.e., financial, human, W= Work One way I want to
Organizational material). As part of my role in OMA, I improve is develop a
Resources Describe campus protocols for √ took charge in hiring and reliable and consistent
responding to significant incidents and training our student desk staff feedback system for
The Organizational and campus crises. and this allowed me to myself so that I can
Human Resources Describe environmentally sensitive issues √ understand how to maintain look to improve myself
competency area and explain how one’s work can the office and be aware of the in the work place and
includes knowledge, incorporate elements of sustainability. organizational structures and work with colleagues to
skills, and dispositions Use technological resources with respect + processes that exist. It also grow and change.
used in the management to maximizing the efficiency and meant learning about how to
of institutional human effectiveness of one’s work. support different services I also want to find more
capital, financial, and Describe ethical hiring techniques and √ (Food Pantry, Emergency opportunities to be on
physical resources. This institutional hiring policies, procedures, Fund) in ways that served hiring committees to
competency area and processes. students but maintained the continue to practice
recognizes that student Demonstrate familiarity in basic tenets of √ integrity of the service so that what it means to have
affairs professionals supervision and possible application of it can be sustainable and ethical hiring processes.
bring personal strengths these supervision techniques. meaningful. This will also allow me
and grow as managers √ to see what other
Explain how job descriptions are
through challenging V = Volunteer Work institutions do in terms
designed and support overall staffing
themselves to build new Through my role as the of hiring processes and
patterns in one’s work setting.
skills in the selection, Community Development allow me to learn about
Design a professional development plan √
supervision, motivation, Chair on our SUSDA E- my institutions HR
that assesses one’s current strengths and
and formal evaluation of Board, I have been able to policies.
weaknesses, and establishes action items
staff; resolution of support the members of my
for fostering an appropriate pace of
conflict; management of committee in implementing
growth.
the politics of programs by understanding
Explain the application of introductory √
organizational discourse; how to maintain our total
and the effective motivational techniques with students, annual budget and
application of strategies staff, and others organizationally utilize and
and techniques Describe the basic premises that underlie √ delegate the team so that
associated with financial conflict in and the constructs utilized for members can take charge in
resources, facilities facilitating conflict resolution. events and take direction to
management, Develop and utilize appropriate meeting √ form their own ideas.
fundraising, technology, materials (e.g. facilitation skills, agenda,
crisis management, risk notes/minutes).
management and Communicate with others using effective √
sustainable verbal and non-verbal strategies
resources.anagement, appropriate to the situation in ways that
risk management, and the person(s) with whom you are engaged
sustainable resources prefers.
Recognize how networks in organizations √
Overall Competency play a role in how work gets
Rating accomplished.
012345 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 one’s work
Provide constructive feedback in a timely √
manner
Advocate for equitable hiring practices √
Articulate basic institutional 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 institution’s
educational mission.
Understand the basic concepts of facilities √
management and institutional policies
related to energy usage and
environmental sustainability.

Competency Area Skill Specific Evidence of Learning Future Improvement &

Rating Development
Leadership Articulate the vision and mission of the √
primary work unit, the division, and the V = Volunteer Work One way I want to
The Leadership institution. As the Community improve in the future is
competency area Identify and understand individual-level √ Development Chair, I have through taking
addresses the constructs of “leader” and “leadership.” been able to be a key leader leadership roles on in
knowledge, skills, and and support amongst the the institution(s) I work
Explain the values and processes that lead √
dispositions required of a SDA program and I have in. I want to be a leader
to organizational improvement.
leader, with or without looked to lead my committee amongst an institution
positional authority. Explain the advantages and disadvantages √ in a way that sets them up to as well so that I can
Leadership involves both of different types of decision-making be leaders as well. Through build connections with
processes (e.g. consensus, majority vote,
the individual role of a being on the Executive my colleagues and
and decision by authority).
leader and the leadership Board, I have the peers in ways that show
process of individuals Identify institutional traditions, mores, √ responsibility of being I am a reliable person
working together to and organizational structures (e.g., connected with our SDA for them.
envision, plan, and affect hierarchy, networks, governing groups, community and look for
change in organizations technological resources, nature of power, opportunities to grow and
and respond to broad- policies, goals, agendas and resource shape the ways we build
based constituencies and allocation processes) and how they community as a program.
issues. This can include influence others to act in the organization.
working with students, Identify one’s own strengths and √ I = Internship
student affairs challenges as a leader and seek Through my Preview Days
colleagues, faculty, and opportunities to develop leadership skills. internship, I brought our
community members. Identify basic fundamentals of teamwork √ community together to be
This section is organized and teambuilding in one’s work setting prepared and ready to meet
by the leadership and communities of practice. newly admitted students to
learning concepts of show them what our program
Describe and apply the basic principles of +
Education, construct has to offer and be open and
community building.
knowledge and honest about their
articulation; Training, Describe how one’s personal values, √ experience. This allowed me
skill identification and beliefs, histories, and perspectives inform to build connections with my
enhancement; one’s view of oneself as an effective community and highlight
Development, personal leader with and without roles of authority. different individuals on
reflection and growth; Build mutually supportive relationships √ social media. I also was the
and Engagement, active with colleagues and students across moderator for the facebook
participation and similarities and differences group, which let me interact
application. Understand campus cultures (e.g. √ consistently with the
academic, student, professorial, incoming cohort and support
Overall Competency administrative) and apply that them from a distance in
Rating understanding to one’s work. making a decision about their
012345 Use appropriate technology to support √ graduate studies.
leadership processes (e.g. seeking input or
feedback, sharing decisions, posting data
that supports decisions, use group support
website tools).
Think critically, creatively, and imagine √
possibilities for solutions that do not
currently exist or are not apparent.
Identify and consult with key √
stakeholders and individuals with
differing perspectives to make informed
decisions.
Articulate the logic and impact of √
decisions on groups of people,
institutional structures (e.g. divisions,
departments), and implications for
practice.
Exhibit informed confidence in the √
capacity of individuals to organize and
take action to transform their
communities and world.
Within the scope of one’s position and √
expertise, lead others to contribute toward
the effectiveness and success of the
organization.

Competency Area
Social Justice and Inclusion
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 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.
Overall Competency Rating
012345
Skill
Identify systems of
socialization that
influence one’s multiple
identities and
sociopolitical perspectives
and how they impact
one’s lived experiences
Understand how one is
affected by and
participates in
maintaining systems of
oppression, privilege, and
power
Engage in critical
refection in order to
identify one’s own
prejudices and biases.
Participate in activities
that assess and complicate
one’s understanding of
inclusion, oppression,
privilege, and power.
Integrate knowledge of
social justice, inclusion,
oppression, privilege, and
power into one’s practice.
Connect and build
meaningful relationships
with others while
recognizing the multiple,
intersecting identities,
perspectives, and
developmental differences
people hold.
Articulate a foundational
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
Specific
Rating Evidence of Learning
+
I = Internship
As part of my NODA internship
with Cornell’s New Student
Programs, I planned and
coordinated training for our
Orientation Supervisors and
+ Leaders. I was able to incorporate
trainings on inclusion and personal
self-reflection on personal
identities. I looked to push my
students in understanding what it
meant to welcome all new students
√ to Cornell and how we honor the
identities that students bring to
campus.
+ W = Work
Through my work in the Office of
Multicultural Affairs, I have
engaged students in dialogue
around larger societal and global
√ issues that affect students as well as
give space for processing and
support students in times of
hardship such as the statements
+ made by the President of SU about
the LGBTQ+ population.
O = Other
Through doing research with Dr.
Nguyen, I have been able to
understand the ways that society
looks to uphold White Supremacy
+ and using Asian American and
Pacific islanders as tools upholding
oppression and white supremacy
through harmful stereotypes like
the Model Minority Myth.
√
Future Improvement &
Development
As I begin my career in
student affairs, I want to
continue to engage in
dialogue around social
issues and connect with
the campus community
in ways that promote
conversation and
dialogue on hard and
complicated issues.
I want to invite folks into
the conversations I have
and this means I want to
improve engaging with
folks who don’t agree
with these values in
ways that are firm in my
values and are mutual in
tone. This also means
pushing myself to be
uncomfortable and
outside my normal
boundaries so that I can
learn and grow
continuously.

Competency Area Skill
Articulate theories and models that
describe the development of college
Student Learning and students and the conditions and
Development practices that facilitate holistic
development (e.g. learning,
The Student Learning and psychosocial and identity
Development competency development, cognitive-structural,
area addresses the concepts typological, environmental, and
and principles of student moral).
development and learning Articulate how race, ethnicity,
theory. This includes the nationality, class, gender, age, sexual
ability to apply theory to orientation, gender identity,
improve and inform dis/ability, and religious belief can
student affairs and teaching influence development during the
practice. college years.
Identify the strengths and limitations
Overall Competency in applying existing theories and
Rating models to varying student
demographic groups.
012345
Articulate one’s own developmental
journey in relation to formal theories.
Identify one’s own informal theories
of student development (‘theories in
use’) and how they can be informed
by formal theories to enhance work
with students
Identify dominant perspectives
present in some models of student
learning and development.
Construct learning outcomes for both
daily practice as well as teaching and
training activities.
Assess teaching, learning, and
training and incorporate the results
into practice.
Assess learning outcomes from
programs and services and use theory
to improve practice.
Specific Future Improvement &
Rating Evidence of Learning Development
√
I = Internship One way I want to
The Reflection that I have continue to grow is
done for Internship through going to National
coursework (SDAD 5640, Association conferences
5650, and 5660) have to engage with other
guided me to learning about professionals and
the theories that ground my understand how different
work and how I view my institutions and
√ practice in supporting professionals engage with
students during their theory.
development. It has also
given me the understanding I also want to engage with
of how my work in my digital knowledge
internships and work in communities to learn
√ OMA has been informed by about different functional
the same underlying areas and find affinity
theories. with other professionals
to build connections in
√ C = Coursework different ways.
Through my coursework in
SDAD 5300 Foundations,
√ SDAD 5400 Student
Development Theory, and
SDAD 5760 Leadership and
Governance, I have learned
the foundational theories of
√ Student Affairs and the
ways that these theories
connect to the practices and
√ programs we create for
students in supporting their
development.
√
√
 Specific Future Improvement &
Competency Area Skill Rating Evidence of Learning Development
Demonstrate adaptability in the face of fast- √
Technology paced technological change. I = Internship One way I want to
Remain current on student and educator √ Through my internship improve in this area is
The Technology adoption patterns of new technologies and at Cornell, I was a part by finding professional
competency area focuses familiarize oneself with the purpose and of launching and opportunities to learn
on the use of digital tools, functionality of those technologies. developing the new about different digital
resources, and technologies Orientation app to design technologies and
Troubleshoot basic software, hardware, and √
for the advancement of engage first years develop my graphic
student learning, connectivity problems and refer more Orientation and design skills to learn
development, and success complex problems to an appropriate Welcome Week in new how to better market
as well as the improved information technology administrator. and engaging ways so and use social media to
performance of student Draw upon research, trend data, and ∆ that they could be up to engage others.
affairs professionals. environmental scanning to assess the date and connect with
Included within this area technological readiness and needs of each other digitally and Another way I want to
are knowledge, skills, and students, colleagues, and other educational in person. improve is by being up
dispositions that lead to the stakeholders when infusing technology into to date with university
generation of digital educational programs and interventions C = Coursework systems and
literacy and digital Critically assess the accuracy and quality of √ Through SDAD 5900, I establishing
citizenship within information gathered via technology have been able to relationships with
communities of students, and accurately cite electronic sources of engage with mentors university Technology
student affairs information respecting copyright law and fair digitally to improve my Services so that I may
professionals, faculty use. professional materials develop more skills in
members, and colleges and Model and promote the legal, ethical, and √ so that I can grow and this area.
universities. transparent collection, use, and securing of change as an individual.
electronic data. I have been able to
Overall Competency Ensure compliance with accessible √ receive feedback and
Rating technology laws and policies. support through digital
012345 Demonstrate awareness of one’s digital √ reviews of my hiring
identity and engage students in learning materials.
activities related to responsible digital
communications and virtual community W = Work
engagement as related to their digital As part of supervising
reputation and identity the desk staff in the
Model and promote equitable and inclusive √ Office of Multicultural
practices by ensuring all participants in Affairs, I also manage
educational endeavors can access and utilize the social media and
the necessary tools for success. technology in our office
to communicate to
Appropriately utilize social media and other √
students our hours and
digital communication and collaboration
important updates for
tools to market and promote advising,
different programs and
programming, and other learning-focused
services.
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 one’s educational work with and √

service to students is inclusive of students
participating in online and hybrid format
courses and programs.
 Incorporate commonly utilized technological
tools and platforms including social medial
and other digital communication and
collaboration tools into one’s work.
Competency Area Skill
Exhibit culturally inclusive active
Advising & Supporting listening skills (e.g., appropriately
establishing interpersonal contact,
The Advising and paraphrasing, perception checking,
Supporting competency summarizing, questioning, encouraging,
area addresses the avoid interrupting, clarifying).
knowledge, skills, and Establish rapport with students, groups,
dispositions related to colleagues, and others that acknowledges
providing advising and differences in lived experiences.
support to individuals and Recognize the strengths and limitations of
groups through direction, one’s own worldview on communication
feedback, critique, referral, with others (e.g., how terminology could
and guidance. Through either
developing advising and liberate or constrain others with different
supporting strategies that gender identities, sexual orientations,
take into account self- abilities, cultural backgrounds, etc.).
knowledge and the needs Facilitate refection to make meaning from
of others, we play critical experiences with students, groups,
roles in advancing the colleagues, and others.
holistic wellness of Conscientiously use appropriate
ourselves, our students, nonverbal communication.
and our colleagues.
Facilitate problem solving.
Facilitate individual decision-making and
Overall Competency
Rating goal-setting
012345 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 one’s 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.
√
Specific Future Improvement
Rating Evidence of Learning & Development
+
W= Work In the future, I want to
Through my assistantship, I improve in this area by
advised a student committee working with my
that helped to plan large future supervisor to
LGBTQ events for students gain opportunities to
√ to have fun and connect do my own reflection
with each other. I was able and growth in my
to support the student group advising style and
√ and my student leaders in grow my own practice
taking charge and stepping when it comes to
up to make decisions that supporting students.
were sound and meaningful.
I also have been able Another way I want to
through my supervisory role grow in this area is to
in supporting my student understand the ways I
√ staff in different office can connect students
projects where I let them to campus resources
take the lead and direction and get the support
√ on art projects for the our they need if it’s out of
space. my ability to assist
√ them. I want to learn
V = Volunteer work about different offices
√
Part of my role as and the
Community Development systems/procedures
√ Chair has been an they use so that I can
opportunity to support my use that information to
√ committee in taking charge support students in
and planning the events they accessing those
want to see happen and services.
giving them the opportunity
∆ to take different lead roles
in making these events
happen. I was able to advise
+ them on how to make these
events happen and work to
create great events.
I = Internship
Through my internship at
Cornell, I was the main
√ support to the Orientation
Steering Committee, the
main group of students who
plan and put on the big
Orientation events during
welcome week. I not only
got to support students in
making a positive and
√ meaningful experience for
themselves, I also got to
learn and understand my
√ own advising style in my
own practice.