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 mastery 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
 NASPA/ACPA Specific Future Improvement &
Skill Evidence of Learning
Competency Area Rating Development
Personal and W= Within my first For this competency, my
Ethical Foundations Articulate key elements of one’s set of personal + year as an academic main areas for
beliefs and commitments (e.g., values, morals, advisor, I felt a lot of improvement revolve
goals, desires, self-definitions), as well as the imposter syndrome. around self-care and
The Personal and source of each (e.g., self, peers, family, or one or This led me to reflect reaching a work/life
Ethical Foundations more larger communities). and really think balance. This is something I
competency area Articulate one’s personal code of ethics for student about why I was not struggle with and I am
involves the affairs practice, informed by the ethical statements + showing up going to make it a priority
knowledge, skills, of professional student affairs associations and authentically in my to work on after I graduate
their foundational ethical principles. role. The reflection and transition into a
and dispositions to
Describe the ethical statements and their helped me fulltime role. I am slowly
develop and foundational principles of any professional acknowledge my learning to advocate for
+
maintain integrity in associations directly relevant to one’s working different advising myself, which I have done
one’s life and work; context. style and how when in some instance, but I can
this includes Identify ethical issues in the course of one’s job. √ my values are rooted get easily too invested in
in my work, that is work and making sure all
thoughtful
Explain how one’s behavior reflects the ethical when I am my most emails are answered at the
development, authentic and best time I receive them and all
critique, and statements of the profession and address lapses in √
one’s own ethical behavior. professional. students are always
adherence to a helped. I will work by
Appropriately question institutional actions which √ I = My internship taking care of myself, not
holistic and
are not consistent with ethical standards. with ODI, I was having outlook
comprehensive
Utilize institutional and professional resources to fortunate to have two downloaded on my phone,
standard of ethics assist with ethical issues (e.g., consultation with √ incredible and will tell my supervisor
and commitment to appropriate mentors, supervisors and/or supervisors: this is a goal I would like to
one’s own wellness colleagues, consultation with an association’s Samantha & Natasha. work on. Lastly, I will
and growth. Personal ethics committee). Having 2 women of continue to keep reflecting
and ethical Articulate awareness and understanding of one’s color supervise me on my work, my values,
attitudes, values, beliefs, assumptions, biases, and + helped me cultivate and my role in higher
foundations are
identity how they affect one’s integrity and work my leadership style, education.
aligned because with others. confidence in my
integrity has an Take responsibility to broaden perspectives by voice that advocates
internal locus participating in activities that challenge one’s + for students, and
informed by a beliefs. trust in myself.
combination of Identify the challenges associated with balancing
personal and professional responsibilities, and C = All the SDA
external ethical +
recognize the intersection of one’s personal and coursework has been
guidelines, an rooted in reflection
professional life.
internal voice of care, and in most of my
Identify one’s primary work responsibilities and,
and our own lived with appropriate, ongoing feedback, craft a course I have been
√
experiences. Our realistic, summative self-appraisal of one’s able to focus on
personal and ethical strengths and limitations. topics that I am
Articulate an understanding that wellness is a passionate about.
foundations grow
broad concept comprised of emotional, physical, This has led me to
through a process of √ grow a stronger
social, environmental, relational, spiritual, moral,
curiosity, reflection, sense of myself and
and intellectual elements.
and self-authorship. Recognize and articulate healthy habits for better my role in higher
∆ education as a
living.
woman of color.
Identify positive and negative impacts on wellness ∆
Overall Rating: and, as appropriate, seek assistance from available
resources.
0 1 2 3 4 5 Identify and describe personal and professional √
responsibilities inherent to excellence in practice.
Recognize the importance of reflection in personal, +
professional, and ethical development.
 NASPA/ACPA Specific Future Improvement &
Skill Evidence of Learning
Competency Area Rating Development
Values, Philosophy, Describe the foundational philosophies, disciplines, + O = My experiences I plan to seek out more
and History and values of the profession. in higher education professional development
have shaped my opportunities through
Articulate the historical contexts of institutional + perspective on how workshops, on campus
The Values, types and functional areas within higher education my role in higher trainings, webinars,
Philosophy, and and student affairs education is to conferences and more. I
History competency dismantle systems of really want to connect with
area involves Describe the various research, philosophies, and √ oppression and professionals who share
knowledge, skills, scholars that defined the profession. create access for the same values as me and
vulnerable are working on initiatives
and dispositions that
Demonstrate responsible campus citizenship and √ populations. that focus on bettering
connect the history, institutional practices.
participation in the campus community.
philosophy, and W = During my time
values of the student Describe the roles of faculty, academic affairs, and + as an academic
affairs profession to student affairs educators in the institution. advisor, I wrote my
advising philosophy
one’s current
Explain the importance of service to the institution √ and what values I
professional practice. center my advising
and to student affairs professional associations
This competency style around.
area embodies the Learn and articulate the principles of professional Additionally, our
√
foundations of the practice. office revised the
profession from college mission and
Articulate the history of the inclusion and vision to better
which current and +
exclusion of people with a variety of identities in reflect the values of
future research, our staff as a whole.
higher education.
scholarship, and
practice will change Explain the role and responsibilities of student I = In my internship
+ with ODI, I did
and grow. The affairs professional associations.
commitment to research around the
role and
demonstrating this Explain the purpose and use of publications that √ responsibility of
competency area incorporate the philosophy and values of the
institutions to uphold
profession.
ensures that our their values and
present and future continue fostering
Explain the public role and societal benefits of +
practices are more inclusive
student affairs in particular and of higher
environments.
informed by an education in general.
Additionally, through
understanding of the this work, I learned
profession’s history, Articulate an understanding of the ongoing nature + the roles of academic
of the history of higher education and one’s role in
philosophy, and and student affairs
shaping it.
values. and the benefits of
bridging the two.
Be able to model the principles of the profession √
and expect the same from colleagues and
Overall Rating: supervisees.
Explain how the values of the profession
012345 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.
 NASPA/ACPA Specific Future Improvement &
Skill Evidence of Learning
Competency Area Rating Development
Assessment, Differentiate among assessment, program review, + W = During my time I want to learn more about
Evaluation, and evaluation, planning, and research as well as the as an academic assessments and how they
methods appropriate to each. advisor, I wanted to reflect learning outcomes. I
Research
implement an want to be able to connect
Select AER methods, methodologies, designs, and + academic coaching assessment and date to my
The Assessment, tools that fit with research and evaluation program. In order to work in addition to theory
Evaluation, and questions and with assessment and review continue this to make my work stronger
Research purposes program, I used and more purposeful.
competency area existing data and did Additionally, I want more
Facilitate appropriate data collection for + research on existing knowledge on the IRB
focuses on the ability
system/department-wide assessment and literature that proves approval and continue to
to design, conduct, evaluation efforts using current technology and the importance of seek out research
critique, and use methods. this program. I opportunities at my next
various AER utilized data, institution. Lastly, I would
methodologies and Effectively articulate, interpret, and apply results of + literature, and theory like to discuss research,
AER reports and studies, including professional to showcase the assessment, and evaluation
the results obtained
literature. importance of this with my supervisor and get
from them, to utilize program. their perspective on how
AER processes and Assess the legitimacy, trustworthiness, and/ or they use data to inform
+
their results to validity of studies of various methods and I = I conducted practices.
inform practice, and methodological designs (e.g. qualitative vs. research and
to shape the political quantitative, theoretical perspective, assessment on
epistemological approach). Diversity and
and ethical climate
Inclusion Leadership
surrounding AER practices to then
Consider rudimentary strengths and limitations of +
processes and uses various methodological AER approaches in the develop and
in higher education. application of findings to practice in diverse implement programs
. institutional settings and with diverse student focused on inclusive
populations. excellence for faculty,
staff, and leadership.
Explain the necessity to follow institutional and ∆
Overall Rating: C = My main growth
divisional procedures and policies (e.g., IRB
01234 5 approval, informed consent) with regard to ethical in research and
assessment, evaluation, and other research assessment came
activities. from my MA Project
class. In my research
Ensure all communications of AER results are project I conducted
√ qualitative research
accurate, responsible, and effective.
through interviews
and focus groups,
√ analyzed the data,
Identify the political and educational sensitivity of
raw and partially processed data and AER results, and synthesized to
handling them with appropriate confidentiality and inform best practices.
deference to organizational hierarchies.

Design program and learning outcomes that are √

appropriately clear, specific, and measurable, 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.
 NASPA/ACPA Specific Future Improvement &
Skill Evidence of Learning
Competency Area Rating Development
Law, Policy, and Describe the systems used to govern public, private, and W= I worked with I want to grow in this
Governance for-profit institutions of all types (two-year, four-year, √ federal laws like FERPA competency by getting
graduate, professional, vocational, etc.) in one’s as an academic advisor. experience in conduct
state/province and nation. I was trained to learn whether that be a part
The Law, Policy, and about mandatory of my position or
Governance Explain the differences between public, private, and for- reporting and through the institution
competency area profit higher education with respect to the legal system navigating that with conduct review board.
√
includes the and what they may mean for respective students, faculty, students. I also learned Additionally, I was to
knowledge, skills, and student affairs professionals about financial policies stay up to date on
and federal and state national policy changes
and dispositions
Describe how national and state/provincial constitutions laws that impact that can impact are
relating to policy and laws influence the rights of students, faculty, and populations such as most vulnerable
development √
staff on all types of college campuses. undocumented populations and I want
processes used in students and how I can to be in conversations
various contexts, the Describe evolving laws, policies, and judicial rulings that do my absolute best to of how we can rewrite
influence the student-institutional relationship and how support and help some of these policies.
application of legal √ students navigate
they affect professional practice
constructs, these.
compliance/policy Act in accordance with national, state/ provincial, and
issues, and the local laws and with institutional policies regarding non- C= Through Leadership
+ and Government &
understanding of discrimination.
governance Higher Ed Law, I
Identify major internal and external stakeholders, learned the ways that
structures and their
policymakers, and special interest groups who influence universities protect
impact on one’s + themselves from
policy at the national, state/provincial, local, and
professional institutional levels. liability and my role in
practice. breaking these policies
Describe the governance systems at one’s institution down for my own
including the governance structures for faculty, student knowledge but also to
√ know how to support
Overall Rating: affairs professionals, staff, and students
my students as these
0123 45 Describe how policy is developed and implemented in √ policies can also impact
one’s department and institution, as well as the local, them. Additionally, in
state/province, and national levels of government these classes we
discussed
Know when and how to consult with one’s immediate organizational
√ structure and who
supervisor and institutional legal counsel regarding
matters that may have legal ramifications. influences institutional
policies that are in
place.
Explain concepts of risk management, reasonable ∆
accommodation, and enact liability reduction strategies.
Demonstrate awareness of inequitable and oppressive √
ways that laws and 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.
 Future
NASPA/ACPA Specific
Skill Evidence of Learning Improvement &
Competency Area Rating
Development
Organizational and Demonstrate effective stewardship/use of resources (i.e., √ W= In my graduate For future
Human Resources financial, human, material) assistantship, I was a improvement and
part of the hiring development in this
process for two full competency, I want
The Organizational and Describe campus protocols for responding to significant incidents + time academic to continue getting
Human Resources and campus crises. advisors and more experience in
competency area Describe environmentally sensitive issues and explain how one’s advocated for more of finance and
work can incorporate elements of sustainability. √ an equitable and budgeting. That is
includes knowledge,
skills, and dispositions ethical hiring process one of my biggest
Use technological resources with respect to maximize the and through this, I got goals and hope to
used in the efficiency and effectiveness of one’s work. + exposure to ethical ensure that I can get
management of and legal hiring this opportunity of
institutional human Describe ethical hiring techniques and institutional hiring policies, √ practices and overall growth in my next
capital, financial, and procedures, and processes. the hiring process. professional job.
Demonstrate familiarity in basic tenets of supervision and Additionally, I
physical resources. This
possible application of these supervision techniques √ I= I supervised 3 full would like to
competency area
time orientation explore my
recognizes that student Explain how job descriptions are designed and support overall coordinators and an supervision style so
affairs professionals staffing patterns in one’s work setting. √ OA team which helped I also hope that in
bring personal me develop my my next job, I get to
strengths Design a professional development plan that assesses one’s leadership and supervise students.
and grow as managers current strengths and weaknesses; and establishes action items √ supervision style. This
for fostering an appropriate pace of growth. strengthened my
through challenging
Explain the application of introductory motivational techniques ability to give
themselves to build new with students, staff, and others + constructive feedback
skills in the selection, along with affirmation
supervision, motivation, Describe the basic premises that underlie conflict in and the to the students. I also
and formal evaluation constructs utilized for facilitating conflict resolution. √ developed appropriate
of staff; resolution of materials to provide
Develop and utilize appropriate meeting materials (e.g. facilitation + the orientation team in
conflict; management of
skills, agenda, notes/ minutes). our meetings so that
the politics of they are prepared for
Communicate with others using effective verbal and non-verbal
organizational strategies appropriate to the situation in ways that the person(s) + orientation. As the
discourse; and the with whom you are engaged prefers. NODA intern, I also
effective application of Recognize how networks in organizations play a role in how work + worked closely with
strategies and gets accomplished. disability services and
Understand the relational roles partners, allies, and adversaries conference and events
techniques associated
play in the completion of goals and work assignments. + services to ensure
with financial accessible housing and
resources, facilities Explain the basic tenets of personal or organizational risk and proper
management, liability as they relate to one’s work. √ accommodations were
fundraising, technology, made for students.
crisis management, risk Provide constructive feedback in a timely manner + Additionally, I got to
work on budget and
management and
Advocate for equitable hiring practices. + distributing the
sustainable resources. budget through my
Articulate basic institutional accounting techniques for budgeting internship with ODI.
Overall Rating: as well as monitoring and processing revenue and expenditures. √
0123 45 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.
NASPA/ACPA Specific Future Improvement &
Skill Evidence of Learning
Competency Area Rating Development
Articulate the vision and mission of the primary √ W = In my role as an I believe collaboration is a
Leadership work unit, the division, and the institution. academic advisor, I large part of leadership.
took on the For future improvement
Identify and understand individual-level constructs √ opportunity to be on and development, I hope to
The Leadership of “leader” and “leadership.” the strategic planning continue seeking ways to
competency area Explain the values and processes that lead to √ committee for the collaborate with on
addresses the organizational improvement. college of Arts and campus departments and
knowledge, skills, and Explain the advantages and disadvantages of Sciences. This has continue working on
dispositions required different types of decision-making processes (e.g. √ helped me projects and initiatives that
consensus, majority vote, and decision by authority). understand help me improve as a
of a leader, with or
organizational leader and help me
without positional structures, establish strengthen my leadership
Identify institutional traditions, mores, and
authority. Leadership organizational structures (e.g., hierarchy, networks, incentives for skills. Additionally, I will
involves both the governing groups, and technological resources, √ implementation, use reflection to think
individual role of a nature of power, policies, goals, agendas and recognize the about how I can improve
resource allocation processes) and how they contributions of key my work and continue to
leader and the
influence others to act in the organization. players, assess the support students and
leadership process of impact of strategies challenge them to grow as
Identify one’s own strengths and challenges as a
individuals working after implementation, leaders.
leader and seek opportunities to develop leadership √
together to envision, skills. and helped me learn
plan, and affect change Identify basic fundamentals of teamwork and how to evaluate the
in organizations and teambuilding in one’s work setting and communities + strengths and
of practice. weakness.
respond to broad-
Describe and apply the basic principles of community + Additionally, through
based constituencies my GA, we revised
building.
and issues. This can the college of arts
Describe how one’s personal values, beliefs, histories,
include working with and perspectives inform one’s view of oneself as an √ and sciences vision
students, student effective leader with and without roles of authority. and mission
affairs colleagues, statement as an
Build mutually supportive relationships with +
office.
faculty, and colleagues and students across similarities and
community members. differences
I = Through my
Understand campus cultures (e.g. academic, student, +
This section is NODA internship, I
professorial, administrative) and apply that
organized by the brought together an
understanding to one’s work.
leadership learning Orientation team
Use appropriate technology to support leadership √
with community
concepts of Education, processes (e.g. seeking input or feedback, sharing
building practice to
construct knowledge decisions, posting data that supports decisions, use
strengthen the
and articulation; group support website tools).
communication,
Training, skill Think critically, creatively, and imagine possibilities √ trust, and
for solutions that do not currently exist or are not
identification and transparency among
apparent. the leaders. This
enhancement; Identify and consult with key stakeholders and √ helped create a
Development, individuals with differing perspectives to make strong community of
personal reflection informed decisions. leaders introducing
and growth; and Articulate the logic and impact of decisions on √ students to SU. I also
Engagement, active groups of people, institutional structures (e.g. collaborated with
divisions, departments), and implications for campus partners to
participation and
practice. ensure things went
application. Exhibit informed confidence in the capacity of √ smoothly for
individuals to organize and take action to transform orientation.
their communities and world.
Overall Rating: Within the scope of one’s position and √
expertise, lead others to contribute toward the
0123 45 effectiveness and success of the organization.

NASPA/ACPA 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 Rating:
012345
Future
Specific
Skill Evidence of Learning Improvement &
Rating
Development
Identify systems of socialization that W = Through my graduate I feel that this
influence one’s multiple identities assistantship, I have challenged competency is an
and sociopolitical perspectives and + systemic barriers that have been in area that I will
how they impact one’s lived place and how we can critically think always work on. To
experiences. about improving our practices. improve and
Through this, I developed the develop in this
Understand how one is affected by Academic Coaching program that competency, I plan
and participates in maintaining + serves as a support/resource for to engage in open
systems of oppression, privilege, and students with marginalized identities dialogue, accept
power on academic probation. Additionally, I when I do not have
have brought conversations and the knowledge
Engage in critical refection in order reflections to my office about how we about something,
to identify one’s own prejudices and + represent social justice and inclusion and then work on
biases every day and how is seen through finding ways to
our work. I also suggested our office educate myself to
to read books that will deepen our be a better support
Participate in activities that assess knowledge on power systems and and advocate for
oppression that exist in our world to students. I will
and complicate one’s understanding +
of inclusion, oppression, privilege, ensure we are doing our best to continue to keep in
and power. facilitate our own learning. Lastly, I mind that even
built strong rapport with students though I have
Integrate knowledge of social justice, and supported them as their salient identities
inclusion, oppression, privilege, and resource/guide while recognizing the that others may
power into one’s practice + intersectional identities they hold and share, our
how that impacts their access to experiences and
educational opportunities. narratives are not
Connect and build meaningful
the same and each
relationships with others while
I = Through my NODA internship, I individual comes
recognizing the multiple, +
facilitated diversity and inclusion from a different
intersecting identities, perspectives,
training, a conversation on story and
and developmental differences
unconscious bias, and a session on perspective. I will
people hold.
intersectionality and what that means make it my goal to
as we help welcome students to SU. read books that
Articulate a foundational
Additionally, through my internship challenge me and
understanding of social justice and +
with ODI, I got to work on bringing help me reflect on
inclusion within the context of
speakers to campus that could how to be a better
higher education.
provide knowledge and education to practitioner in the
the university staff and faculty such as field.
Advocate on issues of social justice,
the Trans Allyship: Welcoming Trans
oppression, privilege, and power
Students to Campus and a training
that impact people based on local, + that focuses on Undocumented
national, and global
students.
interconnections.
 NASPA/ACPA Specific Future Improvement &
Skill Evidence of Learning
Competency Area Rating Development
Articulate theories and models that describe the W= I used student Theory has changed my
Student Learning development of college students and the conditions development theory in framework as a
and practices that facilitate holistic development + academic advising to professional and has
and Development
(e.g. learning, psychosocial and identity help inform my advising helped grow
development, cognitive-structural, typological, style and understanding profoundly through the
The Student environmental, and moral) the different needs of SDA program. This is
Learning and “traditional students” why I would like to
Development Articulate how race, ethnicity, nationality, class, versus adult learns, continue learning about
competency area gender, age, sexual orientation, gender identity, transfers, exchange theories and how it
dis/ability, and religious belief can influence + students. Additionally, I informs best practices
addresses the
development during the college years. use student development on campuses.
concepts and theory to think about the Additionally, I would
principles of student Identify the strengths and limitations in applying intersectional like to attend NASPA to
development and existing theories and models to varying student √ backgrounds that my engage with
learning theory. This demographic groups. students come from and professionals to learn
how that impacts their about their best
includes the ability
Articulate one’s own developmental journey in developmental journey. practices and how they
to apply theory to Lastly, I used theory to have connected it to
relation to formal theories. +
improve and inform inform, build, and student development
student affairs and Identify one’s own informal theories of student implement my academic theory. Lastly, I will
teaching practice. development (‘theories in use’) and how they can √ success coaching make time to think
be informed by formal theories to enhance work program. about my informal
with students. theory and how it
I = The seminar impacts my work and
Overall Rating: presentations I have leaderships tyle.
Identify dominant perspectives present in some
0123 45 models of student learning and development. + done for my internship
have helped me reflect
Construct learning outcomes for both daily on all the different
practice as well as teaching and training activities. + theories I have used such
as Schlossberg’s
Assess teaching, learning, and training and transitional theory, CRT,
incorporate the results into practice. √ self-authorship, etc. and
how I translated these
theories to practice.
Assess learning outcomes from programs and Specifically for
services and use theory to improve practice. Orientation, I used
√ theories to inform my
trainings for the team
and how we create
positive transition
experience for students.

C= Through my classes
theory and MA graduate
project, I learned about
foundational theories in
higher education, how to
apply then, and
developed a critical lens
to the limitations they
may hold.
 NASPA/ACPA Specific Future Improvement &
Skill Evidence of Learning
Competency Area Rating Development
Technology Demonstrate adaptability in the face of fast paced W = In my graduate To improve my
technological change. + assistantship, as an competency in the area of
office, we developed technology, I want to learn
The Technology
Remain current on student and educator adoption a chat feature on our more about the technology
competency area patterns of new technologies and familiarize oneself + website available to platforms that are used in
focuses on the use of with the purpose and functionality of those students as an our field and on the specific
digital tools, technologies. electronic form of institution I am working at.
resources, and Troubleshoot basic software, hardware, and drop ins for students Additionally, I want to
technologies for the connectivity problems and refer more complex + to ask quick question. strengthen my website
problems to an appropriate information technology Additionally, I helped creating skills and
advancement of
administrator. creating flyers on designing online courses.
student learning, Canva for the For example, being an
Draw upon research, trend data, and environmental
development, and scanning to assess the technological readiness and √ department that have administrator for a transfer
success as well as the needs of students, colleagues, and other educational been content based crash course or a
improved stakeholders when infusing technology into along with editing University 101 course.
educational programs and interventions. YouTube videos With the rise of
performance of
Critically assess the accuracy and quality of published for technological advances, I
student affairs students both which would also like to continue
information gathered via technology and accurately √
professionals. cite electronic sources of information respecting have strengthened advocating for practices
Included within this copyright law and fair use. my digital that we can add to our
area are knowledge, Model and promote the legal, ethical, and transparent √ technological skills.. work that may be more
skills, and collection, use, and securing of electronic data. user friendly being
Ensure compliance with accessible technology laws √ I = For my internship available online and in
dispositions that lead
and policies. with ODI, I build person. For example, one
to the generation of toolkits accessible recommendation I have is
Demonstrate awareness of one’s digital identity and
digital literacy and online that focus on to think about is if we can
engage students in learning activities related to √
digital citizenship responsible digital communications and virtual resources for make forms to process
within communities community engagement as related to their digital marginalized academic request be
of students, student reputation and identity. communities and electronic and done all
Model and promote equitable and inclusive practices √ focus on education virtually.
affairs professionals,
by ensuring all participants in educational endeavors for marginalized
faculty members, communities. These
can access and utilize the necessary tools for success.
and colleges and toolkits include
Appropriately utilize social media and other digital
universities. resources for
communication and collaboration tools to market and √
students, faculty, and
promote advising, programming, and other learning-
staff.
focused interventions and to engage students in these
Overall Rating: activities.
C = Through my class,
Engage in personal and professional digital learning
0123 45 communities and personal learning networks at the ∆
Course Design, I
developed a course
local, national, and/or global level.
using electric
Design, implement, and assess technologically-rich
platform. For this
learning experiences for students and other √
course, I spoke to
stakeholders that model effective use of visual and
stakeholders on the
interactive media.
SU campus to see
how we can infuse
Ensure that one’s educational work with and service this course into
to students is inclusive of students participating in +
educational
online and hybrid format courses and programs. programs on campus.
In addition to that, I
Incorporate commonly utilized technological tools created a website
and platforms including social medial and other + through Weebly for
digital communication and collaboration tools into my capstone class,
one’s work. along with
strengthening my
LinkedIn.
 NASPA/ACPA Specific Future Improvement &
Skill Evidence of Learning
Competency Area Rating Development
Exhibit culturally inclusive active listening skills W = Through my In order to further my
Advising and (e.g., appropriately establishing interpersonal + assistantship, I advised a advising and
contact, paraphrasing, perception checking, caseload of 95-105 Arts supporting skills, I want
Supporting
summarizing, questioning, encouraging, avoid and Sciences students on to learn and practice
interrupting, clarifying). educational planning, multicultural
The Advising and major and career responsive training
Supporting Establish rapport with students, groups, discernment, college specifically towards
competency area colleagues, and others that acknowledges + transition, professional undocumented
addresses the differences in lived experiences. development, and students and LGBTQIA+
referrals to resources students. Additionally, I
knowledge, skills,
Recognize the strengths and limitations of one’s and provide drop-in want to keep up with
and dispositions own worldview on communication with others √ advising in a fast-paced any emerging trends in
related to providing (e.g., how terminology could either liberate or environment to a high advising especially as
advising and support constrain others with different gender identities, volume of students first gen populations
to individuals and sexual orientations, abilities, cultural backgrounds, concerning registration increase; I want to see
etc.). changes, policy and what initiatives are
groups through
procedure guidance and being worked on to
direction, feedback, explanation, educational continuously improve
Facilitate refection to make meaning from
critique, referral, and experiences with students, groups, colleagues, and √ planning, and best practices and
guidance. Through others. departmental referrals. student support in
developing advising Provide support and academic advising. In
and supporting Conscientiously use appropriate nonverbal + assistance to advisees order to accomplish
communication. facing a variety of this, I want to attend
strategies that take
Facilitate problem-solving. + personal as well as NACADA conferences
into account self- institutional problems, and specific
knowledge and the questions and conferences like First
Facilitate individual decision-making and +
needs of others, we goalsetting. challenges. Additionally, Gen focused
play critical roles in I got to advise probation conferences.
advancing the Appropriately challenge and support students and + students, exchange
colleagues. students, and transfer
holistic wellness of
Know and use referral sources (e.g., other offices, + students in addition to
ourselves, our my caseload.
outside agencies, knowledge sources), and exhibit
students, and our
referral skills in seeking expert assistance.
colleagues. I = Through my
internship as the NODA
Identify when and with whom to implement +
Intern, I supervised a
appropriate crisis management and intervention
team of 3 returning
Overall Rating: responses.
student leaders serving
012345 Maintain an appropriate degree of confidentiality
as full time Orientation
Coordinators and
that follows applicable legal and licensing
managed a team of 30
requirements, facilitates the development of +
student leaders
trusting relationships, and recognizes when
throughout the summer.
confidentiality should be broken to protect the
Through my one-ones
student or others.
with these students, I
facilitated space for
Seek opportunities to expand one’s own
reflection, challenge, and
knowledge and skills in helping students with
support.
specific concerns (e.g., relationship issues, +
navigating systems of oppression, or suicidality) as
well as interfacing with specific populations within
the college student environment.
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.