ARTIFACT H

Artifact H: Knowledge, Skills, and Competencies Analysis

Amy Clawson
Seattle University

ARTIFACT H

Artifact H: Knowledge, Skills, and Competencies Analysis

ASSESSMENT KEY
Overall Competency Rating:
0= no exposure to and no experience in this competency
1= minimal exposure to but no experience in this competency
2= moderate exposure to and minimal experience in this competency
3= moderate experience in this competency
4= experience in this competency
5= much experience in this competency, basic master has been achieved
Specific Skill Rating:
(+)= highly competent
()= competent
()= area of improvement/experience needed
Evidence of Learning:
W= Work
I= Internship
C= Coursework
V= Volunteer work
O= Other

*Note: All competency descriptions are taken from the ACPA and NASPA Professional Competency Areas for Student
Affairs Practitioners (2010)

ARTIFACT H

ACPA/NASPA
Competency
Area

Advising &
Helping
The Advising
and Helping
competency
area addresses
the knowledge,
skills, and
attitudes related
to providing
counseling and
advising
support,
direction,
feedback,
critique,
referral, and
guidance to
individuals and
groups.

Skill

Exhibit active listening skills (e.g.,

appropriately establishing interpersonal
contact, paraphrasing, perception
checking, summarizing, questioning,
encouraging, avoid interrupting,
clarifying).
Establish rapport with students, groups,
colleagues, and others.
Facilitate reflection to make meaning
from experience.
Understand and use appropriate
nonverbal communication.
Strategically and simultaneously pursue
multiple objectives in conversations with
students.
Facilitate problem-solving.
Facilitate individual decision making and
goal setting.
Challenge and encourage students and
colleagues effectively.
Know and use referral sources (e.g.,
other offices, outside agencies,
knowledge sources), and exhibit referral
skills in seeking expert assistance.
Identify when and with whom to
implement appropriate crisis
management and intervention responses.
Maintain an appropriate degree of
confidentiality that follows applicable
legal and licensing requirements,
facilitates the development of trusting
relationships, and recognizes when

Specific
Rating

Evidence of Learning

Future Improvement &

Development

W:
Through my GA role as
an academic advisor, I
establish rapport with
colleagues and students,
and assist students
through goal setting,
reflection, and referrals.
I utilize active listening
skills on a daily basis in
order to understand and
provide positive support
to my students. I also
have demonstrated
effective understanding
of FERPA rules and
regulations and their
relation to academic
advising.

Collaboration is a way
to improve my
professional practice in
this area, I plan to
attend future regional
and national NACADA
conferences in order to
network with other
academic advisors
across the nation.
During these
conferences, I will
engage in
conversations around
best practices for
students of concern,
and crisis management
response.

+
+
+

+
+

C:
In MGMT 5335, I have
demonstrated empathic
caring and listening
skills, and have learned
my own strengths and
limitations with
communication, and
have practiced strategies

I would also like to

network with
colleagues from
different departments
on campus to establish
rapport and make
effective referrals to
students.

ARTIFACT H
Overall Rating:
5

4
confidentiality should be broken to
protect the student or others.
Recognize the strengths and limitations
of ones own worldview on
communication with others (e.g., how
terminology could either liberate or
constrain others with different gender
identities, sexual orientations, abilities,
cultural backgrounds).
Actively seek out opportunities to expand
ones own knowledge and skills in
helping students with specific concerns
(e.g., suicidal students) and as well as
interfacing with specific populations
within the college student environment
(e.g., student veterans).

to improve my
communication.

I:
Through my internship
at Green River College, I
served as a mentor to 19
women from Central
Asia, this allowed me to
work with a specific
population of
international students
within the college
student environment.

I will stay up-to-date on

current trends in
advising, and student
development through
personal research, and
collaboration with
colleagues in my area.

ARTIFACT H
ACPA/NASPA
Competency
Area

5
Skill

Differentiate among assessment,

program review, evaluation, planning,
and research and the methodologies
Assessment,
Evaluation, & appropriate to each.
Effectively articulate, interpret, and
Research
use results of AER reports and
studies, including professional
The Assessment, literature.
Evaluation, and Facilitate appropriate data collection
for system/department-wide
Research
assessment and evaluation efforts
competency
using up-to-date technology and
area (AER)
methods.
focuses on the
Assess trustworthiness and other
ability to use,
aspects of quality in qualitative
design, conduct, studies and assess the transferability
and critique
of these findings to current work
qualitative and settings.
quantitative
Assess quantitative designs and
AER analyses; to analysis techniques, including factors
manage
that might lead to measurement
organizations
problems, such as those relating to
using AER
sampling, validity, and reliability.
processes and
Explain the necessity to follow
the results
institutional and divisional
procedures and policies (e.g., IRB
obtained from
approval, informed consent) with
them; and to
regard to ethical assessment,
shape the
evaluation, and other research
political and
ethical climate activities.
Explain to students and colleagues
surrounding
the relationship of AER processes to

Specific
Rating

Evidence of Learning

Future Improvement &

Development

W:
In my grad
assistantship, I
administer an annual
evaluation to the new
student mentor group,
and use this
assessment to improve
the meetings, events,
and activities for the
following year.

Due to my undergraduate
major in psychology, I
have a deep
understanding of
quantitative designs and
analysis techniques, but
further improvement
needs to be made with
my facilitation of data
collection for department
wide assessment.

W:
In my previous role as
a Neurocognition and
Aging research
assistant, I worked
with raw data and
understand the
sensitivity of raw and
partially processed
data.
C:
In SDAD 578, my
group created and
administered an
assessment for our
[in]visible identities

In my future role, I plan

to take an active role in
assessment in order to
enhance department
practices.
I will continue to
research and read
studies that are relevant
to student development,
and my functional area.
I plan to attend regional
and national NACADA
and or NASPA
conferences to stay
current with research,
and understand the
nature of my profession.

ARTIFACT H
AER processes
and uses on
campus.

Overall Rating:

6
learning outcomes and goals.
Identify the political and educational
sensitivity of raw and partially
processed data and AER results,
handling them with appropriate
confidentiality and deference to the
organizational hierarchy.
Align program and learning outcomes
with organization goals and values.

workshop.
+

In EDUC 500, I
learned about research
methodologies,
measurement, validity,
reliability, and
sampling.

I would also like to

publish and conduct my
own research in my
specific functional area of
academic advising.

3
ACPA/NASPA
Competency
Area

Equity,
Diversity, &
Inclusion
The Equity,
Diversity, and
Inclusion (EDI)
competency
area includes
the knowledge,
skills, and
attitudes needed
to create
learning
environments
that are
enriched with
diverse views

Skill

Specific
Rating

Identify the contributions of similar and

diverse people within and to the
institutional environment.
Integrate cultural knowledge with
specific and relevant diverse issues on
campus.
Assess and address ones own awareness
of EDI, and articulate ones own
differences and similarities with others.
Demonstrate personal skills associated
with EDI by participating in activities
that challenge ones beliefs.
Facilitate dialogue effectively among
disparate audiences.
Interact with diverse individuals and
implement programs, services, and
activities that reflect an understanding
and appreciation of cultural and
human differences.
Recognize the intersectionality of diverse
identities possessed by an individual.
Recognize social systems and their
influence on people of diverse
backgrounds.

+
+

Evidence of Learning

V:
I volunteered for the UW
Dream Project, which
assists first generation
and low-income students
with the application
process to college. I
assisted students from
multiple backgrounds
with their admissions
essays, applications, and
resumes.
C:
In EDUC 515 and EDUC
520, I studied and
engaged in
conversations about
social justice issues and
the intersectionality of
identities. I explored

Future Improvement &

Development

Continue to reflect on
my own identities, and
how these identities
inform my decisions
and practice as a
professional.
Understand the
population of
underrepresented
students on my
campus, and establish
programs to help these
students access
resources and services
on campus.
Advocate for gender
equity and inclusion,
and understand Title IX

ARTIFACT H
and people. It is
also designed to
create an
institutional
ethos that
accepts and
celebrates
differences
among people,
helping to free
them of any
misconceptions
and prejudices.
Overall Rating:
3
ACPA/NASPA
Competency
Area

Ethical
Professional
Practice
The Ethical
Professional
Practice
competency

7
Articulate a foundational understanding
of social justice and the role of higher
education, the institution, the
department, the unit, and the
individual in furthering its goals.
Use appropriate technology to aid in
identifying individuals with diverse
backgrounds as well as assessing
progress towards successful integration
of these individuals into the campus
environment.
Design culturally relevant and inclusive
programs, services, policies, and
practices.
Demonstrate fair treatment to all
individuals and change aspects of the
environment that do not promote fair
treatment.
Analyze the interconnectedness of
societies worldwide and how these global
perspectives impact institutional
learning.

Skill

Articulate ones personal code of

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

Specific
Rating

ways to improve my
practice, and conversed
with colleagues about
these topics.
O:
Attended an iGroup on
White identity to explore
my identity as a White
woman, and how this
identity affects my work
and relationships with
others, both positively
and negatively.
Also attended Race
Exhibit and explored the
social construct of race
throughout American
and the World.

Evidence of Learning

W:
I received FERPA
training as a part of my
graduate assistantship to
understand the ethical
requirements of my
advising work. Also
assist in training the
New Student Mentor
group on their ethical
obligations as mentors.

policies as they relate

to campus issues.
Understand current
policies and practices
within my department,
and assess whether
specific populations
are left out of these
current practices. If
populations are being
left out, I plan to
advocate for
improvement.

Future Improvement &

Development

Understand and
review the ethical
guidelines of my
functional area,
institution, and
department.
Understand the
resources available to
me as a professional

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

Overall Rating:
4

ACPA/NASPA
Competency
Area

8
embodies the ethical statements of
the profession, particularly in
relationships with students and
colleagues, in the use of technology
and sustainable practices, in
professional settings and meetings,
in global relationships, and while
participating in job search
processes.
Identify ethical issues in the course
of ones job.
Utilize institutional and professional
resources to assist with ethical
issues (e.g., consultation with more
experienced supervisors and/or
colleagues, consultation with an
associations Ethics Committee).
Assist students in ethical decision
making and make referrals to more
experienced professionals when
appropriate.
Demonstrate an understanding of
the role of beliefs and values in
personal integrity and professional
ethical practices.
Appropriately address institutional
actions that are not consistent with
ethical standards.
Demonstrate an ethical commitment
to just and sustainable practices
Skill

O:
Attended a Green Dot
workshop on sexual
assault on campus, and
am Green Dot certified.
C:
In SDAD 577,
Foundations of Student
Affairs, I wrote a
professional philosophy
paper, which included
exploration of leadership
frameworks, and my
moral and ethical beliefs.
I:
Interviewed my
internship site
supervisor about an
ethical dilemma she has
faced in her professional
practice, and how this
situation was handled.

when ethical dilemmas

arise, identify a group
of colleagues that can
act as a support system
during times of
dilemma.
Act as a mentor and
support system for
students who are
undergoing ethical
dilemmas, and create a
safe space for students.
Further understand my
role as a mandated
reporter.

+
Specific
Rating

Evidence of Learning

Future Improvement &

Development

ARTIFACT H

Describe the foundational

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

History,
Philosophy, &
Values

+
+
+
+
+
+

+
+

+
+
+

W:
My work in advising is
shaped around the
developmental
philosophy of advising,
and is informed by past
and present
methodologies for
advising.
C:
In SDAD 577,
Foundations of Student
Affairs, I learned about
the history of higher
education, the role of
student affairs, and the
principles of the
profession

Attend NACADA and

NASPA conferences to
deepen my
understanding of their
role in my profession.
Serve a role on a
committee or task
force on campus in
order to better
understand how the
values of my profession
contribute to
sustainable practices.

Continue to research
and understand the
In SDAD 576, Leadership historical nature of
exclusion and inclusion
& Governance, I built
and how this has
upon the knowledge
learned in SDAD 577 and shaped college
explored responsible
campuses today. Utilize
campus citizenship, and
this research to
how the values of the
improve my practice,
profession contribute to
and my departments
sustainable practices. I
practice.
also learned about how
philosophy, values, and
history impact campus
crises and crisis
management.

In MGMT 5335, Leading

with Emotional
Intelligence, I learned how

ARTIFACT H
philosophy, and
values.

Overall Rating:
5

ACPA/NASPA
Competency
Area
Human &
Organizational
Resources
The Human and
Organizational
Resources
competency area
includes
knowledge, skills,
and attitudes
used in the
selection,
supervision,
motivation, and
formal evaluation
of
staff; conflict
resolution;
management of
the politics of
organizational

10
role in shaping it.
Model the principles of the profession
and communicate the expectation of
the same from colleagues and
supervisees.
Explain how the values of the
profession contribute to sustainable
practices.
Skill

Describe appropriate hiring techniques and

institutional hiring policies, procedures, and
processes.
Demonstrate familiarity in basic tenets of
supervision and possible application of these
supervision techniques.
Explain how job descriptions are designed
and support overall staffing patterns in ones
work setting.
Design a professional development plan in
ones current professional position that
assesses ones strengths and weaknesses in
ones current position, and establishes action
items for fostering an appropriate level of
growth.
Explain the application of introductory
motivational techniques with students, staff,
and others.
Describe the basic premises that underlie
conflict in organizational and student life and
the constructs utilized for facilitating conflict
resolution in these settings.
Effectively and appropriately use facilities
management procedures as related to
operating a facility or program in a facility.
Articulate basic accounting techniques for
budgeting, monitoring, and processing
expenditures.

Specific
Rating

+
+

to become an empathic
leader and show
compassion towards others.
O:
Member of NACADA and
NASPA and learned the
history of these
organizations, and their
role in the profession.

Evidence of Learning

Future Improvement &

Development

W:
As a part of my grad
assistantship, I work
with budgets for event
planning and training.
The event planning and
training also includes
creating marketing for
the event and also
working closely with
facilities and catering
services. I assist in the
creation of weekly
agendas and lead weekly
meetings alongside my
supervisor and coworker.

Continue to work with

budgets in my current
and future role in
academic advising,
create effective budget
management
techniques and utilize
technology to assist
with these accounting
techniques.

I:
Engaged in
environmental
leadership opportunities
within my internship to
understand the impact of

Engage in volunteer
work for sustainability
in my local community,
and promote
environmental
leadership in my
personal and work life.
Continue to understand
hiring techniques, and

ARTIFACT H
discourse; and
the effective
application of
strategies and
techniques
associated with
financial
resources,
facilities
management,
fundraising,
technology use,
crisis
management, risk
management, and
sustainable
resources.

Overall Rating:

11
environmental issues to
every day life.
Understand the
importance of
sustainability to
protecting the
environment.

Demonstrate effective stewardship and use of

resources (i.e., financial, human, material)
Use technological resources with respect to
maximizing the efficiency and effectiveness of
ones work.
Describe environmentally sensitive issues and
explain how ones work can incorporate
elements of sustainability.
Develop and disseminate agendas for
meetings.
Communicate with others using effective
verbal and nonverbal strategies appropriate
to the situation in both one-on-one and small
group settings.
Recognize how networks in organizations
play a role in how work gets done.
Understand the role alliances play in the
completion of goals and work assignments.
Describe campus protocols for responding to
significant incidents and campus crises.
Explain the basic tenets of personal or
organizational risk and liability as they relate
to ones work.

Skill

Specific
Rating

Evidence of Learning

C:
In SDAD 580, Higher Ed.
Law, I learned about the
differences in structure and
legal theories between
public and private
institutions, and the
language around legal
policies and practices.

+
+
+
+

C:
EDAD 570, Leadership I,
I learned about
leadership styles and
determined my own
leadership style and how

be a part of a hiring
committee or task
force.
Seek out mentors that I
may look up to for
supervision and
leadership advice.
Continue to recognize
the role of alliances on
campus and effective
collaboration.

SDAD 576, Leadership &

Governance, learned
about the politics of
organizational discourse
and conflict resolution.

4
ACPA/NASPA
Competency
Area

Law, Policy, &

Governance
The Law, Policy,
and Governance
competency

Explain the differences between public and

private higher education with respect to the
legal system and what they may mean for
students, faculty, and staff at both types of
institutions.
Describe the evolving legal theories that
define the studentinstitution relationship
and how they affect professional practice.
Describe how national constitutions and laws
influence the rights that students, faculty, and
staff have on public and private college
campuses.

Future Improvement &

Development

Begin to think about

and research the laws
in my state and
institution of work and
how these laws
influence my practice.
Understand the major

ARTIFACT H
area includes
the knowledge,
skills, and
attitudes
relating to
policy
development
processes used
in various
contexts, the
application of
legal constructs,
and the
understanding
of governance
structures and
their impact on
ones
professional
practice.

Overall Rating:
4
ACPA/NASPA
Competency
Area

Leadership

12
Explain the concepts of risk management and
liability reduction strategies.
Explain when to consult with ones immediate
supervisor and campus legal counsel about
those matters that may have legal
ramifications.
Act in accordance with federal and
state/province laws and institutional policies
regarding nondiscrimination.
Describe how policy is developed in ones
department and institution, as well as the
local, state/province, and federal levels of
government.
Identify the major policy makers who
influence ones professional practice at the
institutional, local, state/province, and federal
levels of government.
Identify the internal and external special
interest groups that influence policy makers
at the department, institutional, local,
state/province, and federal levels.
Describe the public debates surrounding the
major policy issues in higher education,
including access, affordability, accountability,
and quality.
Describe the governance systems at ones
institution, including the governance
structures for faculty, staff, and students.
Describe the system used to govern or
coordinate ones state/province system of
higher education, including community
college, for-profit, and private higher
education.
Describe the federal and state/province role
in higher education.

Skill

Specific
Rating

Describe how ones personal values, beliefs,

histories, and perspectives inform ones view of
oneself as an effective leader.
Identify ones strengths and weaknesses as a

In SDAD 576, Leadership &

Governance, I learned
about the governance
structures within public
and private institutions and
what this means for liability
and crises management,
and learned to identify
major policy makers on my
campus.
W:
In my graduate
assistantship, I learned and
effectively utilized
university policies and
procedures. I am also
became FERPA certified
and understand the rights
covered within this policy.
O:
Attended the Puget Sound
Colloquium to learn more
about policies and current
nature surrounding Title IX
beyond sports and the
implications on
professional practice

policy makers at my
future institutions of
work, and converse
with others to discern
the special interest
groups that identify
these policy makers.
Research and update
myself on current
events in higher
education that pertain
to public debates
surrounding major
policy issues regarding
access, affordability,
and accountability.
Understand the chain
of command at all
future institutions that
I may work at to
understand who to
contact during issues
of concern.

Evidence of Learning

W:
In my graduate

Future Improvement &

Development

Continue weekly staff

meetings with colleagues

ARTIFACT H

The Leadership
competency
area addresses
the knowledge,
skills, and
attitudes
required of a
leader, whether
it be a positional
leader or a
member of the
staff, in both an
individual
capacity and
within a process
of how
individuals work
together
effectively to
envision, plan,
effect change in
organizations,
and respond to
internal and
external
constituencies
and issues.

Overall Rating:

13
leader and seek opportunities to develop ones
leadership skills.
Identify various constructs of leadership and
leadership styles that include but are not limited
to symbolic, expert, relational, and inspirational.
Identify basic fundamentals of teamwork and
teambuilding in ones work setting and
communities of practice.
Describe and apply the basic principles of
community building.
Use technology to support the leadership
process (e.g., seeking feedback, sharing
decisions, posting data that support decisions,
using group-support website tools).
Understand campus cultures (e.g., academic
cultures, student cultures) and collaborative
relationships, applying that understanding to
ones work.
Articulate the vision and mission of the primary
work unit, the division, and the institution.
Explain the values and processes that lead to
organizational improvement.
Identify institutional traditions, mores, and
organizational structures (e.g., hierarchy,
networks, governing groups, nature of power,
policies, goals, agendas and resource allocation
processes) and how they influence others to act
in the organization.
Explain the advantages and disadvantages of
different types of decision-making processes
(e.g., consensus, majority vote, and decision by
authority).
Think critically and creatively, and imagine
possibilities for solutions that do not currently
exist or are not apparent.
Identify and then effectively consult with key
stakeholders and those with diverse
perspectives to make informed decisions.
Explain the impact of decisions on diverse
groups of people, other units, and sustainable
practices.
Articulate the logic used in making decisions to
all interested parties.
Exhibit informed confidence in the capacity of
ordinary people to pull together and take
practical action to transform their communities

+
+
+

+
+

+
+
+

assistantship, I create
community and rapport with
the new student mentor
group, through weekly
meetings and team building
exercises. Also converse with
colleagues on a weekly basis
during staff meetings about
current issues in the
department, and ways to
improve these issues.
I:
Lead a group of 3
ambassadors and mentored
19 women from Central Asia
during a study on womens
leadership. Assisted in the
planning of a cultural
banquet. Creatively problemsolved issues that arose
during the program, and
engaged in crisis
management strategies.
Consulted with supervisor
daily to implement strategies
for improvement.
C:
EDAD 570, Leadership I,
learned about leadership
philosophies and theories
around leadership, which
informed my personal
philosophy and leadership
style.
MGMT 5335, Leading with
Emotional Intelligence, I
gained knowledge about my
own values and beliefs and
how these inform my
communication with others.

to gain a sense of
community, and to
identify and engage in
conversations about
potential issues and
developing trends.
Continue reflection on
my personal leadership
style, and ask for
feedback from colleagues
and students on how I
can improve my skills to
best fit their needs.
Research future
institutions of work to
understand campus
traditions and structures
and how they influence
decision making on
campus.
Establish effective
teamwork and
teambuilding in the
workplace by allowing
others and I to show up
authentically, and be true
to their values.
Practice collaboration by
allowing students and
faculty to be involved in
large scale decisions,
allow individuals who
may be affected by new

ARTIFACT H
4

ACPA/NASPA
Competency
Area

Personal
Foundations
The Personal
Foundations
competency
area involves
the knowledge,
skills, and
attitudes to
maintain
emotional,
physical, social,
environmental,
relational,
spiritual, and
intellectual
wellness; be
self- directed
and selfreflective;
maintain
excellence and
integrity in
work; be

14
and world.
Identify and introduce conversations on
potential issues and developing trends into
appropriate venues such as staff meetings.

Skill

Identify key elements of ones set of

personal beliefs and commitments
(e.g., values, morals, goals, desires,
self-definitions), as well as the
source of each (e.g., self, peers,
family, or one or more larger
communities).
Identify ones primary work
responsibilities and, with
appropriate ongoing feedback, craft
a realistic, summative self-appraisal
of ones strengths and limitations.
Describe the importance of ones
professional and personal life to
self, and recognize the intersection
of each.
Articulate awareness and
understanding of ones attitudes,
values, beliefs, assumptions, biases,
and identity as it impacts ones
work with others; and take
responsibility to develop personal
cultural skills by participating in
activities that challenge ones
beliefs.
Recognize and articulate healthy
habits for better living.

+
Specific
Rating

Also learned ways to be

empathic in my work with
students, while still being
seen as an effective leader.

Evidence of Learning

changes to have a voice

in the process. This may
be done through forums
or evaluations.

Future Improvement &

Development

W: Utilized feedback from

assessments through
mentor group, and
supervisor to identify
limitations, and ways to
improve

Continue to reflect on
my salient identities,
and how these
identities inform my
practice.

O:
Engaged in self-reflection
and conversed with loved
ones and friends about
personal beliefs, values,
goals, and desires.

Continue to provide
space for feedback and
constructive criticism
so I may improve upon
my limitations. Selfreview is needed in
order to improve on
these limitations.

Attend church and bond

with faith community to
enrich my spiritual
wellbeing.
Took part in the 2014
wellness challenge to
participate in an activity
that would encompass the
broad areas of wellness,
and to learn and practice
healthy habits for better
living
Member of the Seattle U
Track & Cross Country
team that helped me

Utilize my strengths to
positively impact
others in a way that
corresponds to my
beliefs and
commitments.
Participate in volunteer
opportunities within
my community that
allow others to

ARTIFACT H
comfortable
with ambiguity;
be aware of
ones own areas
of strength and
growth; have a
passion for
work; and
remain curious.
Overall Rating:
5

ACPA/NASPA
Competency
Area

15
Articulate an understanding that
wellness is a broad concept
comprised of emotional, physical,
social, environmental, relational,
spiritual, and intellectual elements.
Identify and describe personal and
professional responsibilities
inherent to excellence.
Articulate meaningful goals for
ones work.
Identify positive and negative
impacts on psychological wellness
and, as appropriate, seek assistance
from available resources.
Recognize the importance of
reflection in personal and
professional development.
Skill

Articulate theories and models that

describe the development of college
students and the conditions and
Student
practices that facilitate holistic
Learning &
development.
Development
Articulate how differences of race,
ethnicity, nationality, class, gender,
The Student
age, sexual orientation, gender
Learning and
identity, disability, and religious
Development
belief can influence development
competency
during the college years.
area addresses Identify and define types of theories
the concepts
(e.g., learning, psychosocial and
and principles of identity development, cognitive-

identify positive and

negative impacts of sport
on wellness.

maintain their
wellness.

C:
SDAD 577, wrote and
articulated my professional
philosophy, and reflected
on my salient identities.

Set goals at the start of

each year, and track
my progress. Share
these goals with others
so I may be held
accountable.

+
+

SDAD 590, wrote

professional and personal
mission statements that
correspond with my
personal values and
commitments

Specific
Rating

Evidence of
Learning

Future Improvement
& Development

W:
Utilized advising
theories in my
professional practice,
and also articulated
developmental advising
theories to the New
Student Mentor group to
inform their practice
during my grad
assistantship. Have also
used these theories to
create advising
strategies for the NSM

Attend NASPA and

NACADA conferences to
stay current in student
development theories,
and read publications put
out by these student
development
associations. Also engage
in webinars put on by
these associations.

Utilize multiple forms of

assessment to improve
practice.

ARTIFACT H
student
development
and learning
theory. This
includes the
ability to apply
theory to
improve and
inform student
affairs practice,
as well as
understanding
teaching and
training theory
and practice.

Overall Rating:
5

16
structural, typological, and
environmental).
Identify the limitations in applying
existing theories and models to
varying student demographic
groups.
Articulate ones own developmental
journey and identify ones own
informal theories of student
development and learning (also
called theories-in-use) and how
they can be informed by formal
theories to enhance work with
students.
Generate ways in which various
learning theories and models can
inform training and teaching
practice.
Identify and 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.

group.

+
+

C:
SDAD 578, Student
Development Theory,
learned about student
development theories
and identified limitations
of these theories.
Utilized these theories to
inform development and
creation of an [in]visible
identities workshop. Also
created learning
outcomes for this
workshop, and created
an assessment.
EDUC 513, understand
and articulate learning
theory models and how
these can relate to my
work with students.
I:
Used student
development theory to
understand students and
student issues in my role
as a Lead Ambassador.

Reflect on theories that

best resonate personally,
and with my professional
practice, and discern
ways that I can utilize
theory to develop
programs and services
for students.