NASPA/ ACPA Competency Assessment

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 Future
Specific Evidence of
Competency Skill Improvement &
Rating Learning
Area Development
The Personal and Articulate key elements of one’s set of personal
Ethical beliefs and commitments (e.g., values, morals, W= Work: I constantly I will continue to work
goals, desires, self-definitions), as well as the reflect on my personal on a healthy work-life
Foundations
source of each (e.g., self, peers, family, or one or (+) biases and ensure they balance and vocalize
competency area more larger communities). do not influence my concerns I have
involves the decision making; my pertaining to my job
knowledge, skills, Articulate one’s personal code of ethics for student decisions impact the and personal life when I
affairs practice, informed by the ethical statements student experience and I see it is effecting the
and dispositions to √ want to make sure they
develop and of professional student affairs associations and quality of work I am
their foundational ethical principles. are just. I have seen how providing. I familiarize
maintain integrity our sanctioning can
Describe the ethical statements and their myself with ethical
in one’s life and create barriers for
foundational principles of any professional √ statements and
work; this includes associations directly relevant to one’s working students, some foundational principles
thoughtful context. sanctioning I disagree of SA associations and
development, Identify ethical issues in the course of one’s job. (+) with but realize the become more vocal in
Explain how one’s behavior reflects the ethical importance of areas of discrepancy
critique, and
statements of the profession and address lapses in maintaining fair system. between values and
adherence to a √ I recognize when my ethics within my
one’s own ethical behavior.
holistic and skillsets are limited workplace.
comprehensive
Appropriately question institutional actions which √ when working with
are not consistent with ethical standards.
standard of ethics students and have
Utilize institutional and professional resources to constantly utilized work
and commitment to assist with ethical issues (e.g., consultation with (+) colleagues to resolve
one’s own appropriate mentors, supervisors and/or colleagues, challenges and to
wellness and consultation with an association’s ethics provide support.
growth. Personal committee).
Articulate awareness and understanding of one’s I= Internship: I had the
and ethical
attitudes, values, beliefs, assumptions, biases, and (+) opportunity to lead a
foundations are identity how they affect one’s integrity and work workshop on how to
aligned because with others. support LGBTQ
integrity has an Take responsibility to broaden perspectives by (+) students. Recognizing
internal locus participating in activities that challenge one’s my lack of knowledge in
informed by a beliefs. supporting this student
Identify the challenges associated with balancing population, I researched
combination of
personal and professional responsibilities, and (+) best practices, learn
external ethical recognize the intersection of one’s personal and about the challenges
guidelines, an professional life. they face in education
internal voice of Identify one’s primary work responsibilities and, and present my findings
care, and our own with appropriate, ongoing feedback, craft a (+) to staff.
lived experiences. realistic, summative self-appraisal of one’s
Our personal and
strengths and limitations. O= Other: I establish
Articulate an understanding that wellness is a broad relationships with
ethical foundations concept comprised of emotional, physical, social, (+) mentors and voice my
grow through a environmental, relational, spiritual, moral, and personal concerns and
process of intellectual elements. struggles I had
curiosity, reflection, Recognize and articulate healthy habits for better √ experienced in the
and self- living. program. These
authorship. Identify positive and negative impacts on wellness relationships have
and, as appropriate, seek assistance from available √ helped my mental and
resources. emotional health. I have
Identify and describe personal and professional √ consciously created
Overall Rating: responsibilities inherent to excellence in practice. personal time to
012345 Recognize the importance of reflection in personal, (+) maintain a healthy work-
professional, and ethical development. life balance.
 NASPA/ACPA
Specific Evidence of Future Improvement
Competency Skill
Rating Learning & Development
Area
The Values, Describe the foundational philosophies, disciplines,
Philosophy, and and values of the profession. √ C= Coursework: In During opportunities
History competency SDAD 5300 leading programming, I
Articulate the historical contexts of institutional types Foundations in will see how theory can
area involves and functional areas within higher education and
knowledge, skills, √ Student Affairs, I inform and guide activities
student affairs have learned the I create. I will participate in
and dispositions that basic history of professional organizations
connect the history, Describe the various research, philosophies, and higher education such as ACPA and attend
philosophy, and scholars that defined the profession. ∆ and have learned of NASPA conferences.
values of the specific events that Lastly, with higher
Demonstrate responsible campus citizenship and led to the education constantly
student affairs participation in the campus community.
profession to one’s ∆ development of evolving, I will
student affairs and familiarize myself with
current professional what it is today. In global and national
Describe the roles of faculty, academic affairs, and changes effecting the field
practice. This SDAD 5400 Student
student affairs educators in the institution. √ of student affairs in order
competency area Development
Theory, Research to support students to the
embodies the Explain the importance of service to the institution √ and Practice, I was best of my abilities.
foundations of the and to student affairs professional associations
able to learn about
profession from various theories and
which current and Learn and articulate the principles of professional
work that are at the
practice. √
future research, foundation of the
scholarship, and field such as Astin’s
Articulate the history of the inclusion and exclusion of
practice will change theory of
people with a variety of identities in higher education. √ involvement,
and grow. The
Chickering’s vectors
commitment to Explain the role and responsibilities of student affairs and others.
demonstrating this professional associations. √
competency area I= Internship: I was
Explain the purpose and use of publications that
ensures that our incorporate the philosophy and values of the able to see how
present and future √ theory informs
profession.
practices are practice when I
researched best
informed by an Explain the public role and societal benefits of student
practices of a peer
understanding of the affairs in particular and of higher education in general. (+) mentoring program
profession’s history, Summer Search
Articulate an understanding of the ongoing nature of
philosophy, and hopes to establish.
the history of higher education and one’s role in √
values. Guided by theory, I
shaping it.
created
recommendations
Be able to model the principles of the profession and
for their program
Overall Rating: expect the same from colleagues and supervisees. (+) moving forward
Explain how the values of the profession contribute to
012345 using Astin’s theory
sustainable practices.
of involvement,
Tinto’s model of
Articulate the changing nature of the global student retention, and
affairs profession and communicate the need to ∆ Yosso’s community
provide a contextual understanding of higher cultural wealth to
education. create a meeting
structure and
content for mentees
and mentors.
 NASPA/ACPA
Specific Evidence of Future Improvement
Competency Skill
Rating Learning & Development
Area
The Assessment, Differentiate among assessment, program review,
Evaluation, and evaluation, planning, and research as well as the √ I= Internship: I I hope to gain more
methods appropriate to each. researched best experience in assessment
Research
practices and the and I will actively seek
competency area Select AER methods, methodologies, designs, and importance of peer opportunities for
focuses on the tools that fit with research and evaluation questions ∆ mentorship, assessment and
ability to design, and with assessment and review purposes presented my evaluation experience
conduct, critique, findings, and created which is incorporated in 2-
and use various Facilitate appropriate data collection for recommendations 5 year plan, artifact F. I
system/department-wide assessment and evaluation ∆ for Summer Search. will use the knowledge of
AER methodologies
efforts using current technology and methods. I was tasked in my colleagues to help
and the results
creating an guide my work and
obtained from them, Effectively articulate, interpret, and apply results of assessment for address challenges that
to utilize AER AER reports and studies, including professional √ participants in the may arise.
processes and their literature. First To Soar
results to inform mentoring program
Assess the legitimacy, trustworthiness, and/ or validity and realized there
practice, and to
of studies of various methods and methodological √ were no learning
shape the political designs (e.g. qualitative vs. quantitative, theoretical outcomes for the
and ethical climate perspective, epistemological approach). program and
surrounding AER participants. I
processes and uses Consider rudimentary strengths and limitations of created
in higher education. various methodological AER approaches in the √ measureable
application of findings to practice in diverse learning outcomes
.
institutional settings and with diverse student for the program.
populations.
C= Coursework: In
Overall Rating: Explain the necessity to follow institutional and EDUC 5000
012345 divisional procedures and policies (e.g., IRB approval, √ Introduction to
informed consent) with regard to ethical assessment, Research and
evaluation, and other research activities. Graduate Study, I
learned types of
Ensure all communications of AER results are research methods
accurate, responsible, and effective. (+) and evaluations of
data. My SDAD
5750 Best Practice
Identify the political and educational sensitivity of raw in Student Services
and partially processed data and AER results, course exposed me
handling them with appropriate confidentiality and √ to assessment
deference to organizational hierarchies. practices in various
institution types.
Design program and learning outcomes that are
appropriately clear, specific, and measureable, that are √ W= Work: I was
informed by theoretical frameworks and that align able to support
with organizational outcomes, goals, and values creating the
assessment survey
Explain to students and colleagues the relationship of of the Integrity
AER processes to learning outcomes and goals. ∆ Formation process.
Additionally, I
evaluate the data
we receive and
present the findings
to my supervisor and
housing team.
 NASPA/ACPA
Specific Evidence of Future Improvement
Competency Skill
Rating Learning & Development
Area
The Law, Policy, Describe the systems used to govern public, private,
and Governance and for-profit institutions of all types (two-year, four- √ C= Coursework: I will continue to stay up to
year, graduate, professional, vocational, etc.) in one’s SDAD 5800 Higher date with national and
competency area
state/province and nation. Ed Law is providing local trends regarding law
includes the
me foundational and policy that effect
knowledge, skills, Explain the differences between public, private, and education and students
knowledge.
and dispositions for-profit higher education with respect to the legal √ such as Title IX and
relating to policy system and what they may mean for respective adjudicating cases of
students, faculty, and student affairs professionals W= Work: My
development sexual misconduct in
position working in
processes used in higher education.
Describe how national and state/provincial conduct has given
various contexts, the constitutions and laws influence the rights of students, me experience in
application of legal
√ learning how law
In hopes to work in
faculty, and staff on all types of college campuses. student conduct at a large
and institutional
constructs, public institution, I will
policies effect my
compliance/policy Describe evolving laws, policies, and judicial rulings familiarize myself with the
work/ interactions
issues, and the that influence the student-institutional relationship and √ student conduct process
with students. I hold
how they affect professional practice at various public
understanding of hearings with
institutions through
governance students and ensure
Act in accordance with national, state/ provincial, and informational interviews.
structures and their my actions follow the
local laws and with institutional policies regarding √ process and ensure
impact on one’s non-discrimination. I will continue to remain
my actions do not
professional present any legal engage within my
practice. Identify major internal and external stakeholders, coursework (SDAD 5800)
liability for the
policymakers, and special interest groups who √ and see how it is present
institution.
influence policy at the national, state/provincial, local, in my practice.
and institutional levels.
Overall Rating: O= Other: I
012345 Describe the governance systems at one’s institution currently am a
including the governance structures for faculty, member of ASCA
(+) and have attended
student affairs professionals, staff, and students
several of their
Describe how policy is developed and implemented in webinars regarding
one’s department and institution, as well as the local, title IX and sexual
(+) misconduct. I have
state/province, and national levels of government
attended their 1st
Amendment Training
Know when and how to consult with one’s immediate
to address the
supervisor and institutional legal counsel regarding (+) increasing presence
matters that may have legal ramifications.
of student activism
on campus.
Explain concepts of risk management, reasonable
accommodation, and enact liability reduction (+) I= Internship: My
strategies.
experience working
Demonstrate awareness of inequitable and oppressive with undocumented
ways that laws and policies are enacted on vulnerable (+) students at Summer
student populations at national, state/provincial, local, Search gave me
and institutional levels first-hand
experience in how
Describe the student conduct process at the our current political
institutional level and demonstrate concern for the (+) climate and changes
legal, social, moral, educational, and ethical in federal policies
expectations of the community. have affected the
lives of these
Encourage and advocate participation in national, students.
state/provincial, local, and institutional electoral (+)
processes as applicable.
 NASPA/ACPA Specific Evidence of Future Improvement
Skill
Competency Area Rating Learning & Development
The Organizational Demonstrate effective stewardship/use of resources
and Human (i.e., financial, human, material) √ W= Work: I have I hope to gain more
Resources Describe campus protocols for responding to recreated the job experience in the hiring
significant incidents and campus crises. description for the process and will be
competency area √ Redhawk Mentors helping conduct interviews
includes knowledge, Describe environmentally sensitive issues and Coordinator position for candidates interested
skills, and explain how one’s work can incorporate elements of ∆ to accurately reflect in my position within
dispositions used in sustainability. tasks done from the student conduct.
the management of previous academic
Use technological resources with respect to
year. I have made I will actively familiarize
institutional human maximize the efficiency and effectiveness of one’s √ sure the job myself with facility
capital, financial, and work.
description for my procedures and protocol
physical resources. Describe ethical hiring techniques and institutional
current GAship in my institution.
This competency hiring policies, procedures, and processes. ∆ accurately portrays
area recognizes that Demonstrate familiarity in basic tenets of my tasks in I will seek opportunities for
student affairs supervision and possible application of these √ preparation for the budgeting and accounting;
supervision techniques hiring process. I experience in finance at
professionals bring
Explain how job descriptions are designed and constantly seek for the higher ed level.
personal strengths support overall staffing patterns in one’s work professional
and grow as √
setting. feedback regarding I will continue to reflect on
managers through Design a professional development plan that my work in order to professional areas of
challenging assesses one’s current strengths and weaknesses; and ∆ improve. I supervise growth and will actively
themselves to build establishes action items for fostering an appropriate the Redhawk seek opportunities to
pace of growth. Mentors Program engage and develop such
new skills in the
Explain the application of introductory motivational (+) and ensure students as public speaking.
selection, techniques with students, staff, and others are following proper
supervision, Describe the basic premises that underlie conflict in processes and
motivation, and and the constructs utilized for facilitating conflict communicate with
√ them in a timely
formal evaluation of resolution.
staff; resolution of Develop and utilize appropriate meeting materials manner when
(e.g. facilitation skills, agenda, notes/ minutes). needed. I have
conflict; management (+) attended trainings
of the politics of Communicate with others using effective verbal and hosted by CAPS to
organizational non-verbal strategies appropriate to the situation in (+) address students of
discourse; and the ways that the person(s) with whom you are engaged concern.
prefers.
effective application
Recognize how networks in organizations play a role C= Coursework:
of strategies and in how work gets accomplished.
techniques
(+) SDAD 5760
Understand the relational roles partners, allies, and Leadership and
associated with adversaries play in the completion of goals and work Governance in Post-
financial resources, (+) Secondary
assignments.
facilities Explain the basic tenets of personal or organizational (+) Education has given
management, risk and liability as they relate to one’s work. me knowledge
fundraising, Provide constructive feedback in a timely manner (+) regarding paradigms
that influence
technology, crisis Advocate for equitable hiring practices. ∆ leadership and
management, risk Articulate basic institutional accounting techniques relationships in
management and for budgeting as well as monitoring and processing ∆ higher education.
sustainable revenue and expenditures. We were able to
Effectively and appropriately use facilities learn the importance
resources.
management procedures as related to operating a ∆ and strategies of
facility or program in a facility. fostering
Overall Rating: Demonstrate an understanding of how physical relationships in order
012345 space impacts the institution’s educational mission. √ to create change
Understand the basic concepts of facilities within the campus.
management and institutional policies related to ∆
energy usage and environmental sustainability.
 NASPA/ACPA Specific Evidence of Future Improvement
Skill
Competency Area Rating Learning & Development
The Leadership Articulate the vision and mission of the primary
competency area work unit, the division, and the institution. √ W= Work: I oversee
addresses the the Redhawk I will constantly seek
knowledge, skills, and
Identify and understand individual-level constructs √ Mentors Program opportunities to
of “leader” and “leadership.” and supervise a collaborate with other
dispositions required Explain the values and processes that lead to √ team of 5 students. I professionals and
of a leader, with or organizational improvement. need to ensure I departments
without positional Explain the advantages and disadvantages of effectively
authority. Leadership different types of decision-making processes (e.g. communicate my I will seek ways to further
√ expectations with my develop my leadership
involves both the consensus, majority vote, and decision by authority).
students since they skills by taking initiative
individual role of a
Identify institutional traditions, mores, and are an extension of whenever I see gaps in
leader and the the conduct process programming or in my
organizational structures (e.g., hierarchy, networks, √
leadership process of and handle department; I will do the
governing groups, technological resources, nature of
individuals working power, policies, goals, agendas and resource confidential necessary task or start the
together to envision, allocation processes) and how they influence others information. needed project.
plan, and affect to act in the organization.
change in Identify one’s own strengths and challenges as a C= Coursework: I will use the RHM
leader and seek opportunities to develop leadership SDAD 5760 Program as an opportunity
organizations and (+) Leadership and to develop my supervision
skills.
respond to broad- Governance in Post- skill, style and experience.
Identify basic fundamentals of teamwork and
based constituencies teambuilding in one’s work setting and communities Secondary I will seek honest
and issues. This can √ Education has given feedback from the
of practice.
me knowledge volunteers and student
include working with Describe and apply the basic principles of √ regarding paradigms work regarding my
students, student community building.
Describe how one’s personal values, beliefs, that influence supervision style and the
affairs colleagues, leadership and overall program and
histories, and perspectives inform one’s view of (+)
faculty, and relationships in provide recommendations
oneself as an effective leader with and without roles
community members. of authority. higher education. for the next GA in my
This section is Build mutually supportive relationships with We were able to position.
organized by the colleagues and students across similarities and learn the importance
√ and strategies of
leadership learning differences
fostering
concepts of Understand campus cultures (e.g. academic, student,
relationships in order
professorial, administrative) and apply that √
Education, construct to create change
understanding to one’s work.
knowledge and within the campus.
Use appropriate technology to support leadership
articulation; Training, processes (e.g. seeking input or feedback, sharing
skill identification and
√ I= Internship: I led
decisions, posting data that supports decisions, use
the Rites of Passage
enhancement; group support website tools).
senior event at
Development, Think critically, creatively, and imagine possibilities
Summer Search. I
for solutions that do not currently exist or are not √
personal reflection learned I am a
apparent.
and growth; and democratic leader,
Identify and consult with key stakeholders and asking for opinions
Engagement, active individuals with differing perspectives to make
participation and
√ and thoughts before
informed decisions. making a decision.
application. This experience
Articulate the logic and impact of decisions on
groups of people, institutional structures (e.g. pushed me out of
√ that style and forced
divisions, departments), and implications for
Overall Rating: practice. me to become more
Exhibit informed confidence in the capacity of assertive when
012345
individuals to organize and take action to transform leading this event in
√ order to get tasks
their communities and world.
Within the scope of one’s position and down and to provide
√ programming.
expertise, lead others to contribute toward the
effectiveness and success of the organization.
 NASPA/ACPA
Competency Area
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
Specific Evidence of Future Improvement
Skill
Rating Learning & Development
Identify systems of socialization that
influence one’s multiple identities and (+) W=Work: I I will continue to reflect
sociopolitical perspectives and how they recognize how how my experiences and
impact one’s lived experiences. sanctioning can be a privileges effect my
barrier for certain interactions with others.
Understand how one is affected by and student population
participates in maintaining systems of √ and have expressed I aim to be actively involve
oppression, privilege, and power to these students my politically when
flexibility when it advocating for issues of
Engage in critical refection in order to comes to their social justice. For
identify one’s own prejudices and biases (+) sanctioning (such as example, being an
monetary fines). informed voter and
learning about how
Participate in activities that assess and √ C= Coursework: proposed policies and
complicate one’s understanding of EDUC 5150 legislation effect
inclusion, oppression, privilege, and Multicultural communities, particularly
power. Perspectives & communities I have a
EDUC 5200 Social strong association with.
Integrate knowledge of social justice, Justice have
inclusion, oppression, privilege, and power provided literal
(+) I will engage with others
into regarding identities who hold opposing
one’s practice and social justice viewpoints in order to
and has provided learn their perspectives
Connect and build meaningful spaces to reflect on and viewpoints. Engaging
relationships with others while recognizing (+) my privileges and with them will help me
the multiple, intersecting identities, personal learn about how their
perspectives, and developmental experiences. personal experience
differences people hold. shape their viewpoints as
I= Internship: well as help me reflect on
Articulate a foundational understanding of During my time at my personal values and
social justice and inclusion within the √ Summer Search I belief.
context of higher education. led workshops
centered around
Advocate on issues of social justice, identity development
oppression, privilege, and power that √ and intersectionality.
impact people based on local, national, and
global interconnections.
O= Other: I was
able to present on
the issue of toxic
masculinity at
Western Washington
University during the
NWFASA
Conference ( NW
Filipino American
Student
Association).
 NASPA/ACPA
Specific Evidence of Future Improvement
Competency Skill
Rating Learning & Development
Area
The Student Articulate theories and models that describe the
Learning and development of college students and the conditions √ C= Coursework: In I will seek opportunities to
and practices that facilitate holistic development (e.g. SDAD 5400 Student create measurable
Development
learning, psychosocial and identity development, Development learning outcomes
competency area cognitive-structural, typological, environmental, and whenever I see gaps in
Theory, Research
addresses the moral) and Practice I programming.
concepts and learned foundational Additionally, I will look for
principles of student Articulate how race, ethnicity, nationality, class, theories that ground opportunities to create
gender, age, sexual orientation, gender identity, programming and learning
development and √ the work of student
dis/ability, and religious belief can influence affairs practitioners. outcomes guided by
learning theory. This student development
development during the college years.
includes the ability theory.
I=Internship: Our
to apply theory to Identify the strengths and limitations in applying integration papers
improve and inform existing theories and models to varying student √ force us to ask
student affairs and demographic groups. supervisors how
teaching practice. they apply theory in
Articulate one’s own developmental journey in their practice. I have
relation to formal theories. (+) used theory to
create
Overall Rating: Identify one’s own informal theories of student recommendations
012345 development (‘theories in use’) and how they can be (+) for Summer
informed by formal theories to enhance work with Search’s peer
students. mentoring program.

Identify dominant perspectives present in some O= Other: In this

models of student learning and development. √ program, I have
experienced the
Construct learning outcomes for both daily practice as fluidity of Jean
well as teaching and training activities. ∆ Phinney’s ethnic
development theory
Assess teaching, learning, and training and and have experience
incorporate the results into practice. ∆ my identity being
tested by the lack of
Assess learning outcomes from programs and services ∆ diversity in Seattle.
and use theory to improve practice.
 NASPA/ACPA
Specific Evidence of Future Improvement
Competency Skill
Rating Learning & Development
Area
The Technology Demonstrate adaptability in the face of fast paced
competency area technological change. √ W= Work: I have I recognize that
familiarize myself with technology is constantly
focuses on the use
Remain current on student and educator adoption operating systems such changing and it is altering
of digital tools, patterns of new technologies and familiarize how students receive
resources, and √ as Terminal Four in
oneself with the purpose and functionality of those order to create updates information and how
technologies for the technologies. for the Office of the teachers provide lesson
advancement of Troubleshoot basic software, hardware, and √ Dean of Student’s plans. I will stay up to
student learning, connectivity problems and refer more complex webpage. I have date with technological
problems to an appropriate information technology provided advances so I can utilize
development, and these changes in future
administrator. workshops/presentations
success as well as Draw upon research, trend data, and environmental workshops and
utilizing up-to-date
the improved scanning to assess the technological readiness and programming I provide.
∆ technology and digital
However, realizing that
performance of needs of students, colleagues, and other tools (canva,
student affairs educational stakeholders when infusing technology powerpoint, kahoot). technology is a luxury, I
into educational programs and interventions. must be conscious on the
professionals.
Critically assess the accuracy and quality of √ I= Internship: I use the accessibility of
Included within this programming and
information gathered via technology and accurately social media accounts of
area are knowledge, cite electronic sources of information respecting the : Outreach Center to services centered around
skills, and copyright law and fair use. promote first-gen technology.
dispositions that Model and promote the legal, ethical, and √ programming.
lead to the transparent collection, use, and securing of
generation of digital electronic data. O=Other: The code of
literacy and digital
Ensure compliance with accessible technology √ student conduct outlines
laws and policies. the proper use of
citizenship within Demonstrate awareness of one’s digital identity technology and the
communities of and engage students in learning activities related to √ access of electronic
students, student responsible digital communications and virtual databases for students.
affairs community engagement as related to their digital
professionals, reputation and identity. C= Courework: EDUC
Model and promote equitable and inclusive 5000 Introduction to
faculty members,
practices by ensuring all participants in educational √ Research and Graduate
and colleges and endeavors can access and utilize the necessary Study taught us to be
universities. tools for success. critical of the validity of
Appropriately utilize social media and other digital √ collected data.
communication and collaboration tools to market
Overall Rating: and promote advising, programming, and other
learning-focused interventions and to engage
012345
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.

NASPA/ACPA
Specific Evidence of Future Improvement
Competency Skill
Rating Learning & Development
Area
The Advising and Exhibit culturally inclusive active listening skills (e.g.,
Supporting appropriately establishing interpersonal contact, (+) W= Work: During
paraphrasing, perception checking, summarizing, conduct hearings, I
competency area
questioning, encouraging, avoid interrupting, Seek opportunities to
carve out time in the
addresses the clarifying). problem-solve; be
beginning to get to
knowledge, skills, know the student’s more vocal about
and dispositions Establish rapport with students, groups, colleagues, background and areas of
related to providing and others that acknowledges differences in lived (+) learn about their SU
experiences.
improvement
advising and experience. During
support to these hearings I ask
Recognize the strengths and limitations of one’s own reflective and open-
individuals and worldview on communication with others (e.g., how (+) ended questions to
groups through terminology could either liberate or constrain others students regarding
direction, feedback, with different gender identities, sexual orientations, their incident to have
critique, referral, and abilities, cultural backgrounds, etc.). them think about the
guidance. Through implications of their
Facilitate reflection to make meaning from actions on
developing advising
experiences with students, groups, colleagues, and √ themselves and the
and supporting others. school community. I
strategies that take have attended
into account self- Conscientiously use appropriate nonverbal √ training by CAPS in
knowledge and the communication. order to properly
needs of others, we Facilitate problem-solving. ∆ address students of
concern.
play critical roles in
advancing the
Facilitate individual decision-making and goalsetting. √
I= Internship:
holistic wellness of Appropriately challenge and support students and √ During my time in
ourselves, our colleagues. Summer Search, I
students, and our Know and use referral sources (e.g., other offices, helped advised
outside agencies, knowledge sources), and exhibit college-bound
colleagues. √ seniors and assisted
referral skills in seeking expert assistance.
them in creating
Overall Rating: Identify when and with whom to implement personalized plans
012345 appropriate crisis management and intervention of action in order to
√ enroll into their
responses.
universities/colleges.
Maintain an appropriate degree of confidentiality that
follows applicable legal and licensing requirements, C= Coursework:
√
facilitates the development of trusting relationships, COUN 5100
and recognizes when confidentiality should be broken Fundamental
to protect the student or others. Counseling Skills,
taught us skills to
Seek opportunities to expand one’s own knowledge engage with
and skills in helping students with specific concerns students when
√ having personal and
(e.g., relationship issues, navigating systems of
oppression, or suicidality) as well as interfacing with serious
specific populations within the college student conversations.
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.