Artifact E: Knowledge, Skills, and Competencies Analysis

Nancy Huang
SDAD 5900: Student Development Capstone

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 (2015)
 Advising & Supporting
ACPA/NASPA Skill Specific Rating Evidence of Learning Future Improvement &
Competency Area Development
Advising & Supporting Exhibit culturally inclusive active listening skills (e.g., W: Through my role in the Center - For future improvement and
appropriately establishing interpersonal contact, for Community Engagement (CCE), development, I plan on taking a
+
paraphrasing, perception checking, summarizing, I advise a staff of 10 student leaders. counseling course this academic year
The Advising and questioning, encouraging, avoid interrupting, clarifying). I meet with them various times to learn about different advising
Supporting competency Establish rapport with students, groups, colleagues, and through the quarter to provide techniques and theories so that I can
area addresses the others that acknowledges differences in lived + guidance on how they could meet better support students in my work
knowledge, skills, and experiences. their personal and programming and internship.
attitudes related to Facilitate reflection to make meaning from experiences goals. I assist students in navigating
providing counseling and + unforeseen situation in their - I plan to continue using what I
with students, groups, colleagues, and others.
advising support, Conscientiously use appropriate nonverbal programming while encouraging learned in my STML 5720 course in
direction, feedback, √ and empowering them to bring my 1:1 and advising sessions with
communication.
critique, referral, and creativity and take ownership of students.
guidance to individuals Utilize virtual resources and technology to meet the their projects/programs.
√
and groups. advising and supporting needs of students. - I intend to ask questions and utilize
Facilitate problem-solving. + I: As a New Student and Transition my network for suggestions and
Facilitate individual decision-making and goal setting. + Programs (NODA) Intern at Emory feedback on various approaches and
Appropriately challenge and support students and University, I supervised and advised practices in advising.
√ a staff of 8 Orientation Captains. I
colleagues.
Know and use referral sources (e.g., other offices, held 1:1 meetings with the Captains
Overall Rating: outside agencies, knowledge sources), and exhibit referral + throughout the summer to keep
skills in seeking expert assistance. them accountable of their
0 1 2 3 4 5 responsibility. I also provided
Identify when and with whom to implement appropriate
+ Captains with guidance and
crisis management and intervention responses.
feedback in their specific programs.
Maintain an appropriate degree of confidentiality that Moreover, I assisted in conflict
follows applicable legal and licensing requirements, management and provided the
facilitates the development of trusting relationships, and + Captains different perspectives to
recognizes when confidentiality should be broken to challenge and enhance their
protect the student or others. understanding, and encourage
Recognize the strengths and limitations of one’s own problem-solving, communication,
worldview on communication with others (e.g., how and creativity.
terminology could either liberate or constrain others with √
different gender identities, sexual orientations, abilities, C: I took STML 5720: Leadership,
cultural backgrounds). Personality, and Culture in Fall
Seek out opportunities to expand one’s own knowledge 2017. This course equipped me with
and skills in helping students with specific concerns the skills and knowledge to ask
(relationship issues, navigating systems of oppression, or open-ended questions to guide
√
suicidality) as well as interfacing with specific populations students in finding their own
within the college student environment (e.g., student solution to issues, problems, or
veterans,. low-income students etc) concerns. Additionally, the course
Know and follow applicable laws, policies, and encouraged me to practice active
professional ethical guidelines relevant to advising and listening and move away from fixing
+
supporting student’s development. or problem solving to better
support students.
 Assessment, Evaluation, & Research
ACPA/NASPA Skill Specific Rating Evidence of Learning Future Improvement &
Competency Area Development
Assessment, Differentiate among assessment, program review, I: My internship at the Center for - For future improvement and
Evaluation, & Research evaluation, planning, and research and the methodologies + Student Involvement (CSI) allowed development, I plan to read up on
appropriate to each. me to create an assessment assessment strategies and how to
Effectively articulate, interpret, and apply results of AER instrument to collect evidence of cater approaches to institutional
The Assessment, reports and studies, including professional literature. ∆ student learning and leadership types and settings.
Evaluation, and Research Select AER methods, methodologies, designs and tools development. I created and
competency area (AER) that fit with research and evaluation efforts using current ∆ administered the assessment, and - During professional conferences, I
focuses on the ability to technology and methods. analyzed the results to determine plan to attend some workshops on
use, design, conduct, and what is being done well and areas of research and assessment and learn
Facilitate appropriate data collection for
critique qualitative and improvements. from other practitioners and
system/department-wide assessment and evaluation ∆
quantitative AER institutions on how they gather,
efforts using up-to-date technology and methods.
analyses; to manage C: I enrolled in EDUC 5000: evaluate, and report data.
organizations using AER Assess legitimacy, trustworthiness and/or validity of Introduction to Educational
processes and the results studies of various methodological designs (e.g. √ Research in Fall 2016. This course - I intend to stay up to date with
obtained from them; and qualitative vs. quantitative, theoretical perspective, provided me a baseline current research on assessment
to epistemological approach). understanding of the process of strategies by reading current research
shape the political and Consider rudimentary strengths and limitations of collecting data and analyzing the articles and seeking to collaborate
ethical climate various methodological AER approaches in the result. In addition, the course with other practitioners and
surrounding AER application of findings to practice in diverse institutional ∆ allowed me to understand and departments to learn about various
processes and uses on settings and with diverse student populations. determine various approaches in assessment strategies.
campus. Explain the necessity to follow institutional and collecting, analyzing, and reporting
divisional procedures and policies (e.g., IRB approval, ∆ data.
informed consent) with regard to ethical assessment,
evaluation, and other research activities. For Summer 2017, I enrolled in
Ensure all communications of AER results are accurate, ∆ SDAD 5750: Best Practices in
Overall Rating: responsible, and effective. Student Services. The course’s
Identify the political and educational sensitivity of raw theme was student success in the
0 1 2 3 4 5 and partially processed data and AER results, handling ∆ context of inclusive excellence. Best
them with appropriate confidentiality and deference to Practices provided an understanding
the organizational hierarchy. of assessment and its importance
Design program and learning outcomes that are through my interviews with multiple
appropriately clear, specific, and measurable, are student affairs practitioners in
informed by theoretical frameworks, and that align with √ various functional areas at three
organizational outcomes, goals, and values. different institutional types in the
Greater Atlanta region.
Explain to students and colleagues the relationship of
AER processes to learning outcomes and goals. √
 Social Justice & Inclusion
ACPA/NASPA Skill Specific Rating Evidence of Learning Future Improvement &
Competency Area Development
Social Justice & Identify systems of socialization that influences one’s W: In my role at the CCE, I - For future improvement and
Inclusion multiple identities and sociopolitical perspectives and + promote social justice and inclusion development, I intend to participate
how they impact one’s lived experiences. through by encouraging and and engage myself in dialogues with
Understand how one is affected by and participates in initiating dialogues around social colleagues on how to best support
This competency involves maintaining systems of oppression, privilege, and power. + justice with students and students who have been historically
student affairs educators professional staff. I also facilitate marginalized.
who have a sense of their Engage in critical reflection in order to identify one’s service learning training around
own agency and social own prejudices and biases. + diversity and inclusion. The training - I plan to attend conferences and
responsibility that Participate in activities that assess and complicate one’s encourages students to be reflective workshop around the topic of social
includes others, their understanding of inclusion, oppression, privilege, and + and conscious of their identities as justice and inclusion.
community, and the larger power. well as being intentional in their
global context. Student work with the community. - With the current political and social
Integrate knowledge of social justice, inclusion, +
Affairs educators may climate, I intend on being up-to-date
oppression, privilege, and power into one’s practice.
incorporate social justice I: In my NODA Internship, I with current news and how it
and inclusion Connect and build meaningful relationships with others promoted social justice and impacts the work of higher
competencies into their while recognizing the multiple, intersecting identities, √ inclusion by serving on the working education and student affairs.
practice through seeking perspective, and developmental differences people hold. committee for social justice
to meet the needs of all Articulate a foundational understanding of social justice programming, Creating Emory. I - I intend to encourage productive
groups, equitably and inclusion within the context of higher education. + also engaged in conversations on dialogues with students and
distributing resources, Advocate on issues of social justice, oppression, privilege, diversity and inclusion with student challenge them by providing
raising social and power that impact people based on local, national, √ leaders and challenging them by alternative perspectives and views.
consciousness, and and global intersections offering alternative perspectives to
repairing past and current enhance their understanding on
harms on campus social justice. As an advisor, I
communities. provided students feedback and
ensure that they are using inclusive
language when interacting with their
Overall Rating: peers.

0 1 2 3 4 5 C: I enrolled in EDUC 5150:

Multicultural Perspective (Winter
2017) and EDUC 5200: Social
Justice (Spring 2017). These two
courses provided a foundational
understanding of social justice, the
emerging issues that marginalized
communities are facing, and
framework to translate theory to
practice.

I also enrolled in SDAD 5400:

Student Development Theory,
Research, and Practice in Fall 2016.
In this course, my group and I did
 our final project on supporting
undocumented / DREAMer
students and using literature views
and theories to frame our
recommendations.

Lastly, I enrolled in SDAD 5810:

History of Higher Education. This
course provided a foundational
understanding of the history of
American higher education and how
the system was founded to support
the most privileged. The course
demonstrates the work that is still
needed in higher education and
student affairs to support students
who have been historically
marginalized.

Personal and Ethical Foundations

ACPA/NASPA Skill Specific Rating Evidence of Learning Future Improvement &
Competency Area Development
Personal and Ethical Articulate key elements of one’s set of personal beliefs W: In my graduate assistantship at - Upon entering a new role, I intend
Foundations and commitments (e.g. values, morals, goals, desires, self- the CCE has allowed me to create to ask questions and learn about the
definitions), as well as the source of each (e.g. self, peers, ∆ an environment for students and functions and code of ethics at the
family, or one or more larger communities). staff to engage in conversations institution and department. Through
The Personal and Ethical Articulate one’s personal code of ethics for student around personal and professional this, I plan to be reflective and learn
Foundations competency affairs practice, informed by the ethical statements of ethics. I have to recognize how my how I can integrate my values in my
area involves the professional student affairs associations and their ∆ identities, privilege, actions, professional practice.
knowledge, skills, and foundational ethical principles. presentation, and perceptions
dispositions to develop Describe the ethical statements and their foundational impact how others perceive and - I seek to reach out to my mentors
and maintain integrity in principles of any professional associations directly ∆ assume my personal ethics. and ask advice and questions relating
one’s life and work; this relevant to one’s working context. Furthermore, I am responsible of to ethics in order to improve my
includes thoughtful Explain how one’s behavior reflects the ethical teaching and reviewing CCE practice.
development, critique, statements of the profession and address lapses in one’s ∆ reporting policies and process to
and adherence to a own ethical behavior. ensure that students are - I also intend to attend local,
holistic and understanding CCE code of regional, and/or national
Identify ethical issues in the course of one’s job. ∆
comprehensive standard conduct. conferences and participate in
of ethics and commitment Utilize institutional and professional resources to assist workshops to help me learn more
to one’s own wellness and with ethical issues (e.g., consultation with more I: My NODA Internship at Emory about ethical practices in student
growth. Personal and experienced supervisors and/or colleagues, consultation √ University required me to uphold a affairs.
ethical foundations are with an association’s Ethics Committee). high level of professional integrity
aligned because integrity Articulate awareness and understanding of one’s and ethical practice when working
has an internal locus attitudes, values, beliefs, assumptions, biases, and identify √ with campus partners, families, and
informed by a how they affect one’s integrity and work with others. students. I was responsible for
combination of external Take responsibility to broaden perspectives by + collaborating with campus
ethical guidelines, an participating in activities that challenge one’s beliefs constituents to coordinate logistics,
internal voice of care, and Appropriately question institutional actions that are not ∆ assisting family members, and
our own lived consistent with ethical standards. advising student leaders in their role
experiences. Our personal Identify the challenges associated with balancing personal as Orientation Leaders. In my
and ethical foundations and professional responsibilities, and recognize the √ responsibilities, I had access to
grow through a process of intersection of one’s personal and professional life sensitive information and materials.
curiosity, reflection, and Identify one’s primary work responsibilities and, with I was required to keep these
self-authorship. appropriate, ongoing feedback, craft a realistic, √ information private and confidential
summative self-appraisal of one’s strengths and while maintaining a high level of
Overall Rating: limitations. professional integrity and ethics
Articulate and understanding that wellness is a broad when student leaders and/or family
0 1 2 3 4 5 concept comprised of emotional, physical, social, ∆ members request these materials.
environmental, relational, spiritual, moral and intellectual
elements. C: I enrolled in SDAD 5300:
Foundations in Student Affairs in
Recognize and articulate healthy habits for better living. ∆
Fall 2016. In the course, we
Identify positive and negative impacts on wellness and, as explored the foundations of higher
appropriate, seek assistance from available resources. √ education and student affairs, which
Identify and describe personal and professional ∆ helped informed my practice while
responsibilities inherent to excellence in practice aligning it to my personal and
Recognize the importance of reflection in personal, √ professional ethics.
professional, and ethical development.
I also enrolled in SDAD 5640-5650:
Internship I & II in Student
Development. In the course, we
were required to explore ethical
dilemmas by interviewing current
student affairs professionals and
discussing how they handled ethical
issues with professional integrity.
This informed my practice and
encouraged me to reflect on how I
would have handled an ethical issue
different or similarly.

History, Philosophy, & Values

ACPA/NASPA Skill Specific Rating Evidence of Learning Future Improvement &
Competency Area Development
History, Philosophy, & Describe the foundational philosophies, disciplines, and + W: Through my graduate - For future improvement and
Values values on which the profession is built. assistantship at the CCE, I gained an development, I am intending on
understanding of how community researching and reading literatures
Articulate the historical contexts of institutional types and
The History, Philosophy, engagement work at Seattle about the history of higher education
functional areas within higher education and student +
and Values competency University aligns with the and how to best support
affairs.
area involves knowledge, institutional mission and values. My marginalized populations. My goal is
skills, and attitudes that Describe the various research, philosophies, and scholars √ role has allowed me to interact with to continuously increase my
connect the history, that define the profession. faculty, campus departments, and knowledge on the history,
philosophy, and values Demonstrate responsible campus citizenship and + Seattle community to better philosophy, and values of this field
of the profession to participation in the campus community. understand the role, functions, and by being up-to-date with current
one’s current Articulate the changing nature of the global student affairs responsibilities of the CCE and trends and news, and their impact on
 professional practice. profession and communicate the need to provide a √ various departments at Seattle our work.
This competency area contextual understanding of higher education. University.
embodies the Describe the roles of faculty, academic affairs, and student √ - I seek to attend local, regional, and
foundations of the affairs educators in the institution. I: My NODA Internship at Emory national conferences to enhance my
profession from which Explain the importance of service to the institution and to √ University increased my knowledge knowledge and understanding of
current and future student affairs professional associations. of private research institution in the history while also advocating for
research and practice will Learn and articulate the principles of professional practice. √ Southern region of the United diversity, inclusion, and change.
grow. The commitment States. From my internship, I
to demonstrating this Articulate the history of the inclusion and exclusion of recognized how history of the
competency area ensures people with a variety of identities in higher education. + institution and American South
that our present and Explain the role and responsibilities of the student affairs √ impact the professional practice of
future practices are professional associations. student affairs work at Emory.
informed by an Explain the purpose and use of publications that
understanding of our incorporate the philosophy and values of the profession. √ C: SDAD 5300: Foundations in
history, philosophy, and Student Affairs (Fall 2016) and
values. Explain the public role and societal benefits of student √ SDAD 5810: History in Higher
affairs and of higher education generally. Education (Spring 2017) provided
Overall Rating: Articulate an understanding of the ongoing nature of √ an understanding of how history
history and one’s role in shaping it. impacts the current higher education
0 1 2 3 4 5 system and emerging nature of
Be able to model the principles of the profession and √ student affairs. It also provided
expect the same from colleagues and supervisees context to the current issues
Explain how the values of the profession contribute to ∆ affecting students today and the
sustainable practices. type of students benefiting from the
system. These two courses gave me
a better understanding of higher
education and how to best support
populations that have been
historically excluded and
disenfranchised.

O: At NASPA Western Regional

Conference in 2016, I attended
multiple workshops to increase my
knowledge on best practices to
support marginalized student
population and enhance my
understanding of the student affairs
field. The sessions I attended
provided insights in our field and
ways to promote diversity and
inclusion in the work. I attended
sessions that were focused
specifically and supporting low-
income students, students of color,
and first-generations.
 Human & Organizational Resources
ACPA/NASPA Skill Specific Rating Evidence of Learning Future Improvement &
Competency Area Development
Human & Demonstrate effective stewardship/use of resources (i.e., W: In the CCE, I recruit, train, and - I plan to gain my understanding in
Organizational financial, human, material) + advise a staff of 10 student leaders. I this competency by obtaining a role
Resources collaborate with office staff and or position that provides more
Describe campus protocols for responding to significant colleagues to build relationships that opportunity to supervise students,
The Human and incidents and campus crises. √ support the department’s mission graduate assistants, and professional
Organizational Resources Describe environmentally sensitive issues and explain and values. This allows me to staff. This will allow me to enhance
competency area includes how one’s work can incorporate elements of √ develop and implement student staff my supervision skills and learn about
knowledge, skills, sustainability. training that are intentional and different supervision styles and
and attitudes used in the Use technological resources with respect to maximizing prepares students for their approaches.
selection, supervision, the efficiency and effectiveness of one’s work. + leadership roles. Additionally, my
motivation, and formal position allows me to develop - Continue building a network and
evaluation of Describe ethical hiring techniques and institutional hiring opportunities for community fostering relationships with other
staff; conflict resolution; policies, procedures, and processes √ building and fostering staff morale. student affairs professionals to seek
management of the Demonstrate familiarity in basic tenets of supervision advice on various supervision
politics of organizational and possible application of these supervision techniques. √ I: During my NODA Internship at methods that support student and
discourse; and the Emory University, I developed a professional staff.
Explain how job descriptions are designed and support
effective application of overall staffing patterns in one’s work setting. √ weeklong OL training with the
strategies and techniques support of Captains and Orientation
associated with financial Design a professional development plan that assesses professional staff in implementing
resources, facilities one’s current strengths and weaknesses, and establishes various training sessions to foster
management, fundraising, action items for fostering an appropriate pace of growth. √ students understanding of diversity
technology use, crisis Explain the application of introductory motivational and inclusion, sexual assault
management, risk techniques with students, staff, and others. √ prevention, and leadership style to
management, and Describe the basic premises that underlie conflict in and their role as OLs. In this role, I
sustainable resources. the constructs utilized for facilitating conflict resolution ∆ supported OLs and Captains by
providing guidance in their roles
Develop and utilize appropriate meeting materials (e.g. and mediating staff conflicts.
facilitation skills, agenda, notes/ minutes). +
Overall Rating: Communicate with others using effective verbal and C: In STML 5910: Leadership,
non-verbal strategies appropriate to the situation in ways Identity, and Practice (Winter 2017),
0 1 2 3 4 5 that the person(s) with whom you are engaged prefers. √ I gained a better understanding of
Recognize how networks in organizations play a role in my leadership style and how I
how work gets accomplished. + incorporate my values into my
Understand the relational roles partners, allies, and professional practice. The course
adversaries play in the completion of goals and work + allowed me to recognize my
assignments. strengths in building and fostering
relationships, challenging others to
Explain the basic tenets of personal or organizational risk
promote growth, and leading with
and liability as they relate to one’s work. √
authenticity. The course also
Provide constructive feedback in a timely manner. + enabled me to critically analyze
Advocate for equitable hiring practices. + organizational structures and
Articulate basic institutional accounting techniques for determine if changes or
budgeting as well as monitoring and processing revenue + restructuring need to be
and expenditures. implemented to maintain staff
Effectively and appropriately use facilities management morale.
 procedures as related to operating a facility or program in +
a facility O: At NASPA Western Regional
Demonstrate an understanding of how physical space Conference 2017, I attended a
impacts the institution’s educational mission. √ session on supporting and hiring
Understand the basic concepts of facilities management students of color in leadership
and institutional policies related to energy usage and + positions. The session explored
environmental sustainability. ways in applying Yosso’s
Community Cultural Wealth to
hiring and training practices while
emphasizing the importance of
recruiting a diverse student staff in
leadership positions. This session
enhanced my multicultural
competency and knowledge of
working with marginalized student
populations that promote
development.

Law, Policy, & Governance

ACPA/NASPA Skill Specific Rating Evidence of Learning Future Improvement &
Competency Area Development
Law, Policy, & Describe the systems used to govern public, private, and W: In my graduate assistantship, I - I intend to increase my knowledge
Governance for-profit institutions of all types (two-year, four-year, act as a liaison between students and and awareness on law, policy, and
graduate, professional, vocational, etc.) in one’s ∆ the CCE when planning programs governance by staying up-to-date on
The Law, Policy, and state/province and nation. and developing opportunities for current events and recognizing how
Governance competency Explain the differences between public, private, and for- students at Seattle University. Given they impact the field of student
area includes the profit higher education with respect to the legal system the work that the CCE does with affairs and higher education.
knowledge, skills, and and what they may mean for respective students, faculty, ∆ the community, I have to
attitudes relating to policy and student affairs professionals. understand institutional, state, and - I plan to enroll in SDAD 5760:
development processes Describe how national and state/provincial constitutions national policy in relation to Leadership and Governance and
used in various contexts, and laws influence the rights of students, faculty, and volunteering and community SDAD 5800: Higher Education Law
the staff on all types of college campuses. ∆ service. in Winter 2018 to increase my
application of legal Describe evolving laws, policies, and judicial rulings that knowledge and understanding on
constructs, and the influence the student-institutional relationship and how ∆ I: My NODA Internship at Emory law, policy, and governance in higher
understanding of they affect professional practice. University, I served as a liaison for education.
governance structures and Emory Campus Life in the planning
Act in accordance with national, state/ provincial, and
their impact on one’s process for orientation. I
local laws and with institutional policies regarding non- ∆
professional practice. collaborated with campus
discrimination.
departments to coordinate logistics
Identify major internal and external stakeholders, and execute large-scale events.
policymakers, and special interest groups who influence When planning events, I had to
policy at the national, state/provincial, local, and ∆ recognize the decentralized structure
Overall Rating: institutional levels. of the institution, navigate
Describe the governance systems at one’s institution institutional and departmental
0 1 2 3 4 5 including the governance structures for faculty, student ∆ politics, and uphold university
affairs professionals, staff, and students policy when hosting events.
Describe how policy is developed and implemented in
 one’s department and institution, as well as the local, ∆ C: In SDAD 5400: Student
state/province, and national levels of government. Development Theory, Research, and
Know when and how to consult with one’s immediate Practice (Fall 2016), my group
supervisor and institutional legal counsel regarding ∆ project focused on supporting
matters that may have legal ramifications. undocumented/DREAMers
Explain concepts of risk management, reasonable students. The project allowed me to
accommodation, and enact liability reduction strategies . ∆ enhance my knowledge of
Demonstrate awareness of inequitable and oppressive undocumented students through
ways that laws and policies are enacted on vulnerable national, state, and local policy and
student populations at national, state/provincial, local, ∆ laws.
and institutional levels.
O: At NASPA Western Region
Describe the student conduct process at the institutional
2016, I attended workshops on ways
level and demonstrate concern for the legal, social, moral, ∆
to support undocumented students.
educational, and ethical expectations of the community.
This increased my knowledge of
Encourage and advocate participation in national, national and state policy in working
state/provincial, local, and institutional electoral ∆ and supporting DREAMers
processes as applicable students.

Leadership
ACPA/NASPA Skill Specific Rating Evidence of Learning Future Improvement &
Competency Area Development
Leadership Articulate the vision and mission of the primary work W: My graduate assistantship at the - To further my development in this
unit, the division, and the institution. + CCE has allowed me to oversee my competency, I plan to continue to
The Leadership Identify and understand individual-level constructs of student leadership program and seek volunteer opportunities at
competency area “leader” and “leadership.” + coordinate small-scale events for the Seattle University or in my future
addresses the knowledge, Explain the values and processes that lead to office and Seattle University. My professional roles. I hope to gain and
skills, and attitudes organizational improvement. √ role also allowed me to seek expand my network of support, and
required of a leader, Explain the advantages and disadvantages of different opportunities to serve on planning learn how to adapt my leadership
whether it be a positional types of decision-making processes (e.g. consensus, √ committees and represent the CCE style to different student body and
leader or a member of the majority vote, and decision by authority). in campus-wide or divisional institutional type.
staff, in both an individual meetings. I also hire, train, and
Identify institutional traditions, mores, and organizational
capacity and within a advise student leaders while keeping - I also intend to seek opportunities
structures (e.g., hierarchy, networks, governing groups,
process of how them accountable to their roles. to present and facilitate
technological resources, nature of power, policies, goals,
individuals work together conversations and dialogues around
agendas and resource allocation processes) and how they +
effectively to envision, I: As a NODA Intern at Emory leadership with students.
influence others to act in the organization.
plan, effect change in University, I was responsible in
organizations, and Identify one’s own strengths and challenges as a leader facilitating meetings with Captains, - I plan to continue to be challenged
respond to internal and and seek opportunities to develop leadership skills. + participating and attending OL by seeking a supervisor in my future
external constituencies Identify basic fundamentals of teamwork and training, and building partnerships role that will support me in my
and issues. teambuilding in one’s work setting and communities of + with campus constituents to development as a student affairs
practice. coordinate their involvement in professional.
Describe and apply the basic principles of community orientation. I successfully coordinate
building. + and execute a weeklong OL training
Overall Rating: Describe how one’s personal values, beliefs, histories, and programming for new transfer
and perspectives inform one’s view of oneself as an students. Additionally, I served on
0 1 2 3 4 5 effective leader with and without roles of authority. + the planning committee for social
 Build mutually supportive relationships with colleagues justice programming, which allowed
and students across similarities and differences + me to serve as a liaison between
Understand campus cultures (e.g. academic, student, students and the institution.
professorial, administrative) and apply that understanding +
to one’s work. C: STML 5910: Leadership,
Use appropriate technology to support leadership Identity, and Practice (Winter 2017)
processes (e.g. seeking input or feedback, sharing and STML 5720: Leadership,
decisions, posting data that supports decisions, use group + Personality, and Culture (Fall 2017)
support website tools). have allowed me to increase my
Think critically, creatively, and imagine possibilities for awareness of my leadership style
solutions that do not currently exist or are not apparent. + while encouraging me to be a
reflective leader. The courses also
Identify and consult with key stakeholders and
enhanced my leadership skills
individuals with differing perspectives to make informed +
through the recognition of my
decisions.
talents and gifts, and the skills to be
Articulate the logic and impact of decisions on groups of intentional in my leadership practice.
people, institutional structures (e.g. divisions,
departments), and implications for practice. + V: My contribution in various
Exhibit informed confidence in the capacity of committees during the time I started
individuals to organize and take action to transform their √ the Student Development
communities and world. Administration (SDA) Program
Within the scope of one’s position and expertise, lead have allowed me to enhance my
others to contribute toward the effectiveness and success + leadership skills in the field of
of the organization student affairs. I served on the
planning committee for Welcome
Week 2017, the Conduct Review
Board, Magis Editorial Board, and
SUSDA Community Development
Committee. These involvements
allowed me to the gain the skills of
working and collaborating with my
colleagues to execute programs for
Seattle University and SDA.

Technology
ACPA/NASPA Skill Specific Rating Evidence of Learning Future Improvement &
Competency Area Development
Technology Demonstrate adaptability in the face of fast paced W: As a Graduate Assistant at the - In the future, I intend on creating a
technological change. √ CCE, I utilized technology to stronger online presence for myself.
Draw upon research, Remain current on student and educator adoption promote and market involvement This includes detailing my LinkedIn
trend data, and patterns of new technologies and familiarize oneself with √ opportunities to students at Seattle profile, creating a Twitter account,
environmental scanning the purpose and functionality of those technologies. University. The CCE and CSI use and using Instagram to showcase
to assess the technological Troubleshoot basic software, hardware, and connectivity ConnectSU powered by OrgSync to some of my professional work.
readiness and needs of problems and refer more complex problems to an √ communicate to the student body
students, colleagues, and appropriate information technology administrator. about available opportunities on and - As a student affairs professional, I
other educational off-campus. In my role, I am plan on incorporating more
Draw upon research, trend data, and environmental
stakeholders when responsible in training the student technology into my work to support
scanning to assess the technological readiness and needs
 infusing technology into of students, colleagues, and other educational √ and professional staff at the CCE on and communicate with students.
educational programs and stakeholders when infusing technology into educational how to use and navigate
interventions. programs and interventions. ConnectSU.
Critically assess the accuracy and quality of information
Overall Rating: gathered via technology and accurately cite electronic I: In my internship at CSI, I used
sources of information respecting copyright law and fair √ online research to develop
0 1 2 3 4 5 use. assessment tools and instruments to
Model and promote the legal, ethical, and transparent gather data of student learning and
collection, use, and securing of electronic data. √ development. I also learned about
Ensure compliance with accessible technology laws and the different methods and
policies. √ technology I can use to create the
assessment instrument.
Demonstrate awareness of one’s digital identity and
engage students in learning activities related to
As a NODA Intern at Emory
responsible digital communications and virtual +
University, I had to familiarize
community engagement as related to their digital
myself with various technological
reputation and identity
platforms to organize and
Model and promote equitable and inclusive practices by communicate logistics to the
ensuring all participants in educational endeavors can √ Orientation Staff, students, and
access and utilize the necessary tools for success. families.
Appropriately utilize social media and other digital
communication and collaboration tools to market and O: My daily usage of online and
promote advising, programming, and other learning- + social media allowed me to
focused interventions and to engage students in these recognize the importance of
activities. maintaining a professional online
presence. Social media has allowed
me to connect with other student
affairs professional across the
country.

Student Learning & Development

ACPA/NASPA Skill Specific Rating Evidence of Learning Future Improvement &
Competency Area Development

Student Learning & Articulate theories and models that describe the W: My work at the CCE has given - I plan to read student development
Development development of college students and the conditions and me insight on how students make theories that were not taught in the
practices that facilitate holistic development (e.g. √ meaning in their service-learning course to improve my competency. I
The Student Learning and learning, psychosocial and identity development, courses and/or involvement with hope to continue applying what I
Development competency cognitive-structural, typological, environmental, and the community. It provides me an learned in SDAD 5400: Student
area addresses the moral). understanding of how important the Development Theory, Research, and
concepts and principles of work is in fostering a sense of Practice to my work and use theory
Articulate how race, ethnicity, nationality, class, gender,
student development and belonging for students at Seattle to inform my practice and decision
age, sexual orientation, gender identity, dis/ability, and
learning theory. This University. I also use theory to making within this field.
religious belief can influence development during the √
includes the ability to inform my practice in advising,
college years.
apply theory to improve informing, and supporting students. - As a practitioner, I will continue to
and inform student affairs Identify the strengths and limitations in applying existing grow until retirement. I intend on
practice, as well as theories and models to varying student demographic √ I: My NODA Internship at Emory also applying theories to my personal
groups.
understanding teaching Articulate one’s own developmental journey in relation to University had also allowed me to and professional life to further my
and training theory and formal theories. √ use theory to inform my practice. understanding of student
practice. Identify one’s own informal theories of student Recognizing the student body at development.
development (‘theories in use’) and how they can be Emory, I utilized identity
Overall Rating: informed by formal theories to enhance work with √ development models frame my
students. understanding of student needs and
0 1 2 3 4 5 Identify dominant perspectives present in some models assist students in navigating through
of student learning and development. √ individual and group conflicts. I also
utilized intellectual and ethical
Construct learning outcomes for both daily practice as
development models to help create
well as teaching and training activities. √
social justice programming and
Assess teaching, learning, and training and incorporate curriculums for orientation.
the results into practice. √
C: SDAD 5400: Student
Development Theory, Research, and
Practice (Fall 2016) provided a
foundation to understanding student
development theory and how to put
theory to practice in advising and
supervising students, creating
programs, and facilitating
workshops and training sessions.