Sie sind auf Seite 1von 11

1

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)

2

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.

Overall Rating:
0 1 2 3 4 5

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 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).

Specific
Rating

()
()
()
()
()
()
()
()
()
(+)
()

(+)

(+)

()

Evidence of Learning

Future Improvement &


Development

C: Much of my experience in this


competency comes from my major
classes in Communication, such as
Interviewing and Listening,
Interpersonal Communication,
Small Group Communication, and
Nonverbal Communication.
W: My training around mental
health awareness comes from my
work at Success at Southern,
TRiO. Because I work at the front
desk, I am often the first point of
contact with students.
V: Other aspects of my experience
in this competency come from
being a First Year Mentor and
connecting with my mentee.
Additionally, I have already began
advising students in my role as the
Graduate Assistant for the Office
of Fellowships.

I feel that I will be able to improve


this competency through my
advising work in the Office of
Fellowships. Additionally, many of
the intermediate and advanced
aspects will come when I have
more power and influence on
campus.

ACPA/NASPA
Competency Area

Assessment,
Evaluation, &
Research
The Assessment,
Evaluation, and
Research competency
area (AER) focuses on
the ability to use, design,
conduct, and critique
qualitative and
quantitative AER
analyses; to manage
organizations using AER
processes and the results
obtained from them; and
to
shape the political and
ethical climate
surrounding AER
processes and uses on
campus.

Overall Rating:
0 1 2 3 4 5

Skill

Differentiate among assessment, program review,


evaluation, planning, and research and the
methodologies appropriate to each.
Effectively articulate, interpret, and use results of AER
reports and studies, including professional literature.
Facilitate appropriate data collection for
system/department-wide assessment and evaluation
efforts using up-to-date technology and methods.
Assess trustworthiness and other aspects of quality in
qualitative studies and assess the transferability of
these findings to current work settings.
Assess quantitative designs and analysis techniques,
including factors that might lead to measurement
problems, such as those relating to sampling, validity,
and reliability.
Explain the necessity to follow institutional and
divisional procedures and policies (e.g., IRB approval,
informed consent) with regard to ethical assessment,
evaluation, and other research activities.
Explain to students and colleagues the relationship of
AER processes to 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.

Specific
Rating

()
()
()
()
()

(+)
()
()

()

Evidence of Learning

C: All of my experience in this


competency comes from
coursework. Namely, my research
course in Communication and my
Gender, Sexuality, and Women's
Studies capstone. For my
capstone, I elected to pursue a
quarter long research project on
body positivity on college
campuses. I sought out IRB
approval, ran once a month focus
groups, and compiled my research
into a final paper. However, I have
not yet done any student affairsrelated assessment.

Future Improvement &


Development
I will gain more experience in this
area through completing
assessments in my Graduate
Assistantship and learning more
about graduate-level research in
EDUC 5000. I also hope to
conduct more research in the
future.

ACPA/NASPA
Competency Area

Equity, Diversity, &


Inclusion

Skill

Specific
Rating

Evidence of Learning

Future Improvement &


Development

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.
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.

(+)

C: My experience in this
competency has come largely
from coursework. My two
minors in Sociology and
Gender, Sexuality, and
Women's studies have
provided me with a strong
grounding in the basic level of
EDI. After completing classes
such as The Sociology of Race
and Ethnicity, Gender and the
Body, Fat Politics,
Globalization, Creating and
Negating God, and Queer
Theory, I feel confident in my
academic knowledge around
issues of diversity.
W: My work with TRiO has
given me hands-on experience
working with others whose
identities are different than
my own.

My areas of growth in this


competency revolve around
teaching others about EDI
and using my knowledge to
make changes in my
institution. Much of these
aspects will be achieved as I
pursue my career, but I also
plan to maintain and increase
my current knowledge in this
competency throughout the
SDA program. One of the first
ways that I can do this is
through attending the ACPA
Social Justice Institute.

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 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
Demonstrate fair treatment to all individuals and
and prejudices.
Overall Rating:
0 1 2 3 4 5

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.

(+)
(+)
(+)
()
(+)

(+)
(+)
(+)

()
()
(+)
(+)

ACPA/NASPA
Competency Area

Skill

Articulate ones personal code of ethics for


student affairs practice, which reflects the
Ethical Professional ethical statements of professional student
Practice
affairs associations and their foundational
ethical principles.
Describe the ethical statements and their
The Ethical
foundational principles of any professional
Professional Practice associations directly relevant to ones working
competency area
context.
pertains to the
Explain how ones behavior embodies the
knowledge, skills, and ethical statements of the profession, particularly
attitudes needed to in relationships with students and colleagues, in
understand and apply the use of technology and sustainable practices,
ethical standards to in professional settings and meetings, in global
ones work. While
relationships, and while participating in job
ethics is an integral search processes.
component of all the Identify ethical issues in the course of ones job.
competency areas,
Utilize institutional and professional resources
this competency area to assist with ethical issues (e.g., consultation
focuses specifically
with more experienced supervisors and/or
on the integration of colleagues, consultation with an associations
ethics into all aspects Ethics Committee).
of self and
Assist students in ethical decision making and
professional practice. make referrals to more experienced
professionals when appropriate.
Demonstrate an understanding of the role of
beliefs and values in personal integrity and
Overall Rating:
professional ethical practices.
Appropriately address institutional actions that
0 1 2 3 4 5
are not consistent with ethical standards.
Demonstrate an ethical commitment to just and
sustainable practices.

Specific
Rating

()

()
()

()
()

()
()
()
()

Evidence of Learning

Future Improvement &


Development

W: A good deal of my
experience in this area comes
from my work on campus in
Housing and TRiO. Because I
often handled confidential
and sensitive information, I
needed to practice a high
standard of ethics in my work.
C: I have gained some basic
knowledge of this competency
in the beginning of SDAD
5300.

In order to further develop


this competency, I will need to
learn more about the law and
ethical standards of the
profession. I plan to do that by
completing several SDA
courses, including SDAD
5800. Additionally, some of
these competencies will only
be applicable to me when I am
in a position of leadership on
campus.

ACPA/NASPA
Competency Area

Skill

Describe the foundational philosophies,


disciplines, and values on which the profession is
built.
Articulate the historical contexts of institutional
types and functional areas within higher
The History,
Philosophy, and Values education and student affairs.
competency area
Describe the various philosophies that define the
involves knowledge,
profession.
skills, and attitudes that Demonstrate responsible campus citizenship.
connect the history,
Demonstrate empathy and compassion for
philosophy, and values student needs.
of the profession to
Describe the roles of both faculty and student
ones current
affairs educators in the academy.
professional practice.
Explain the importance of service to the academy
This competency area
and to student affairs professional associations.
embodies the
Articulate the principles of professional practice.
foundations of the
profession from which Articulate the history of the inclusion and
exclusion of people with a variety of identities in
current and future
higher education.
research and practice
Explain the role and responsibilities of the
will grow. The
student affairs professional associations.
commitment to
Explain the purpose and use of publications that
demonstrating this
incorporate the philosophy and values of the
competency area
ensures that our present profession.
and future practices are Explain the public role and societal benefits of
informed by an
student affairs and of higher education generally.
understanding of our
Articulate an understanding of the ongoing nature
history, philosophy, and of history and ones role in shaping it.
values.
Model the principles of the profession and
communicate the expectation of the same from
Overall Rating:
colleagues and supervisees.
Explain how the values of the profession
0 1 2 3 4 5
contribute to sustainable practices.

History,
Philosophy, &
Values

Specific
Rating
()

()
()
()
()
()
()
()
()
()
()
()
()
()
()

Evidence of Learning

C: I am beginning to learn
more about the history of
higher education in SDAD
5300, and will expect to have
mastered the basic level of
this competency once the
class is complete. I have just
begun to learn about
professional associations and
have recently joined ACPA.

Future Improvement &


Development
Much of my knowledge in this
area will come from
completing SDA coursework.
I especially hope to learn more
about higher education in
other countries through
SDAD 5840 in Sweden. Many
of the more advanced
competencies will not be
accessible to me for some
time, as they involve holding
fairly high positions within a
university/professional
organization.

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
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:
0 1 2 3 4 5

Skill

Specific
Rating

Evidence of Learning

Future Improvement &


Development

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.
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.

()

W: My very limited experience


in this competency comes
from my work with TRiO,
Housing, and the Office of
Fellowships. I was recently
asked to develop professional
goals as part of GA training,
so I anticipate that this aspect
will play a larger role in my
work than it has previously.
C: The communicationrelated aspects of this
competency were gained
through my undergraduate
classes, such as Nonverbal
Communication and Conflict
Resolution.

I believe that I will improve in


this area simply through
experience. I currently do not
have any hiring experience,
budget experience, or
supervisory experience. I hope
to make up for this through
internships, but also realize
that many of the intermediate
and advanced competencies
may not be reached until I am
in a position that deals directly
with hiring and overseeing
staff. One thing that I plan to
do in the SDA program is gain
some basic budgeting
experience through webinars
or coursework.

()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()

ACPA/NASPA
Competency Area

Law, Policy, &


Governance
The Law, Policy, and
Governance
competency 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:
0 1 2 3 4 5

Skill

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.
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.

Specific
Rating

()

()
()
()
()

()
()
()
()

(+)
()
()

()

Evidence of Learning

Future Improvement &


Development

O: My only knowledge in this


area comes from my personal
research on the issues
impacting higher education.
W: The only law I have had
direct interaction with
through my work is FERPA. I
understand a little about
liability and
nondiscrimination, but not
enough to say I am fully
competent.

One of the main things that I


can do to improve in this area
is to take the SDA programs
Higher Education Law class. I
also hope to learn more about
applicable laws through my
internship and work
experiences. Obviously I will
not be developing any new
laws or policies until I am at
an advanced level in my
practice, but I hope to at least
master the basic level of this
competency before leaving the
program.

ACPA/NASPA
Competency Area

Leadership
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:
0 1 2 3 4 5

Skill

Specific
Rating

Evidence of Learning

Future Improvement &


Development

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 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.

()

C: I do not think of myself as


a leader, so my only
experience in this competency
comes from coursework
around issues of diversity and
activism.

I hope to come to understand


the concept of leadership
through classes like EDAD
5700 and 5710. I currently do
not know what my leadership
style is, or if I even have one. I
will need to move past the
basic competency in this area
to reach the intermediate and
advanced skills. I hope to
engage in a leadership role in
ACPA in order to help me
increase my self-confidence.

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

()
()
()
()
()
()
()
()
()

()
()
()
()
()
(+)
()

10

ACPA/NASPA
Competency Area

Skill

Identify key elements of ones set of personal


beliefs and commitments (e.g., values, morals,
Personal
goals, desires, self-definitions), as well as the
Foundations
source of each (e.g., self, peers, family, or one
or more larger communities).
The Personal
Identify ones primary work responsibilities
Foundations
and, with appropriate ongoing feedback, craft a
competency area
realistic, summative self-appraisal of ones
involves the
strengths and limitations.
knowledge, skills, and Describe the importance of ones professional
attitudes to maintain and personal life to self, and recognize the
emotional, physical, intersection of each.
social, environmental, Articulate awareness and understanding of
relational, spiritual, ones attitudes, values, beliefs, assumptions,
and intellectual
biases, and identity as it impacts ones work
wellness; be selfwith others; and take responsibility to develop
directed and selfpersonal cultural skills by participating in
reflective; maintain activities that challenge ones beliefs.
excellence and
Recognize and articulate healthy habits for
integrity in work; be better living.
comfortable with
Articulate an understanding that wellness is a
ambiguity; be aware broad concept comprised of emotional,
of ones own areas of physical, social, environmental, relational,
strength and growth; spiritual, and intellectual elements.
have a passion for
Identify and describe personal and professional
work; and remain
responsibilities inherent to excellence.
curious.
Articulate meaningful goals for ones work.
Identify positive and negative impacts on
Overall Rating:
psychological wellness and, as appropriate, seek
assistance from available resources.
0 1 2 3 4 5
Recognize the importance of reflection in
personal and professional development.

Specific
Rating

(+)

()

()

(+)

(+)
(+)

()
()
(+)
()

Evidence of Learning

Future Improvement &


Development

O: I have had a strong


personal foundation for a long
time, as I had to develop my
sense of self at a young age in
order to push myself to
succeed.
W: Since my work in TRiO is
tied into one of my strongest
identities, I have thought a
great deal about how my
personal and professional
development intersect.
Additionally, in GA training I
was asked to articulate goals
for my work. Additionally,
since I am new to my role, I
have endeavored to gain a
strong understanding of my
responsibilities.

Much of my growth in this


area will come with time. For
example, I am not yet at a level
of competency in this area
where I can mentor others.
Additionally, I hope to take
further steps to improve my
personal health throughout
this program.

11

ACPA/NASPA
Competency Area

Skill

Articulate theories and models that describe the


development of college students and the
Student Learning & conditions and practices that facilitate holistic
Development
development.
Articulate how differences of race, ethnicity,
nationality, class, gender, age, sexual
The Student Learning orientation, gender identity, disability, and
and Development
religious belief can influence development
competency area
during the college years.
addresses the
Identify and define types of theories (e.g.,
concepts and
learning, psychosocial and identity
principles of student development, cognitive-structural, typological,
development and
and environmental).
learning theory. This Identify the limitations in applying existing
includes the ability to theories and models to varying student
apply theory to
demographic groups.
improve and inform Articulate ones own developmental journey
student affairs
and identify ones own informal theories of
practice, as well as
student development and learning (also called
understanding
theories-in-use) and how they can be
teaching and training informed by formal theories to enhance work
theory and practice. 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
Overall Rating:
training activities.
Assess teaching, learning, and training and
0 1 2 3 4 5
incorporate the results into practice.

Specific
Rating

()

()

()

()
()

()
()
()

Evidence of Learning

No experience in this
competency.

Future Improvement &


Development
Since I have never once
studied student development
theory, I believe I will greatly
improve in this competency
after taking SDAD 5400. I also
hope to learn more by getting
involved with ACPA. Ideally, I
would like to reach the
advanced levels of this
competency in the future especially through contributing
to theory.

Das könnte Ihnen auch gefallen