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)

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:

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

Specific
Rating

+
+
+
+
+
+
+
+

Evidence of Learning

Future Improvement &

Development

C & W: While attending

Western Washington
University, I had the
opportunity of serving as a
Resident Advisor for over a
year. While in the position,
I was expected to partake
in a course which
specifically addressed
many of the components
listed under this
competency area. Not only
did I learn about many of
these skills listed here, but
was also able to practice in
class with peers and also
apply it to my relationships
with student residents. I
also worked in a university
culture where collaboration
was expected between
offices in order to organize
events and programming
that have high impact for
low cost. These
collaborative efforts helped
me gain experience with
problem solving, both long
term and immediate, as
well as establishing
individual and group goals.
Being an RA provided me
plenty of opportunities for
advising and helping on a
daily basis, but most
importantly I gained
experience working in

While I remain highly

confident in my ability
to provide students
direction, guidance,
counseling support,
constructive feedback,
along with intentional
referrals, I do believe I
need to improve my
ability to provide
academic
support/advising. In
order to improve, I
plan to research and
discover best practices
in the field in terms of
advising students
academically and apply
them to my practice.
I plan to reach out to
professionals in the
field of academic
advising and
counseling support to
learn about what
issues are impacting
students most and how
to address or create
interventions for them.

0 1 2 3 4 5

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).

crisis situations and

applying what Ive learned
through training to
appropriately and
effectively identify
situations and students in
need of intervention.

By connecting with
professionals in the
field, while also using
the resources within
my current network, I
will improve
exponentially in this
competency area.

ACPA/NASPA
Competency
Area

Skill

Differentiate among assessment,

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

Specific
Rating

Evidence of Learning

Future Improvement &

Development

W: While at Western
Washington University, I
worked as the Program
Support Coordinator for the
Ethnic Student Center (ESC)
as part of the umbrella student
organization, the Associated
Students. As part of this
greater organization, we were
required to learn and
implement the standards for
assessment and evaluation
into our programming and
services. We also held
ourselves accountable by
creative learning and service
outcomes for our office, as
well as for each program
provided by the ESC. Not only
did this experience teach me
about the importance of
assessment and evaluation in
the growth and effectiveness
of programs/offices, I also
learned how to apply past
programming/service
assessment outcomes to
current programming and
operations in order to improve
our offices services. For the
past year, I have served as one
of the three members on the
Assessment Working Group in
our University Recreation
department. Our responsibility
was to serve as a resource to
our other staff members, as
well as making sure their
incorporating best practices in
assessment and evaluation

While I have grown

quite confident and
comfortable in my
assessment,
evaluation, and
research skills, there is
still plenty for me to
learn. For example,
while I have used
various forms of
assessment, I have not
incorporated and used
the preferred program,
Qualtrics, in my
assessment or
evaluation practice. It
is a great tool that
many offices at Seattle
U use to perform
assessments, however,
I simply have not used
it as much as I would
have liked.
Training and using
Qualtrics more often
will help with my
understanding of
quantitative designs
and analysis

AER processes
and uses on
campus.

Overall Rating:

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.

into their work.

O: This last year, I attended a

six week assessment
certification program in order
to gain the knowledge, skills,
and practice our institution
would like us as university
professionals to incorporate
into our work.

techniques, an area I
need to improve in.

0 1 2 3 4 5
ACPA/NASPA
Competency
Area

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

Skill

Specific
Rating

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

W: Having worked in
collaboration with various
offices through the Ethnic
Student Center during
undergrad, not only did I
learn about issues
impacting students of
various ethnic identities, I
also learned how issues can
impact students depending
on their other identities,
both salient and invisible.
Collaborating with offices
such as the Sexual
Awareness Center,
Womens Center, Disability
Outreach Center, and
Environmental Center
helped my understanding
of intersectionality. When
providing programming
addressing social justice
issues, we worked hard to
provide various
perspectives on the issues

This competency is one

of my favorites, but one
that I have worked
hard in developing
over the past six years
working in higher ed. I
am also aware that
there is always going
to be new information,
resources, knowledge
to learn in order to be
an effective
practitioner and
resource for students. I
believe my next steps
in order to strengthen
my background in this
competency will be to
engage in various
college environments

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+

and people. It is
also designed to
create an
institutional
ethos that
accepts and
celebrates
differences
among people,
helping to free
them of any
misconceptions
and prejudices.
Overall Rating:

social justice and the role of higher

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

+
+
+

0 1 2 3 4 5

ACPA/NASPA
Competency
Area
Ethical
Professional
Practice
The Ethical
Professional
Practice
competency

Skill

Articulate ones personal code of ethics

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

Specific
Rating

while maintaining an
inclusive and safe learning
environment. However,
while maintaining this type
of setting was ideal,
conflict would arise from
time to time and I learned
how to handle certain
situations effectively while
fostering the learning of all
parties involved in conflict.
As I moved on to my next
opportunity working in
University Recreation, I
was able to use all that I
learned at WWU and
embed it into our
professional practices
within UREC. I worked
specifically on providing an
inclusive recreational
environment and work
setting for all identities
entering into the space.

and communities in
order to broaden my
experiences in various
settings. I would also
love to attend more
conferences around
identity development
and effective practices
for higher ed
professionals.

Evidence of Learning

Future Improvement &

Development

W: In the beginning of my
professional work
experience, I struggled
with finding balance in my
personal ethics and that of
the student affairs
profession. As Ive
continued to work in
student affairs for the past
6 years in various positions
and universities, I have
learned about the

What would be helpful

in my growth of Ethical
Professional Practice is
examining the ethical
statements and
foundational principles
of the professional
associations I am
either a member of
and/or are related to

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

Overall Rating:
0 1 2 3 4 5
ACPA/NASPA
Competency
Area
History,
Philosophy, &

the ethical statements of the

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

Skill

Describe the foundational

philosophies, disciplines, and values
on which the profession is built.

importance of ethics from a

broad set of experiences.
My understanding around
ethics and ethical behavior
has grown from working in
conduct as a Resident
Advisor, having served in
several hiring and search
committees for student
staff and professional staff
positions, from working
closely in meetings and
collaborations with other
departments and staff
members including deans
and presidents of
universities. Having served
as a supervisor/advisor to a
committee of student
leaders, embodying ethical
behavior while also
teaching student leaders
about ethics has been a
tremendous learning
experience as well.

the student affairs

profession: National
Association of Student
Personnel
Administrators
(NASPA), American
College Personnel
Association (ACPA),
National IntramuralRecreational Sports
Association (NIRSA),
and Aerobics & Fitness
Association of America.

Evidence of Learning

Future Improvement &

Development

+
+

Specific
Rating

W: Having worked for the

Associated Students at
Western Washington

This is definitely an
area that I could spend

Articulate the historical contexts of

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

Values

+
+
+
+

+
+
+
+

University, I was able to

learn about the importance
of student affairs staff and
faculty. Especially when
working in collaboration
with faculty and student
affairs professionals, they
shared with me their
perspectives on campus
issues and I learned about
their specific roles and
their purpose in the
success of students.
O: Since my freshman year
of undergrad, I had worked
closely with a faculty
member in improving the
teacher-student
relationship. After having
shared several proposals
and established specific
practices for faculty and
staff, I have improved my
understanding of student
affairs. I have also had the
opportunity to attend and
speak at several national
and international student
affairs conferences, such as
the International Society
for the Study of Teaching
and Learning and the
Center for the Advanced
Study of Teaching and
Learning, I was exposed to
many historical
perspectives on
professional associations,
philosophies, and practices.

more time developing.

While I feel
comfortable in these
competencies, I can
study a lot more about
the historical impacts
on the field and
professional practices.
I do think that I have
gained enough
experience to form and
solid background in the
area, but in terms of
contributing to the
conversation and field,
there is a lot more I
need to learn before
doing so.

Overall Rating:
0 1 2 3 4 5
ACPA/NASPA
Competency
Area
Human &
Organizational
Resources
The Human and
Organizational
Resources
competency area
includes
knowledge, skills,
and attitudes
used in the
selection,
supervision,
motivation, and
formal evaluation
of
staff; conflict
resolution;
management of
the politics of
organizational
discourse; and
the effective
application of
strategies and
techniques

the same from colleagues and

supervisees.
Explain how the values of the
profession contribute to sustainable
practices.
Skill

Describe appropriate hiring techniques and

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

Specific
Rating

Evidence of Learning

Future Improvement &

Development

W: Working in University
Recreation at Seattle
University has provided me
with plenty of experience
concerning many of these
competency skills. Having
served in many hiring
committees for student and
professional positions in
universities, I have also
been exposed to the
importance of
understanding job
descriptions and
responsibilities, and how
candidates can
fit/contribute to
departments and staff
teams. Having advised a
team of student leaders for
the past two years in our
recreation department, I
have applied several
motivation and team
building strategies
effectively into our group
dynamics. Doing so has
contributed to consistent
high impact programming
with exceedingly high
student participation, but

Although I feel fairly

comfortable in this
competency area, I
struggle being able to
state I have managed a
budget and processed
expenditures on my
own without the
supervision of an
advisor. While I have
consistently worked
with a tight budget and
specifically planned
events/activities for an
entire academic school
year with such
parameters, I could
expand my knowledge
of resources available
to best organize
expenditures and the
spending processes for
organizations and
committees. I have
many conflict
resolution experiences

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10
associated with
financial
resources,
facilities
management,
fundraising,
technology use,
crisis
management, risk
management, and
sustainable
resources.

Overall Rating:
0 1 2 3 4 5

ACPA/NASPA
Competency
Area

Law, Policy, &

Governance
The Law, Policy,
and Governance
competency
area includes
the knowledge,
skills, and

Describe environmentally sensitive issues and

explain how ones work can incorporate
elements of sustainability.
Develop and disseminate agendas for
meetings.
Communicate with others using effective
verbal and nonverbal strategies appropriate
to the situation in both one-on-one and small
group settings.
Recognize how networks in organizations
play a role in how work gets done.
Understand the role alliances play in the
completion of goals and work assignments.
Describe campus protocols for responding to
significant incidents and campus crises.
Explain the basic tenets of personal or
organizational risk and liability as they relate
to ones work.

Skill

Specific
Rating

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

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also established a culture

of support and care
between team members. In
my role, I have been
responsible for our teams
budget along with
delegating our resources,
both financial, human, and
material. By modeling the
behavior in regards to
meeting facilitation and
leadership, the student
leaders I work with are
eventually able to organize
agendas and productive
meetings on their own. My
role has also been
responsible for facilities
management and
procedures.

but could always learn

more and practice with
real-life situations.

Evidence of Learning

Future Improvement &

Development

In regards to law,
policy, and governance,
I have highly depended
on my internships to
gain the experience
needed to comprehend
the ramifications of law
and policy on my
professional practice.
Having had meetings
C: Several courses within
with several
Seattle Universitys student departments focused
W: In regards to risk
management, my
experience working in
University Recreation while
also working closely with
campus groups/committees
responsible for these
liabilities has been my most
educational resource to
fulfill some of the skills
within this competency.

development

11

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

ACPA/NASPA
Competency
Area

Leadership

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.

administration program
have provided me some
exposure and knowledge
regarding law, policy, and
governance. While I had a
minimal understanding of
these topics transitioning
into SU, I have since
deepened my
understanding a in this
subject area. SDAD 5760
Leadership & Governance
in Post-Secondary
Education and SDAD 5800
Higher Education Law have
increased my confidence in
articulating and
contributing to
conversations revolving
around the impacts of
policy makers and
structures of government
on higher education.

on risk management
and institutional
policies, I feel
confident in my ability
to ensure the safety of
our campus
communities and that
we follow up-to-date
policies. That being
said, I plan to conduct
more research on
governance systems
within different
institutions and states,
along with their impact
on the student affairs
profession.

Future Improvement &

Development

Skill

Specific
Rating

Evidence of Learning

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.

W: I have always held a

leadership position since
high school. My whole
academic experience has
involved becoming engaged

Leadership is one of
my strongest
competency areas
considering my

12

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:

Identify various constructs of leadership and

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

+
+
+
+
+
+
+
+

+
+
+
+
+
+

in my communities and
leading groups from within.
This has been reflected in
my work as a Resident
Advisor, my position in the
Ethnic Student Center,
serving as a student leader
in the Teaching-Learning
Academy, and my current
position as Student
Development & Leadership
Coordinator of University
Recreation. I have applied
my leadership skills and
strengths to the teams I
supervise or am a part of,
while sharing the resources
that have helped me
become skilled in this area.
C: In undergrad, I had the
opportunity to serve as a
Teaching Assistant for a
freshman level course on
leadership and also taught
a small portion of the
students enrolled in my
own sub-class. I have taken
several graduate level
courses focused on
leadership: SDAD 5760
Leadership/Governance in
Post-Secondary Education,
EDAD 5700 Leadership in
Education I & II, MGMT
5325 Adventure-Based
Leadership Seminar.

consistent work in
leadership positions. I
have learned about
various leadership
styles (yet my
comprehension of some
can be strengthened
with some more
studying) and have
provided useful
resources to the
students I have worked
with. In order to
improve my leadership
competency, I would
like to study about
more diverse
leadership styles and
how to apply them to
practice. I can also
learn about leadership
styles that apply to
marginalized students
in order to best serve
students in the
margins.

13

0 1 2 3 4 5
ACPA/NASPA
Competency
Area

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

Identify and introduce conversations on

potential issues and developing trends into
appropriate venues such as staff meetings.

Skill

Identify key elements of ones set of

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

+
Specific
Rating

+
+

Evidence of Learning

Future Improvement &

Development

C: Once I enrolled in
several Fairhaven
College courses within
Western Washington
University, I began to
engage in more critical
thinking and selfreflection about my
holistic educational
experiences. Through
coursework, in-class
activities, and personal
experiences, I feel highly
competent in this area.
My graduate level
courses, EDAD 5700
Leadership in Education
I and MGMT 5325
Adventure-Based
Leadership Seminar,
provided plenty
opportunities to develop
my skill level and
understanding of each of
these skill levels.

Along with leadership,

the personal
foundation
competencies is
another one of my
strongest areas.
Having worked in
recreation for two
years, I have done an
enormous amount of
reflections and
activities regarding
how my personal and
professional identities
impact the manner in
which I do my work
and engage with
others. My priority will
be to learn more about
best practices in
counseling and
advising so that I can
best support my
students with any
issue. Ideally, I would
like to serve as a main
resource for students,
but I also understand
when I will need to

W: I have done my best

to apply what Ive
learned into my
professional practice,
but also share what I

14

be aware of
ones own areas
of strength and
growth; have a
passion for
work; and
remain curious.
Overall Rating:
0 1 2 3 4 5

ACPA/NASPA
Competency
Area

comprised of emotional, physical,

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

Articulate theories and models that

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

have learned/resources
with my colleagues and
students. I have shared
theories, videos, articles,
and tools in an effort to
improve the lives of
everyone within my
sphere of influence. Ive
also made an effort to
continue learning new
strategies/ knowledge
and how to apply them
to my work and personal
life.

Specific
Rating

Evidence of
Learning

Future Improvement
& Development

C: The two graduate level

courses that generously
expanded my
comprehension of
multiple theories, how
they may intersect as well
as understanding their
applicability across my
various campus positions
are SDAD 5400 Student
Development Theory,
Research, Practice and
EDUC 5130 Adult
Learning. Both
specifically addressed
various theories regarding
learning, psychosocial,
identity development,

I have spent the

majority of my time in
higher educational
institutions taking
courses and attending
workshops to improve
my understanding of
how identities are
impacted and take
shape over time. I take
pride in having learned
various theories and
applied them
effectively when
working with students.
I would like to continue

+
+
+

require support from

other practitioners.

15