1

Irene Ziemba SDAD 5900

Artifact E2: 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:
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

W= Through advisement of
SEAC and RedZone (within large
and small meetings and 1:1 and 2:1
check ins) I developed skills in not
only building rapport with
students but also in providing
salient questions and feedback in
order to challenge students to
problem solve, and to think
critically and creatively. I also
gained skills in helping students
process and address interpersonal
conflicts within organizations, and
move through personal challenges.
I= Through advisement of the
Orientation Steering Committee at
Cornell I developed skills in
quickly developing strong trust
and rapport with students, as well
as helping students prioritize and
problem solve under high pressure
situations with looming deadlines.
Advising students through 1:1
appointments at Career Services
helped me develop thoughtful
structures for advising meetings,
understanding what context needs
to be established to inform any
advice or questions I may ask of
students throughout sessions.
C= Foundational Counseling
Skills significantly transformed my
advising style, as I was able to
integrate counseling responses
into my meetings with students in
an effective way.

Future Improvement &

Development

W= Review of Appreciative
Advising framework, and
development of Appreciate
Advising-based advising
curriculum for SEAC.
Continuing to practice
advising through 2:1, 1:1, and
group meetings.
After Graduate School:
Seek out supervisory
opportunities of interns,
graduate students, and
eventually professional staff.
Take on the coordination of
an inter-office committee.
I= Continued development of
career advising style with
advising appointments and
workshops through Career
Services internship.
O= Take a course on conflict
resolution and mediation

ACPA/NASPA
Competency Area

Skill

Differentiate among assessment, program review,

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

0 1 2 3 4 5

Specific
Rating

Evidence of Learning

Future Improvement &

Development

W= Completion of the
Assessment Certification Program
enhanced my foundational
knowledge of different assessment
methods, and IRB process, and
the importance of practicing
assessment consistently. I
developed a Qualtrics tool to
organize and build learning
outcomes for all sessions during
iLead, enhancing my knowledge of
how to make outcomes
measureable and how to
communicate the importance of
outcomes to colleagues. Through
developing assessments for iLead
and student staff training I learned
how to effectively utilize Qualtrics
as an assessment tool, and
developed knowledge of a variety
of useful question forms.
I= Through the development of
assessment tools for orientation
leader and orientation supervisor
training at Cornell, I gained skill in
tailoring assessment tools to
useful, measureable learning
outcomes rather than satisfaction.
C= Introduction to Educational
Research gave me foundational
knowledge in types of research
studies, and considerations in
building a reliable study.
O= CAS Standards workshop at
NODA taught me how CAS
standards can be used for program
evaluation & assessment.

W= Encouraging further
development of consistent and
creative assessment measures
for SEAC and RedZones
events and contributions to
campus community.
O= Seek out relevant
professional development
opportunities, including
workshops, articles, and books
that encourage creative and
effective assessment practices.
Actively seek out research
related to programs I work
with currently and those I will
work with in the future.

ACPA/NASPA
Competency Area

Equity, Diversity, &

Inclusion

Skill

Specific
Rating

Identify the contributions of similar and diverse

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

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.

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

+
+

Evidence of Learning

Future Improvement &

Development

W= Work with
W= Continue to work with
underrepresented populations
SEAC and RedZone on
within Collegia program making programming
veterans, adult learns,
intentional and inclusive of
commuters, and students with various lived experiences and
children. Advisement of
identities. Challenge myself to
SEAC reorganization process
build more trainings around
to be more inclusive of
these issues and feel more
diverse student needs and
comfortable having
experiences. Work with
conversations around diversity
diverse students at The
and social justice.
Evergreen State College - low
income, first generation, and
O= Continue to personally
veterans, among other
and professionally challenge
populations. Development of myself to engage with issues of
social justice training for
social justice, diversity, and
Collegia students.
inclusion. Actively seek out
I= Research on transfer
research and literature on
student experience and
diverse experiences, participate
building programs to meet the in campus diversity initiatives,
needs of transfer students
and put what Ive learned into
from community colleges, and practice. Continued work and
transfer students of color.
engagement with my own
C= Social Justice, Student
identities, talking to colleagues
Development Theory, Adult
who share both similar and
Learning, Transformational
different identities about how
Leadership, Best Practices in
those identities affect and
Student Services, Lifespan
shape their work. Increasing
Career Development. Gained
work to own my identities
knowledge and awareness of
within the workplace and
my identities and privileges
address them with colleagues
throughout courses.
and students.

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= Ethical behavior in working

with students and programs
throughout my time at Seattle U
and The Evergreen State
College. Advisement of students
in Collegia, SEAC, and Redzone
on issues with ethical
underpinnings. Consultation
with supervisors when the ethical
answer to a situation is not clear.

W= Furthered engagement
with students at the Center for
Student Involvement around
the ethics of their roles as
student leaders, the way they
choose to spend tuition
dollars, and what types of
events they put on. Continued
engagement with ethical issues
as they arise in my professional
practice, relying on my
supervisor and office to
support my engagement with
these issues.

I= Establishment and
enforcement of ethical standards
for student volunteers
throughout Cornells orientation
program.
C= Foundations of Student
Affairs learned about ethical
standards for professional
organizations. Foundational
Counseling Skills learned about
ethical standards of counseling,
including privacy and when to
refer to other professionals with
more specialized training.
O= Reflection on my values and
beliefs, and development of
personal ethical guidelines for
my work with students, most
notably relationship boundaries:
what I share and dont, and how
I manage social media
relationships.

O= Review of the student

affairs associations ethical
statements and foundational
principles. Informational
interviews with student
activities and orientation
professionals about ethical
issues faced within their
positions. Seek out case
studies to practice ethical
thinking in different situations.
Take any available trainings or
conference sessions on ethical
professional practice.

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

W= Engagement with the

historical context of Seattle
University, and how it affects
current trends (particularly
around the spirit of the
institution).
C= Foundations of the Student
Affairs Profession: learned
about the history of higher
education and the professional
philosophies, values, and
standards of professional
organizations. Leadership and
Governance: learned about
how governance structures
affect higher education
practices. Best Practices in
Student Services: learned about
a variety of institutional types
and how they attempt to
support their mission and
values through resources and
programming for students.
O= Experience with various
institutional types throughout
my education and professional
experience (including
researching the history of
institutions Ive been at),
engagement with current events
in higher education through
publications and articles.

+
+
+

Future Improvement &

Development

O= Review of the
foundational philosophies
values that undergird the
student affairs profession and
professional associations.
Review the historical
background of student affairs.
Review the principles of
professional practice.

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= Hiring and supervising of

a variety of student staffs,
including student
ambassadors at The
Evergreen State College, tour
guides at University of Puget
Sound, and Collegia staff at
Seattle U (including hiring
processes, staff meetings, and
teambuilding). Management
of student visit program and
budget at TESC. Management
of program, facilities, and
budget for McGoldrick and
Chardin Collegia.

O= Seek out resources on

conflict management styles
and tools.

+
+

I= Presentation on effective
student staff supervision
during Cornell internship.
C= Leadership 1,
Transformational Leadership,
Best Practices in Student
Services. Learned different
ways of analyzing and leading
organizations. Learned tools
for supervision and
leadership, and how to tailor
leadership and supervision
styles to organizational culture
and individual needs.

W= Seek involvement with

and understanding of campus
crisis planning, including
natural disasters and other
possible campus issues.
Participation with hiring of
Center for Student
Involvement leaders.

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

W= Training on FERPA and

its effect on my work in
admissions and within student
affairs generally.
O= Engagement with current
issues in higher education,
including reading the
Chronicle of Higher
Education regularly. General
understanding of laws and
issues affecting higher
education, although no formal
or specific training on how to
incorporate these laws into
my professional practice.
C= Leadership and
Governance: Developed
knowledge of how
governance structures affect
policy development, and how
public and private institutions
differ in their governance
structures and corresponding
government oversight. Best
Practices in Student Services:
Learned about a variety of
governance structures in both
public and private universities,
and how policy and
institutional structures affect
program development.

Future Improvement &

Development

C= Completion of Higher
Education Law course, which
will give me a stronger basis in
what types of laws and policies
affect the work of student
affairs professional
O= Seek out trainings,
webinars, and readings about
the roles of freedom of
expression, protests, and
liability and risk reduction
within student activities and
orientation programs.
Continued engagement with
current issues in higher
education through regular
reading of the Chronicle of
Higher Education. Reading
more about governance
structures past my individual
institutions and focusing on
the state and federal systems
of governance.

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.

W= Leadership within my
roles as a student staff
supervisor, and student
advisor. Creative critical
thinking independently and
with students around how to
build community and address
programmatic or interpersonal
issues. Development and
implementation of team
building strategies within staff
meetings and student training.
I= Personal reflection
through leadership
assessments such as the Myers
Briggs and StrengthFinder.
C= Leadership 1, Leadership
and Governance, Foundations
of the Student Affairs
Profession, Best Practices in
Student Services,
Foundational Counseling
Skills, Transformational
Leadership. Gained
knowledge of different
leadership models, tools for
effective communication and
collaboration with colleagues
and students.
O= Personal reflection and
goal setting informing my
view of my leadership style.

W= Continued engagement as
a leader of my students and
within my department.
Reflecting on my values and
leadership assessment results
and continuing to assess my
work from the lens of my
leadership style.
After Graduate School:
Learn about the leadership
models that future institutions
I work at utilize. Take on
supervision of groups when
possible serve on and
eventually organize and run a
inter-divisional committee,
serve on and eventually run a
hiring committee.

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.

I= Engagement with and

mentoring of the Peer Career
Advisors at Career Services
O= Continued reading about
leadership styles and models,
conflict management
strategies, and teambuilding
strategies. Become certified in
at least one leadership training
or model Leadershape,
Myers-Briggs, etc.

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

W/I= Consistent engagement

with my supervisors around
constructive feedback, and
using that feedback to inform
my work practices
Engagement with Jesuit values
around cura personalis and
holistic care of students.
C= Foundations of the
Student Affairs Profession,
Student Development Theory,
Transformational Leadership,
Leadership 1, Social Justice.
Increased knowledge and
awareness around the goals of
student affairs work, both
broadly and personally.
Increased knowledge of
leadership style and identities.
O= Consistent reflection on
my values and beliefs
throughout the program, in
the classroom, in work
environments, and with my
peers. Consistent journaling,
goal setting, and deep
conversation with peers,
reflecting my engagement
with learning more about
myself, and commitment to
identifying how I show up as
a person and professional.

W= Continued openness to
feedback surrounding my
work from peers, supervisors,
and students.
C= Further reflection
throughout the capstone
course.
O= Continued, consistent
reflection on how I show up
as a person and professional.
Engaging with this reflection
through writing and
conversation.

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

Future Improvement &

Development

W/I= Use of student

W= Continued engagement
development theories to
and forging connections with
undergird my work within
my work and student
Seattle University, particularly
development theory.
articulating the importance of
Strengthening my skills in
engagement and campus pride taking theory to practice and
to my student leaders so they building programs and services
can understand the scope and
that incorporate theory as a
effects of their work. Utilizing
part of their design.
Scholossberg, BaxterMagolda, Yosso, and others to
O= Continued reading and
inform my interactions with
engagement with student
students. Development of
affairs scholarship, research,
learning outcomes and
and theories. Revisiting the
assessment practices for
theories I learned in my theory
student trainings.
course and seeking out newer
Engagement with issues of
theories and scholarship.
diversity and inclusion on
Attending professional
Seattle Us campus.
development sessions at my
C= Student Development
institution and at regional and
Theory, Best Practices in
national conferences.
Student Services, Career
Development, Adult
Learning, Social Justice.
Developed knowledge of
theories, how professionals I
work with utilize them, and
developed skills in applying to
practice through case studies
and interactions with students.