Beruflich Dokumente
Kultur Dokumente
ASSESSMENT KEY
Evidence of Learning:
W= Work
I= Internship
C= Coursework
V= Volunteer work
O= Other
*Note: All competency descriptions are taken from the ACPA and NASPA Professional Competency Areas for Student
Affairs Practitioners (2015)
ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &
Competency Rating Development
Area
Exhibit culturally inclusive active W=Work: In the future, I plan on
listening skills (e.g., appropriately (+) College of Ed GAship: I taking opportunities to
Advising & establishing interpersonal contact, supported 16 faculty
members from 11 graduate
learn more about
Supporting paraphrasing, perception checking, different advising
programs in enrollment
summarizing, questioning,
efforts. Working techniques and best
encouraging, avoid interrupting,
clarifying).
collaboratively in providing practices into my own
The Advising and support to prospective
Supporting style. In addition,
Establish rapport with students, (+) graduate students. In
competency area groups, colleagues, and others that addition, advising
working toward
addresses the acknowledges differences in lived prospective students keeping up to-date in
knowledge, skills, experiences. through individual program the latest trends in
and Facilitate reflection to make meaning information and admissions higher education and
(+)
attitudes related processes. Taking the time student demographics.
from experiences with students,
to providing to learn about their needs,
groups, colleagues, and others. what they are looking for in
I hope to continue my
counseling and Conscientiously use appropriate (+) work in providing
a graduate program, and
advising support, nonverbal communication. connecting them with welcoming and
direction, faculty.
Utilize virtual resources and (+) inclusive spaces for
feedback, technology to meet the advising and Alumni Engagement students to express
critique, referral, supporting needs of students. GAship: I co-advise 10
and guidance to undergraduate student
their experiences to
Facilitate problem-solving. () me. This also includes
individuals and alumni ambassadors and
groups. Facilitate individual decision-making (+) work closely with 3 my future work in
and goal setting. members of their executive assessment and asking
Appropriately challenge and support (+) board. I support these students to provide
students and colleagues. students through their
leadership and professional
feedback to improve
Know and use referral sources (e.g., development. Building a my practice.
other offices, outside agencies, (+) professional my
Overall Rating: knowledge sources), and exhibit professional identity with
referral skills in seeking expert advising skills.
0 1 2 3 4 5 assistance.
Identify when and with whom to I-Internship: In both my
implement appropriate crisis (+) internships (UML and
management and intervention TCC) I advised
undergraduate students
responses.
Maintain an appropriate degree of through goal mapping,
confidentiality that follows applicable career or post-secondary
legal and licensing requirements, (+) options, programing,
facilitates the development of trusting diversity training, and self-
reflection. In addition,
relationships, and recognizes when
familiarizing myself with
confidentiality should be broken to resources on campuses to
protect the student or others. support my students when
Recognize the strengths and limitations needed. While following
of ones own worldview on (+) FERPA guidelines in
communication with others (e.g., how protecting student
terminology could either liberate or confidentiality.
constrain others with different gender
identities, sexual orientations, abilities, C=Coursework: My STML
Leadership and Culture
cultural backgrounds).
course has improved my
Seek out opportunities to expand ones listening skills as a deep
own knowledge and skills in helping listener and asking
students with specific concerns intentional open ended
(relationship issues, navigating systems questions. This course has
of oppression, or suicidality) as well as reassured me the
interfacing with specific populations importance of the power of
within the college student environment narratives. Giving people
(e.g., student veterans,. low-income especially those who need a
space to voice their
students etc)
experiences, emotions, and
comments. Sometimes
Know and follow applicable laws, (+) students just want to be
policies, and professional ethical heard and they dont
guidelines relevant to advising and always need a fixer
supporting students development.
ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &
Competency Rating Development
Area
Differentiate among assessment, I=Internship:
program review, evaluation, planning, (+) Tacoma Community API studies specifically
Assessment, and research and the methodologies College(TCC): Through
Pacific Islander studies
Evaluation, & appropriate to each. my internship at TCC one
of my primary role was is an area of interests a
Research Effectively articulate, interpret, and future research I would
restricting the student
apply results of AER reports and (+) handbook and help building love to focus on. The is
studies, including professional a foundation of a club not a lot of research on
The Assessment, literature. culture at TCC. With that I
Evaluation, and Pacific Islander
Select AER methods, methodologies, (+) conducted surveys and
Research focus groups toward students because they
designs and tools that fit with research
competency area and evaluation efforts using current student clubs and are always paired with
(AER) focuses on technology and methods. organizations to focus on API studies. However,
the ability to use, their experiences as a club many of those students
Facilitate appropriate data collection at TCC, views on the
design, conduct, for system/department-wide () generalize their results
student handbook, and
and critique assessment and evaluation efforts and not desegregate
ways the OSE can grow in
qualitative and using up-to-date technology and moving forward. In the data.
quantitative AER methods. addition, prior to my
analyses; to arrival, there was not a lot
Assess legitimacy, trustworthiness As an educator and
manage and/or validity of studies of various of assessment happening
() practitioner, I will be
organizations methodological designs (e.g. qualitative for student clubs and
using AER organizations. With that, I more critical when
vs. quantitative, theoretical worked with student reviewing research and
processes and the perspective, epistemological approach)
results obtained government and pro-staff in assessment presented
Consider rudimentary strengths and assessment efforts from to me. Making sure to
from them; and to
limitations of various methodological () programing, trainings, and
shape the see the purpose,
AER approaches in the application of resources. For example, I
political and created a club fair intentions, and if
findings to practice in diverse
ethical climate assessment form after the applied into practice;
institutional settings and with diverse
surrounding AER Spring Club fair event and does it work for the
student populations
processes and this provided the OSE Staff specific population it is
uses on campus. Explain the necessity to follow and student government
institutional and divisional procedures targeting/who is the
valuable info on how they
and policies (e.g., IRB approval, () can improve club fair for data missing?
informed consent) with regard to the future.
ethical assessment, evaluation, and
other research activities.
Overall Rating: Ensure all communications of AER () Furthermore, when Assessment has now
results are accurate, responsible, and restructuring the student become an interest of
0 1 2 3 4 5 effective. handbook I had to review
the current handbook to
mine because of both of
Identify the political and educational my internship
think critically about what
sensitivity of raw and partially () is there, what is missing, experience. In my
processed data and AER results, and how can I make this future role after the
handling them with appropriate more accessible and program I will be sure
confidentiality and deference to the understandable. I also did
organizational hierarchy. research from best to incorporate any
Design program and learning outcomes practices from other assessment in my
that are appropriately clear, specific, () institutions to see how they programs, center, or
and measurable, are informed by made their student giving space for
handbooks and how I can students to share their
theoretical frameworks, and that align
tailor it specifically to TCC.
with organizational outcomes, goals, experiences, if there
and values. isnt any already.
Explain to students and colleagues the UMass Lowell NODA:
relationship of AER processes to During my NODA
learning outcomes and goals. internship, I supervised
orientation leaders and
working with first-year and
transfer student
orientation. Assessment is
very important for
orientation because with
the changing demographics
of students and needs,
orientation is always
shifting to accommodate to
all students. I oversaw the
distribution and analysis of
first-year orientation
surveys from 15 overnight
orientation sessions. I used
survey monkey in collecting
the data and had students
fill out the survey at the
end of their orientation. I
collected the data and
created a comprehensive
report for the Director of
Orientation, as well as,
recommendations based on
the data presented. I did
the same thing after
hosting a focus group and
survey to my orientation
leaders about orientation
leader training and their
confidence for their first
orientation session. I made
sure to conduct both online
and a focus group survey to
make sure I can provide
different opportunities for
students to share their
comments and experiences.
C=Coursework: For my
best practices course I
focused on assessment and
student success. I
ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &
Competency Rating Development
Area
Identify systems of socialization that (+) C=Coursework: I will continue to
influences ones multiple identities and All my SDA courses have challenge myself and
Social Justice & sociopolitical perspectives and how been rooted in social reflect on my own
Inclusion they impact ones lived experiences. justice and inclusion. We identities and privileges.
Understand how one is affected by and (+) are always challenged Learn how to use my
participates in maintaining systems of through critically voice to advocate for
This competency oppression, privilege, and power. assessing and using those who have been
involves student Engage in critical reflection in order to theories, college access, historically
affairs educators identify ones own prejudices and (+) history, and law. underrepresented and
who have a sense biases. marginalized. Looking at
of their own Participate in activities that assess and I=Internship: assessment and best
agency and social complicate ones understanding of TCC: Working with a practices more critically
(+)
responsibility that inclusion, oppression, privilege, and diverse population of through a social justice
includes others, power. student leaders in the lens. Furthermore, to
their community, OSE in both student continue to educate
Integrate knowledge of social justice, (+)
and the larger government, programing myself in what is
inclusion, oppression, privilege, and
global context. board, and clubs. happening socially,
power into ones practice.
Student Affairs Restructuring the politically, and
Connect and build meaningful environmentally that is
educators may guidebook, I made
relationships with others while (+) effecting students (i.e.
incorporate social changes to binary
recognizing the multiple, intersecting DACA).
justice and language and added
identities, perspective, and
inclusion they/them/theirs.
developmental differences people hold.
competencies into Using theories such as
their practice Articulate a foundational Popes cultural wealth
through seeking understanding of social justice and (+) model and Yossos
to meet the needs inclusion within the context of higher multicultural
education.
of all groups, Advocate on issues of social justice, competencies when
equitably oppression, privilege, and power that (+) advising students and
distributing impact people based on local, national, talking with campus
resources, raising and global intersections partners. At the same
social time reminding myself
consciousness, how I come into a space
and repairing and what privileges I
past and current hold.
harms on campus
communities. NODA-UML: Being the
only person of color in a
professional staff of 5,
Overall Rating: made me realize how
important my
0 1 2 3 4 5 presentation was.
Especially, when we
supervised a highly
diverse orientation
leader staff of 35. Also,
asking questions of why
we dont use the term
first-year or share
pronouns. Finding ways
where I ask and
challenge the norm in
hopes to push the
conversation into action
to make orientation more
inclusive. In addition,
counseling my students
through trainings and
goals meeting how to be
more socially conscious
aware of their actions
and how it affects others.
Same goes when
working with pro-staff
and hiring for the follow
years leadership team
and advocating for a
diverse rep of
ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &
Competency Rating Development
Area
Articulate key elements of ones set of W=Work: Work, life, balance, and
personal beliefs and commitments (e.g. () UWT Admissions: self-care is something
Personal and values, morals, goals, desires, self- Following ethical that I struggle with. I
Ethical definitions), as well as the source of guidelines and FERPA hope that once I am done
Foundations each (e.g. self, peers, family, or one or rules on student data with this program, I will
more larger communities). and advising. Using best focus on work life
Articulate ones personal code of ethics () judgement through the balance easier. One thing
The Personal and for student affairs practice, informed application review Ive learned from one of
Ethical by the ethical statements of process and practicing my mentors is to give
Foundations professional student affairs ethical recruitment. myself grace. In addition,
competency area associations and their foundational to not carry so much on
involves the ethical principles. GA-College of from others and my
knowledge, skills, Describe the ethical statements and () Education: Though only profession. To always
and dispositions their foundational principles of any there for about a year, take care myself first to
to develop and professional associations directly this GAship allowed me take care of others.
maintain integrity relevant to ones working context. to learn how to advocate
in ones life and Explain how ones behavior reflects the for myself and my needs
work; this ethical statements of the profession as a student and
includes and address lapses in ones own ethical () professional. This
thoughtful behavior. assistant assured me
development, that I thrive in
Identify ethical issues in the course of ()
critique, and collaborative
ones job.
adherence to a environments and high-
holistic and Utilize institutional and professional student contact.
comprehensive resources to assist with ethical issues
standard of ethics (e.g., consultation with more () GA- Alumni
and commitment experienced supervisors and/or Engagement:
to ones own colleagues, consultation with an This GAship has allowed
wellness and associations Ethics Committee). me to grow as a co-
growth. Personal Articulate awareness and advisor to a recognized
and ethical understanding of ones attitudes, () student organization.
foundations are values, beliefs, assumptions, biases, Working in a more
aligned because and identify how they affect ones collaborative office
integrity and work with others.
integrity has an Take responsibility to broaden culture, Ive learned how
internal locus perspectives by participating in () to utilize my voice and
informed by a activities that challenge ones beliefs letting my supervisor
combination of Appropriately question institutional know what I projects I
external ethical actions that are not consistent with () want to pursue.
guidelines, an ethical standards.
internal voice of Identify the challenges associated with () I=Internship:
care, and our own balancing personal and professional Through both my
lived experiences. responsibilities, and recognize the internships, Ive became
Our personal and intersection of ones personal and a more reflective
ethical professional life professional. Through
foundations grow Identify ones primary work () my 1:1 with my
through a process responsibilities and, with appropriate, supervisor, SDA faculty,
of curiosity, ongoing feedback, craft a realistic, and with myself I
reflection, and summative self-appraisal of ones reflect to my actions and
self-authorship. strengths and limitations. experiences to tie back
to what Ive learned and
Articulate and understanding that ()
Overall Rating: make meaning.
wellness is a broad concept comprised
Reflection has become
of emotional, physical, social,
0 1 2 3 4 5 one of my core values as
environmental, relational, spiritual,
a practitioner because of
moral and intellectual elements.
these experiences. This
Recognize and articulate healthy habits () is a way for me to
for better living. practice mindfulness and
Identify positive and negative impacts () to learn from my
on wellness and, as appropriate, seek experiences.
assistance from available resources.
Identify and describe personal and ()
professional responsibilities inherent to
excellence in practice
Recognize the importance of reflection (+)
in personal, professional, and ethical
development.
() Being reflective in my
practice is important in
Assess teaching, learning, and training identifying my own
and incorporate the results into development and
practice. experiences, but to also
think critically about
theories I am using
through programing,
training, or advising.