Professional Competency Areas for Student Affairs Educators (ACPA and NASPA, 2016)

Evidence of Future Improvement &

Overall Competency Ratings Specific Skill Ratings
Learning Development
0= no exposure to and no experience in this
competency
1= minimal exposure to but no experience in this W= Work If a given competency is rated as
(+)= highly competent
competency I= Internship "competent" or "area of
(√)= competent
2= moderate exposure to and minimal experience C= Coursework improvement/experience needed,"
(∆)= area of
in this competency V= Volunteer describe in a single sentence how you
improvement/experience
3= moderate experience in this competency Work will go about maintaining or
needed
4= experience in this competency O= Other stregnthening this skill.
5= much experience in this competency, basic
master has been achieved

Advising & Supporting
The Advising and Supporting
competency area addresses the
knowledge, skills, and
dispositions related to providing
advising and support to
individuals and groups through
direction, feedback, critique,
referral, and guidance. Through
developing advising and
supporting strategies that take
into account self-knowledge and
the needs of others, we play
critical roles in advancing the
holistic wellness of ourselves,
our students, and our
colleagues.
OVERALL RATING: 4
Specific Future Improvement &
Skill Evidence of Learning
Rating Development
Foster trust through culturally inclusive listening skills (e.g., W = Work
establishing rapport, paraphrasing, perception checking,
+
summarizing, questioning, encouraging, avoid interrupting, Advising an undergraduate student
clarifying).  organization as part of my graduate
assistantship has allowed me to
Monitor one’s use of nonverbal communication to support people
+ identify my strength of being a
from varying backgrounds in different situations. 
relational practitioner. I strive to
build rapport with students based on
Recognize the strengths and limitations of one’s own worldview on foundations of inclusivity, trust, and
+
communication with others.  care. I foster spaces where student
voices are heard. In offering to meet
Facilitate individual decision-making and goal-setting.  √ with students individually, as
needed, I have had the opportunity
to deepen my understanding of
Know and follow applicable laws, policies, and professional ethical students and student issues; and Continuiously attend
√
guidelines relevant to advising and supporting students.  practiced skills in assisting diverse professional development
students with specific concerns and trainings (i.e., NASPA
Maintain confidentiality within legal and licensing requirements, needs. regional and/or national
+
recognizing when safety outweighs confidentiality.  conferences, webiners) that
I = Internship focus on student support.
Seek opportunities to increase one’s knowledge and helping skills My internship in the academic Become familiar with student
for students with specific concerns and interface with specific √ advising office at Lake Washington resources and referral
populations.  Institute of Technology allowed me procedures and practices at
to gain knowledge of laws, policies, current and future institutions
Utilize virtual resources and technology to meet the advising and
√ and guidelines that impact student of employment. In reflection
supporting needs of students. 
advising practices by completing the of my advising practices and
institution's Master Advising Course, philosophies, I will ask for
Challenge and support students and colleagues.  + a mandatory online course for feedback from supervisors
faculty and staff serving as and students on strengths
academic advisors. In academic and areas for growth in my
Establish rapport with students, groups, colleagues, and others that advising meetings with students, I work of supporting students.
+
acknowledges differences in lived experiences.  challenged and supported students
to create a plan to complete their
Facilitate reflection to make meaning from experiences with program.
+
students, groups, and colleagues. 
C = Coursework
Know and use referral sources and exhibit referral skills in seeking The Foundation Counseling Skills
√ course provided instrumental tools
expert assistance. 
for me to use when advising and
supporting students. I practiced
Facilitate problem-solving. + counseling skills, including
paraphrasing, summarizing,
interrupting, and questioning, in
Identify when and with whom to implement appropriate crisis
√ counseling sessions with peers each
management and intervention responses. week.

Personal and Ethical 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 self-reflective; maintain
excellence and integrity in work; be
comfortable with ambiguity; be aware of
one’s own areas of strength and growth;
have a passion for work; and remain
curious.
OVERALL RATING: 4
Specific Future Improvement &
Skill Evidence of Learning
Rating Development
C = Coursework
Recognize and articulate healthy habits for better living.  + The Student Development Theory course provided
me with the foundational knowledge of community
cultural wealth, racial and ethnic identity theories,
Articulate wellness as comprised of emotional, physical, social,
+ spiritual identity development, and self-authorship.
environmental, relational, spiritual, moral, and intellectual elements. 
These theories have allowed me to understand
where I am in my personal identity development.
Identify positive and negative impacts on wellness and seek Additionally, self-reflection in many of my courses
+
assistance from available resources.  gave me the opportunities to critically analyze how I will continue to engage in self-
my role as an educator impacts several aspects of reflection and seek feedback from
Describe ethical statements and principles of relevant professional my life.
√ students, colleagues, and
associations.  supervisors about my work and
W = Work
practice as a student affairs
Through my work as a graduate assistant in the
Utilize/consult with resources to assist with ethical issues.  √ Center for Student Involvement at Seattle
practitioner. I would like to build my
University, I engaged in conversations and awareness of my emotional,
reflective practices to critique departmental actions. environmental, moral, spiritual,
Articulate personal code of ethics informed by ethical codes.  √ For example, I followed ethical guidelines in relational, and intellectual wellness
managing the organization's budget and tracked in order to celebrate my strengths
their fundraising efforts in my role as an advisor to a and identify personal areas of
Explain how one’s behavior reflects ethics of profession and address
√ philanthropic student organization. I also identified growth; which will allow me to do
lapses in one’s behavior.  ethical issues within the process of calculating the the same for others. I will also
fundraising total to annouce at the organization's consistently engage with student
annual event.
Identify ethical issues in the course of one’s job.  + affairs and higher education
literature/research, online
In my roles as a graduate assistant and a fitness
instructor, I've been able to recognize factors that discussions, and attending
Work with mentors to identify effective means of dissent or critique
√ impact my emotional, mental, physical, and spiritual professional association
institutional actions. 
wellness. I have used my voice to articulate my conferences/workshops to broaden
Recognize importance of reflection in personal, professional, and wellness needs to colleagues, supervisors, friends, my perspectives.
+ and family.
ethical development. 
I = Internship
Broaden perspective by participating in activities that challenge one’s
√ I followed ethical guidelines and FERPA rules in my
beliefs.  internship in the academic advising office at Lake
Washington Institute of Technology while analyzing
student records.
Craft a realistic, summative self- appraisal with ongoing feedback.  √

Leadership
The Leadership competency area addresses
the knowledge, skills, and dispositions
required of a leader, with or without positional
authority. Leadership involves both the
individual role of a leader and the leadership
process of individuals working together to
envision, plan, and affect change in
organizations and respond to broad- based
constituencies and issues. This can include
working with students, student affairs
colleagues, faculty, and community members.
This section is organized by the leadership
learning concepts of Education, construct
knowledge and articulation; Training, skill
identification and enhancement;
Development, personal reflection and growth;
and Engagement, active participation and
application.
OVERALL RATING: 4
Specific
Skill Evidence of Learning Future Improvement & Development
Rating
Articulate the vision and mission of the primary work unit,
+ C = Coursework
division and institution. 
Various group assignments and projects in
courses, including Leadership and
Identify one’s own strengths and challenges as a leader and Governance, The American Community
+
seek opportunities to develop leadership skills.  College, and Best Practices in Student
Services, allowed me to enhance skills in
Identify and understand individual- level constructs of “leader” teamwork. These courses also gave me
√
and “leadership.”  insights to different organizational structures,
institutional cultures and processes, and
Explain values and processes that lead to organizational leadership styles that have helped me to
√ discern my own leadership experiences.
improvement. 
W = Work
Explain the advantages and disadvantages of different types
√ I worked with various institutional and
of decision-making processes. 
organizational stakeholders as a graduate
Identify institutional traditions, mores, and organizational assistant in the Center for Student
structures and how they influence others to act in the √ Involvement. For example, advising the
organization.  university's Dance Marathon student
organization included working with Leadership development will be an
Describe how personal values, beliefs, histories, and views
representatives from Seattle Children's ongoing journey as I progress through my
inform one’s perception as an effective leader with and +
Hospital and Children's Miracle Network to career and life. I will continue to be a
without authority. 
advise student leaders in their philanthropic reflective practitioner in order to identify
Build mutually supportive relationships with colleagues and efforts. how my personal values and beliefs align
+
students across similarities and differences.  with the mission, values, and culture of
I = Internship institutions and organizations. I will seek
Interning at Lake Washington Institute of feedback from my communities to
Identify basic fundamentals of teamwork and teambuilding in
√ Technology gave me the opportunities to understand my strengths and areas for
one’s work setting and communities of practice. 
collaborate with campus partners to create growth as an educator and leader. As a
and implement outreach strategies to relational practitioner, I will work with
Describe and apply the basic principles of community
√ reengage students who had a lapse in their students, colleagues, supervisors, etc. to
building.  enrollment. This project required me to positively impact communities.
collaborate with colleagues to troubleshoot Additionally, I will seek and participate in
technology problems throughout the process opportunities for professional
Understand campus cultures and apply to one’s work.  +
of communicating with students. I also development, such as attending
observed how institutional culture, traditions, professional association conferences.
and partnerships influence decision-making
Use appropriate technology to support leadership processes.  √ processes.
V = Volunteer Work
Think critically, creatively, and imagine possibilities for
√ I have engaged in decision-making
solutions. 
conversations and processes in my role as
chair of the Seattle University Student
Identify and consult with key stakeholders and individuals with Development Association (SUSDA). These
√
differing perspectives to make informed decisions.  processes included centering the
organization's mission and values in
 Specific
Leadership Skill Evidence of Learning Future Improvement & Development
Rating
organization s mission and values in
Articulate the logic and impact of decisions on groups of discussions to improve programs and
√
people, institutional structures and implications for practice.  practices. Additionally, I identified my strength
of being a relational leader by building
Exhibit confidence in the capacity of individuals to organize mutually supportive relationships with my
+ peers, faculty, and advisors through my
and take action to transform their communities and world. 
involvement with SUSDA, both with and
Within the scope of one’s position and expertise, lead others without a positional leadership role.
to contribute toward the effectiveness and success of the +
organization. 
 Specific
Assessment, Evaluation, and Research Skill
Rating
Be able to differentiate between assessment, program review,
evaluation, planning, and research.
Explain institutional and divisional AER procedures and
policies with regard to ethical assessment, evaluation and
other research activities.
Identify political and educational sensitivity of raw and partially
processed data and AER results.
Handle data with appropriate confidentiality and deference to
organizational hierarchies.
Design program and learning outcomes that are clear, specific,
and measureable; informed by theoretical frameworks and
The Assessment, Evaluation, and Research aligned with organizational outcomes, goals, and values.
competency area focuses on the ability to
design, conduct, critique, and use various Utilize theoretical frameworks and organizational outcomes,
AER methodologies and the results obtained goals, and values to design program and learning outcomes.
from them, to utilize AER processes and
their results to inform practice, and to shape Explain to students and colleagues the relationship of AER
the political and ethical climate surrounding processes to learning outcomes and goals.
AER processes and uses in higher
Differentiate among methods for assessment, program review,
education.
evaluation, planning, and research.
Facilitate data collection for system/department-wide
OVERALL RATING: 3
assessment and evaluation efforts using current technology
and methods.
Assess trustworthiness, and/ or validity of studies of various
methods and methodological designs.
Consider strengths and limitations of methodological
approaches when applying findings to practice in diverse
institutional settings and with diverse student populations.
Articulate, interpret, and apply results of AER reports and
studies, including professional literature.
Ensure all communications of AER results are accurate,
responsible, and effective.
Evidence of Learning Future Improvement & Development
+
I = Internship
My completion coaching project as an intern
√
at LWTech required me to assess and
evaluate student record and transcripts. I
used multiple systems to pull transcripts, run
√
degree audits, and designed a spreadsheet
to record data. This project also provided
In my graduate assistantship, I will be
+ insights into the possibility of completion
identifying student learning outcomes for
coaching as a regular function of the
attending and participating in Seattle
LWTech advising office and/or a completion
Universitu's Dance Marathon. When
√ coach position. Additionally, I followed
students check into the event,
FERPA guidelines and institutional
attendance will be tracked on their co-
confidentiality
curricular transcript indicated that they've
√ met these outcomes.
W = Work
I collaborated with supervisors and
I will participate in opportunities to assist
√ colleagues to redesign the hiring process for
with AER practices throughout my
student leaders in the Center for Student
career. Additionally, I will critically
Involvement. I created a scoring rubric for
evaluate current practices to identify the
√ the new group hiring process based on the
intended and actual purpose and
CSI learning outcomes, values, goals, and
learning outcomes. I will use evidence-
feedback from students and staff.
√ based practices (obtained through
personally research practices,
C = Coursework
networking with student affairs
Courses such as Introduction to Educational
√ Research, Foundations of the Student
professionals, and reading
articles/blogs).
Services Profession, and Student
Development Theory have provided me with
√ the foundational knowledge of AER
processses, goals, and outcomes.
Additionally, I have pracitced skills in
√
asssesing validity of studies through various
course assignments and projects.
√
 Law, Policy, and
Governance
The Law, Policy, and
Governance competency
area includes the knowledge,
skills, and dispositions
relating to policy development
processes used in various
contexts, the application of
legal constructs,
compliance/policy issues, and
the understanding of
governance structures and
their impact on one’s
professional practice.
OVERALL RATING: 2
Specific Future Improvement &
Skill Evidence of Learning
Rating Development
C = Coursework
Explain the difference between public, private, and for profit education
√ The Higher Education Law and
with respect to the legal system.
Leadership & Governance courses
provided the foundational knowledge
Describe how country and state/provincial constitutions and laws
of law, policy, and governance. In
influence the constituents within a college community and affect their ∆
Leadership & Governence, I gained
professional practice.
insights into current issues and
practices of various functional areas
Identify internal and external stakeholders, policymakers and special
∆ within higher education. In Higher
interest groups who influence higher education policy. Education Law, I reviewed federal
and state laws that impact the higher
Act in accordance with country, state/provincial, and local laws with education landscape; while also I will continue to subcribe to
√ gaining an understanding of the Higher Education
institutional policies regarding non-discrimination
influence of the public-private publications/websites/newsl
institution dichotomy on statues, etters to keep updated on
Describe the governance systems and structure at one’s institution. √ policies, and regulations. policies and regulations that
impact the student affairs
W = Work field. Additionally, I will read
Know how and when to consult with one’s immediate supervisor and I have participated in conversations and watch nationwide and
institutional legal counsel regarding matters that may have legal √ regarding risk management, local news to understanding
ramifications. divisional/departmental and how legislature could
institutional policies for student influence current higher
Explain concepts of risk management, reasonable accommodation, and organizations in my graduate education laws and
√
enact liability reduction strategies. assistantship in the Center for practices.
Student Involvement (student
activities functional area). I have also
Describe how policy is developed and implemented in one’s department
√ articulated policies and procedures to
and institution, as well as at all levels of external governance.
students. For example, at the
beginning of the 2018-19 academic
Demonstrate awareness of the inequitable and oppressive ways that
year, several policies that impact
laws and policies are enacted on vulnerable student populations in the √
student club events were updated. I
institution and at all levels of government.
co-facilitated a mandatory policy
workshop for all student organizations
Encourage and advocate participation in electoral processes at all
∆ in order to efficiently get the
levels of government.
information to students.

Values, Philosophy, and History
The Values, Philosophy, and History
competency area involves
knowledge, skills, and dispositions
that connect the history, philosophy,
and values of the student affairs
profession to one’s current
professional practice. This
competency area embodies the
foundations of the profession from
which current and future research,
scholarship, and practice will change
and grow. The commitment to
demonstrating this competency area
ensures that our present and future
practices are informed by an
understanding of the profession’s
history, philosophy, and values.
OVERALL RATING: 3
Specific Future Improvement &
Skill Evidence of Learning
Rating Development
Ability to synthesize the profession’s history √
C = Coursework
Identifies historical context of the profession from Through multiple courses,
various perspectives (i.e., role of student affairs within including Foundations of the
√ Student Affairs Profession, the
the academy, inclusion and exclusion of diverse
peoples, institutional types). American Community College, and
Student Development Theory, I
Describe the foundational philosophies, disciplines, gained knowledge of the history of
+ the student affairs profession. I
and values of the profession.
have engaged in assignments, I would like to consistently
Supports various philosophies that define the readings, and projects that explore engage with student affairs
√ historical contexts of higher and higher education
profession.
education, the public-private literature/research, online
Explains the public role and societal benefits of dichotomy (and impacts on student discussions, and attending
+ services), and have identified how professional association
student affairs and of higher education generally.
my personal values align with conferences/workshops to
Articulates the similarities and differences of varying values within the student affairs learn about new
√ field. developments in the field.
international student affairs philosophies.
As a relational practitioner,
Explains the role of the academy and student affairs W= Work and I = Internship I will establish and maintain
professional associations and the importance of √ I have observed foundational collaborative relationships
service to those organizations. philosophies in practice in my with colleagues and peers
grauduate assistantship and within the field and within
Articulates the principles of professional practice. √ internships while in the SDA my institution(s).
program. By engaging in
Explains the purpose and use of professional converations with colleagues, I
publications that incorporate the philosophy and √ have deepened my understanding
values of the profession. of how the values of the student
affairs profession manifest
Able to role model the principles from the profession
+ themselves in practice; and can
to colleagues across campus.
articulate how those values guide
my work with students.
Demonstrate responsible campus citizenship. +
 Specific Future Improvement &
Social Justice and Inclusion Skill Evidence of Learning
Rating Development

Able to articulate one’s identities and intersectionality.  + C = Coursework

For the purpose of the Social Justice and
Inclusion competency area, social justice
is defined as both a process and a goal
that includes the knowledge, skills, and
dispositions needed to create learning
environments that foster equitable
participation of all groups and seeks to
address issues of oppression, privilege,
and power. This competency involves
student affairs educators who have a
sense of their own agency and social
responsibility that includes others, their
community, and the larger global
context. Student affairs educators may
incorporate social justice and inclusion
competencies into their practice through
seeking to meet the needs of all groups,
equitably distributing resources, raising
social consciousness, and repairing past
and current harms on campus
communities.
Identify systems of socialization that influence one’s
multiple identities and sociopolitical perspectives and how
they impact one’s lived experiences.  impact my work as an educator. Additionally, I
Articulate a foundational understanding of social justice and
inclusion within the context of higher education.  to enter spaces and to engage with
Utilize critical reflection in order to identify one’s own
prejudices and biases.  experiences as times of growth and learning.
Participate in activities that assess and complicate one’s
understanding of inclusion, oppression, privilege, and
power.  students, students in the Basic Food
Integrate knowledge of social justice, inclusion, oppression,
privilege, and power into one’s practice.  learning opportunities/events
A majority of the courses I've taken in the SDA
program have had a social justice lens, which
stems from Seattle University's mission and
Jesuit pedagogy. I have also had the
opportunity to reflect, observe, and build
√ awareness of my identities and how they
have engaged in coursework that has
challenged my perspectives and actions, and
to unlearn those as well. For example, in my
STML 5720: Leadership, Personality, and
Culture course provided me with opportunities
+
populations that I otherwise may not have,
such as the Chief Seattle Club and multiple
Buddhist temples in the Seattle area. This
I will continuously engage in
course also encouraged me to embrace
critical reflection through
discomfort and to acknowledge those
+ performance reviews/one-on-
one meetings with
supervisor(s) to identify
I = Internship
personal biases. I will
My internship at Lake Washington Institute of
enhance awareness of social
Technology revealed several student
systems that influence my
populations that I had not ever worked or
lived experiences and
√ engaged with. This includes immigrant
intersectionality, through
ongoing discussions and
Employment & Training (BFET) program,
personal development
TRiO students, and students in vocational
opportunities. Attend
certifications and degrees programs. I met
workshops, trainings,
with several colleagues at LWTech to 1)
curricular & co-curricular
√ understand how they served their respective
student populations, and 2) understand how I
to question and explore social
could help students to define and achieve
justice topics and issues.
their personal definition of success.

OVERALL RATING: 4 W = Work

Connect and build meaningful relationships with others Being an advisor of an undergradate student
while recognizing their multiple, intersecting identities, + organization, Seattle University Dance
perspectives, and developmental differences.  Marathon, has given me the opportunity to
engage with students individually and in group
settings I have helped these students to
 Specific Future Improvement &
Social Justice and Inclusion Skill Evidence of Learning
Rating Development
settings. I have helped these students to
develop their leadership capacity as they
Advocate on issues of social justice, oppression, privilege, worked toward their goal of raising funds and
and power that impact people based on local, country, and √ awareness for the Seattle Children's Hospital
global interconnections.  Uncompensated Care Fund. I have observed
the privilege and power both my students and
I have to impact the healthcare system, while
also gaining an understanding of how other
practices might help to maintain systems of
Understand how one is affected by and participates in oppression and exclusion.
+
maintaining systems of oppression, privilege, and power. 
 Human and Organizational
Resources
The Organizational and Human
Resources competency area includes
knowledge, skills, and dispositions
used in the management of institutional
human capital, financial, and physical
resources. This competency area
recognizes that student affairs
professionals bring personal strengths
and grow as managers through
challenging themselves to build new
skills in the selection, supervision,
motivation, and formal evaluation of Describe the basic premises that underlie conflict in
staff; resolution of conflict;
management of the politics of
organizational discourse; and the
effective application of strategies and strategies appropriate to the situation in ways that
techniques associated with financial person(s) with whom you are engaged prefer.
resources, facilities management,
fundraising, technology, crisis
management, risk management and Explain the basic tenets of personal or organizational
sustainable resources management, risk and liability as they relate to one’s work.
risk management, and sustainable
resources.
OVERALL RATING: 3
Specific
Skill Evidence of Learning Future Improvement & Development
Rating
Understand the roles partners, allies, and adversaries
play in the completion of goals and work +
assignments. 
Recognize how networks in organizations play a role
+
in how work gets accomplished. 
Adapt to situation-appropriate communication
strategies that effectively communicate with various +
groups. 
Explain ways to apply introductory motivational
√
techniques with students, staff and others.  W = Work
Design a professional development plan that In advising undergraduate students in my
assesses one’s current strengths and weaknesses, graudate assistantship, I have collaborated
+
and establishes action items for an appropriate pace with colleagues to develop, hire, and train
of growth.  new student leaders each year. In weekly
Develop and utilize appropriate meeting materials.  √ one-on-one meetings with three or four
Provide constructive feedback in a timely manner.  √ students, I am able to help them create Implement consistent check-in
Describe ethical hiring techniques and institutional professional and personal development meetings or communications with
hiring policies, procedures, and processes that reflect √ plans. I have been challenged and learned to SUSDA team and student advisees to
a commitment to diversity and equity.  delegate tasks, provide feedback to students, assess professional develop plans and
and collaborate with colleagues and students progress on goals/programs/events.
Explain how job descriptions are designed and
√ to plan and execute programs for our Continuing my role as SUSDA chair for
support overall staffing patterns in one’s work setting. 
department. the 2018-19 academic year will
Demonstrate familiarity in basic tenets of supervision enhance my knowledge and practice of
and possible application of these supervision √ I = Internship supervision, professional development
techniques.  I have created a professional development planning and execution, resource
plan for both of my internships while in the management.
and the constructs utilized for facilitating conflict √ SDA program. In doing so, I identified my Gain knowledge of sustainable efforts
resolution.  strengths and areas for growth to develop in higher education by subscribing to
Communicate using effective verbal and non-verbal learning objectives and action items for each publications and blogs, such as the
internship. These experience took place in Association for the Advancement of
+
two different institutions and functional areas. Sustainability in Higher Education.
 
Describe and follow campus protocols for responding With that comes learning and adapting I would also like to enhance my
√ different communication styles within teams knowledge and practice of supervision.
to critical incidents and campus crises. 
and groups, which I believe I was able to do. This will include engaging in
√ conversations and observing
 
Demonstrate effective stewardship/use of resources V = Volunteer supervision practices, and seeking
+
(i.e., financial, human, material).  My role as chair of the Seattle University opportunities to supervise professional
Describe environmentally sensitive issues and explain Student Development Association (SUSDA) staff in future jobs.
how one’s work can incorporate elements of √ has given me the opportunities to lead
sustainability.  meetings, co-facilitate trainings, and provide
Articulate basic institutional accounting techniques for feedback to team members. I have
budgeting as well as monitoring and processing √ collaborated with peers and faculty to engage
revenue and expenditures.  SDA students and plan programs for the
Human and Organizational Specific
Skill Evidence of Learning Future Improvement & Development
Resources Rating
Use appropriate facilities management procedures to SUSDA community.
√
operate a facility or program in a facility. 
Articulate basic concepts of facilities management
and policies related to energy use and environmental √
sustainability. 
Articulate how physical space impacts the institution’s
√
educational mission. 
Use technological resources with respect to
maximizing the efficiency and effectiveness of one’s +
work. 
 Student Learning and
Skill
Development
Articulate theories and models that describe the
development of college students and the conditions and
practices that facilitate holistic development. 
Articulate one’s own developmental journey in relation to
formal theories.  theories are most relevant to my current work within
Identify one’s own informal theories of student
development and how they are informed by formal
theories.  through the Seattle Universit Youth Initiative. We used
Identify the dominant perspectives as well as strengths and
limitations in applying theories and models to varying
The Student Learning and
student demographic groups.  and program recommendations. I also participated in
Development competency
area addresses the
concepts and principles of Construct learning outcomes for daily practice, teaching,
student development and and training activities. 
learning theory. This
includes the ability to apply
theory to improve and inform Design programs based on current research and theories
student affairs and teaching of student learning and development. 
practice.
OVERALL RATING: 3
Able to describe an assessment and evaluative process.  +
Able to build an assessment cycle to measure learning,
teaching and training. 
Assess teaching and learning, and incorporate results into
√ year institutions will include programs that target on-
future practice. 
Assess learning outcomes from programs and services
and use theory to guide and improve practice. 
Specific
Evidence of Learning Future Improvement & Development
Rating
√ C = Coursework
The Student Development Theory course introduced me
to theories that describe college student development.
√ Assignments and groups projects, I identified which
student affairs; as well as other functional areas. For
example, my group project for this course focused on
utilizing theories and good practices to develop a college
+ access program/pipeline for middle school students
various theories, such as community cultural wealth
(Yosso, 2005), precollege preparation frameworks, and I will continue to review current
+ college readiness theories to guide our literature reviewsresearch, theories, and emerging
trends in student learning and
several reflective practices in various courses in the SDAdevelopment to inform program design.
program that helped me to identify and articulate my own Addtionally, I will attend trainings
developmental journey.
√ through professional associations to
enhance my understanding of holistic
W = Work
student development and prioritize
I collaborated with colleagues in my graduate
assistantship to develop and improve hiring practices for educaiton of the whole person. In my
√ student leaders in the Center for Student Involvement. To current graduate assitantship, I will
do so, we used theories and assessment of learning identify and improve assessment
outcomes to guide our process to improve practice. practices for student club support at
SU, specifically around workshops
I = Internship hosted by the Center for Student
Interning at Lake Washington Institute of Technology Involvement.
allowed me to work with a different student population
than what I had typically worked with (traditional-aged
student populations at private, four-year institutions). I
√ observed how practitioners at LWTech applied theories
to various student demographic, and was able to identify
how practices differed between institution types. For
example, Astin's theory of student involvement at four-
campus residents for at least an hour; whereas in a two-
year institutions, student activities departments will focus
on creating programs for students to engage with for less
than 30 minutes, or through passive engagement.
√
 Specific Future Improvement &
Technology Skill Evidence of Learning
Rating Development
Remain current on adoption patterns of new technologies and be
able to articulate the purpose and functionality of those +
technologies.  W = Work
Demonstrate adaptability in the face of fast-paced technological I have utilized various technological
+
change.  systems, including ConnectSU and
Troubleshoot basic software, hardware, and connectivity problems ProcureSU, as part of my day-to-day Maintain knowledge of technological
and refer more complex problems to an appropriate information + work in my graudate assistantship. changes and update systems in a
technology administrator.  For example, I have used ConnectSU timely manner when changes occur in
Assess the accuracy and quality of information gathered via to create surveys for programs, used current institution. Continuously
√
technology.  it to track event attendance, and to engage in online discussions with
The Technology competency area
Accurately cite electronic sources of information respecting assess student student affairs practitioners on social
focuses on the use of digital tools, +
copyright law and fair use.  involvement/engagement. Managing media, virtual affinity groups about
resources, and technologies for the
Model and promote the legal, ethical, and transparent collection, the social media accounts for the current technology trends and
advancement of student learning, √
use, and securing of electronic data.  Center for Student Involvement practices. I will maintain knowledge of
development, and success as well as
Ensure compliance with accessible technology laws and policies.  √ raised my awareness of digital social media trends to create and
the improved performance of student
Model and promote equitable and inclusive practices by ensuring identity, and provided me with implement strategies for digital/virtual
affairs professionals. Included within
all participants in educational endeavors can access and utilize the √ opportunities to implements digital student engagement.
this area are knowledge, skills, and
necessary tools for success.  communication strategies to engage
dispositions that lead to the generation
Demonstrate awareness of one’s digital identity and engage students, partners, and the greater In my assistantship, following the 12th
of digital literacy and digital citizenship
students in learning activities related to responsible digital + SU community. annual Seattle University Dance
within communities of students,
communications and virtual community engagement.  Marathon, I will gather and share data
student affairs professionals, faculty
Engage in personal and professional digital learning communities I = Internship of event trends with student leaders
members, and colleges and
and personal learning networks at the local, country, and/or global + Learning and using five new and colleages, and use that
universities.
level.  technological systems allowed me to information to make data-driven
Utilize research, trend data, and environmental scanning to assess effectively assess over 200 student decisions and goals for the upcoming
OVERALL RATING: 4
technological needs and readiness of students, colleagues and √ transcripts and records as part of my year.
other stakeholders.  completion coaching internship at
Utilize social media and other digital communication and Lake Washington Institute of I will constantly critique personal
+
collaboration tools to engage students in programs and activities.  Technology. I also used current identity on digital platforms, and
Design, implement, and assess technologically-rich learning technology trends and practices to adjust as needed.
experiences that model effective use of visual and interactive √ implement outreach strategies to
media.  reengage students with a lapse in
Demonstrate how one’s work with and service to students is enrollment.
inclusive of students participating in online and hybrid courses and ∆
programs.