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 mastery 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
 Speci Evidence of learning Future
NASPA/ACPA
fic Improvement
Competency Skill
Ratin &
Area
g Development
The Personal and + W=I identified an ethical I will continue
Ethical Articulate key elements of one’s set of personal issue with a student, defining my
Foundations beliefs and commitments (e.g., values, morals, goals, discussed with professional
competency area desires, self-definitions), as well as the source of supervisor and followed values, goals,
involves the each (e.g., self, peers, family, or one or more larger protocols that benefited morals, etc.
knowledge, communities). student and First Year and share these
skills, and Articulate one’s personal code of ethics for student + Programs (FYP). I have with
dispositions to affairs practice, informed by the ethical statements of also recognized and colleagues,
develop and professional student affairs associations and their communicated students and
maintain foundational ethical principles. challenges with supervisor.
integrity in one’s Describe the ethical statements and their √ colleagues and These, should
life and work; foundational principles of any professional supervisor to ask for align with
this includes associations directly relevant to one’s working support. student affairs
thoughtful context. principles.
development, Identify ethical issues in the course of one’s job. √ C=on SDA courses I am
critique, and Explain how one’s behavior reflects the ethical √ constantly, reflecting on I will examine
adherence to a statements of the profession and address lapses in the relevance of my opportunities
holistic and one’s own ethical behavior. work, performance and to create
comprehensive Appropriately question institutional actions which + behavior. ongoing self-
standard of ethics are not consistent with ethical standards. assessment on
and commitment Utilize institutional and professional resources to + I=other student affairs my
to one’s own assist with ethical issues (e.g., consultation with areas and projects that I professional
wellness and appropriate mentors, supervisors and/or colleagues, have had the opportunity performance,
growth. Personal consultation with an association’s ethics committee). to be part of, remind me and also I hope
and ethical Articulate awareness and understanding of one’s √ my values and to utilize
foundations are attitudes, values, beliefs, assumptions, biases, and commitment to the available
aligned because identity how they affect one’s integrity and work profession as well as the resources and
integrity has an with others. impact my actions have. support
internal locus Take responsibility to broaden perspectives by √ During my internship at systems.
informed by a participating in activities that challenge one’s beliefs. the UW Career and
combination of Identify the challenges associated with balancing + Internship Center, I I describe and
external ethical personal and professional responsibilities, and found stakeholders with perform
guidelines, an recognize the intersection of one’s personal and similar values that exemplary
internal voice of professional life. advocated for specific professional
care, and our students’ issues that responsibilities
Identify one’s primary work responsibilities and, √
own lived aligned with , meeting
with appropriate, ongoing feedback, craft a realistic,
experiences. Our department’s strategic expectations
summative self-appraisal of one’s strengths and
personal and plan. I also engaged in and set goals.
limitations.
ethical activities to seek
Articulate an understanding that wellness is a broad +
foundations grow opportunities and learn I explain and
concept comprised of emotional, physical, social,
through a process more from different describe
environmental, relational, spiritual, moral, and
of curiosity, communities with beliefs ethical
intellectual elements.
reflection, and different than mine. statements and
Recognize and articulate healthy habits for better +
self-authorship. their
living.
O=I create and importance
Identify positive and negative impacts on wellness +
Overall Rating: implement a self-care regarding the
and, as appropriate, seek assistance from available
012345 plan every quarter to situational
resources. help me balance my context.
Identify and describe personal and professional √ personal and
responsibilities inherent to excellence in practice. professional life.
Recognize the importance of reflection in personal, +
professional, and ethical development.
 Speci Evidence of Future Improvement &
NASPA/ACPA
fic Learning Development
Competency Skill
Ratin
Area
g
The Values, Describe the foundational philosophies, disciplines, √ C & I= In the I plan to practice,
Philosophy, and and values of the profession. SDAD 5300 support and learn
History Foundations of values and philosophies
competency Articulate the historical contexts of institutional types √ the Student of the profession, as
area involves and functional areas within higher education and Affairs well as to participate
knowledge, student affairs Profession, I and seek civic and
skills, and learned some of community engagement
dispositions that Describe the various research, philosophies, and √ the profession’s opportunities.
connect the scholars that defined the profession. history. During
history, my internship at I navigate systems and
philosophy, and Demonstrate responsible campus citizenship and + the Transition advocate for inclusive
values of the participation in the campus community. Center in spaces and approaches.
student affairs Highline I plan to participate
profession to Describe the roles of faculty, academic affairs, and + College I have actively in at least one
one’s current student affairs educators in the institution. raised of the student affairs
professional awareness of professional
practice. This Explain the importance of service to the institution + the historical associations.
competency and to student affairs professional associations impact on
area embodies marginalized I share and advocate for
the foundations Learn and articulate the principles of professional √ groups. the benefits for higher
of the practice. education and its
profession from W=Before I purpose to society
which current Articulate the history of the inclusion and exclusion of √ developed the members.
and future people with a variety of identities in higher education. Transfer Peer
research, Mentoring I will find ways to
scholarship, and Explain the role and responsibilities of student affairs + program in increase my role as an
practice will professional associations. FYP, I advocate, mainly for
change and researched best those who have been
grow. The Explain the purpose and use of publications that + practices and historically
commitment to incorporate the philosophy and values of the other marginalized from
demonstrating profession. professional higher education and
this competency publications. I implement principles
area ensures implemented and values of the
Explain the public role and societal benefits of student √
that our present gained profession into my
affairs in particular and of higher education in general.
and future knowledge to professional practice.
practices are build this
Articulate an understanding of the ongoing nature of √
informed by an program. I provide opportunities
the history of higher education and one’s role in
understanding As a Manager to bring awareness and
shaping it.
of the of the campus community
profession’s Commuter and engagement in campus
Be able to model the principles of the profession and √
history, Transfer issues/concerns.
expect the same from colleagues and supervisees.
philosophy, and Commons
Explain how the values of the profession contribute to
values. (CTC) in FYP, I
sustainable practices.
utilized data
and best
Articulate the changing nature of the global student +
Overall Rating: practices to
affairs profession and communicate the need to
012345 inform
provide a contextual understanding of higher decisions that
education. benefited
students’
services.
 Speci Evidence of Future Improvement
NASPA/ACPA
fic Learning & Development
Competency Skill
Ratin
Area
g
Differentiate among assessment, program review, √ W= I understand and
The Assessment, evaluation, planning, and research as well as the In FYP after interpret AER
Evaluation, and methods appropriate to each. having access to results and create
Research an AER of the discussion
competency area Select AER methods, methodologies, designs, and √ Commuter and opportunities for
focuses on the tools that fit with research and evaluation questions Transfer future goal setting.
ability to design, and with assessment and review purposes Commons, I
conduct, critique, shared with I implement AER as
and use various Facilitate appropriate data collection for √ students, staff ongoing practice in
AER system/department-wide assessment and evaluation and members initiatives,
methodologies efforts using current technology and methods. and discussed programming,
and the results future projects, etc. and
obtained from Effectively articulate, interpret, and apply results of √ recommendation apply to all
them, to utilize AER reports and studies, including professional s and future programming.
AER processes literature. goals, and wrote
and their results a report that was I create three
to inform Assess the legitimacy, trustworthiness, and/ or ∆ presented to different methods of
practice, and to validity of studies of various methods and senior assessment that
shape the methodological designs (e.g. qualitative vs. administrator. would lead to
political and quantitative, theoretical perspective, epistemological During an event, stronger evaluation
ethical climate approach). I developed results.
surrounding informal
AER processes Consider rudimentary strengths and limitations of √ assessment to I implement a
and uses in various methodological AER approaches in the gain information multicultural
higher education. application of findings to practice in diverse of services competent approach
. institutional settings and with diverse student provided in the on AER procedures
populations. CTC. The and findings.
following quarter
Overall Rating: Explain the necessity to follow institutional and ∆ some feedback I provide enough
012345 divisional procedures and policies (e.g., IRB approval, was information and
informed consent) with regard to ethical assessment, implemented. implement ethical
evaluation, and other research activities. assessment
I= I created procedures.
Ensure all communications of AER results are √ assessment
accurate, responsible, and effective. strategies to gain I take an initiative to
feedback from develop AER on a
√ ESL instructors current issue and
Identify the political and educational sensitivity of and students and present to senior
raw and partially processed data and AER results, implemented leadership.
handling them with appropriate confidentiality and feedback on
deference to organizational hierarchies. classroom I recollected and
material presented data
Design program and learning outcomes that are + presentations to tailoring to different
appropriately clear, specific, and measureable, that are better serve audiences and
informed by theoretical frameworks and that align needs of utilizing technology
with organizational outcomes, goals, and values students. tools.
Explain to students and colleagues the relationship of +
AER processes to learning outcomes and goals.
NASPA/ACPA Specifi Evidence of Future Improvement
Competency Skill c Learning & Development
Area Rating
Describe the systems used to govern public, private, ∆ I=During my Describe and
The Law, and for-profit institutions of all types (two-year, internship at the understand how
Policy, and four-year, graduate, professional, vocational, etc.) Transition Center, I governing systems in
Governance in one’s state/province and nation. sought out higher education can
competency Explain the differences between public, private, and ∆ opportunities to impact one’s
area includes for-profit higher education with respect to the legal engage with senior institution.
the knowledge, system and what they may mean for respective administrators such
skills, and students, faculty, and student affairs professionals as the VP of I will advocate for
dispositions Describe how national and state/provincial √ Academic Affairs student needs that are
relating to constitutions and laws influence the rights of and discussed impacted by current
policy students, faculty, and staff on all types of college possible state and country
development campuses. opportunities to policies.
processes used Describe evolving laws, policies, and judicial √ implement in the
in various rulings that influence the student-institutional department. I also Seek more
contexts, the relationship and how they affect professional developed new information on for-
application of practice policies for student profit legal system and
legal constructs, Act in accordance with national, state/ provincial, √ assistants to create functionality.
compliance/poli and local laws and with institutional policies a better structure
cy issues, and regarding non-discrimination. for them in the Contribute to develop
the Identify major internal and external stakeholders, √ department. and implement a
understanding policymakers, and special interest groups who culture of non-
of governance influence policy at the national, state/provincial, W=As the manager discrimination as well
structures and local, and institutional levels. of the CTC and as advocate to
their impact on Describe the governance systems at one’s √ supervisor of seven create/improve
one’s institution including the governance structures for student assistants, I ongoing training for
professional faculty, student affairs professionals, staff, and implemented all departmental staff.
practice. students department policies
Describe how policy is developed and implemented √ and made sure staff Engage in policy
in one’s department and institution, as well as the understood the changing conversation
Overall Rating: local, state/province, and national levels of importance of and groups such as
012345 government them. task force, boards and
Know when and how to consult with one’s ∆ committees to
immediate supervisor and institutional legal counsel C=Content from influence decision
regarding matters that may have legal ramifications. the Higher Ed Law making processes on a
Explain concepts of risk management, reasonable ∆ and Leadership & campus and state
accommodation, and enact liability reduction Governance level.
strategies. courses had a great
contribution to gain Reach out for support
Demonstrate awareness of inequitable and √
knowledge in this and guidance when
oppressive ways that laws and policies are enacted
competency. I making decisions that
on vulnerable student populations at national,
learned different could affect risk
state/provincial, local, and institutional levels
types of leadership management.
Describe the student conduct process at the ∆
structures and the
institutional level and demonstrate concern for the
impact of laws in Find ways to advocate
legal, social, moral, educational, and ethical
practice. and support students
expectations of the community.
that are impacted by
laws and policies to
Encourage and advocate participation in national, √
ensure a more
state/provincial, local, and institutional electoral
equitable campus.
processes as applicable.
 Specifi Evidence of Future Improvement
NASPA/ACPA
Skill c Learning & Development
Competency Area
Rating
Demonstrate effective stewardship/use of resources √ W=After Be mindful of resource
The Organizational (i.e., financial, human, material) identifying that expenditures and bring
and Human Describe campus protocols for responding to ∆ we had to awareness to cost and
Resources significant incidents and campus crises. improve our environmental impact.
competency area Describe environmentally sensitive issues and explain √ communication
includes knowledge, how one’s work can incorporate elements of of the CTC team, Learn department and
skills, and sustainability. I created ways to campus protocols, and
dispositions used in Use technological resources with respect to maximize √ improve my follow procedures in
the management of the efficiency and effectiveness of one’s work. communication crisis events.
institutional human Describe ethical hiring techniques and institutional + with student
capital, financial, hiring policies, procedures, and processes. assistants by Include and describe
and physical Demonstrate familiarity in basic tenets of supervision √ documenting and support systems in job
resources. This and possible application of these supervision keeping record descriptions, meetings,
competency area techniques of conversations, conversations, etc.
recognizes that Explain how job descriptions are designed and √ increasing
student affairs support overall staffing patterns in one’s work setting. conversations Find ways to resolve
professionals bring Design a professional development plan that assesses + and care for conflict de-escalate a
personal strengths one’s current strengths and weaknesses; and them. In this role crisis situation and
and grow as establishes action items for fostering an appropriate I also learned find support from
managers through pace of growth. and keep track of colleagues and
challenging Explain the application of introductory motivational √ annual budget, supervisors.
themselves to build techniques with students, staff, and others discussed and
new skills in the Describe the basic premises that underlie conflict in √ communicated Implement a social
selection, and the constructs utilized for facilitating conflict with other justice framework in
supervision, resolution. staff/student communication
motivation, and members on past strategies to meet
Develop and utilize appropriate meeting materials +
formal evaluation of and future needs/preferences of
(e.g. facilitation skills, agenda, notes/ minutes).
staff; resolution of expenditures. In students/staff.
Communicate with others using effective verbal and √
conflict; addition, I
non-verbal strategies appropriate to the situation in
management of the implanted ways Incorporate the values
ways that the person(s) with whom you are engaged
politics of to follow and of the department in
prefers.
organizational improve our the hiring process, as
Recognize how networks in organizations play a role +
discourse; and the value of well as equitable and
in how work gets accomplished.
effective application sustainability inclusive practices.
Understand the relational roles partners, allies, and +
of strategies and practices.
adversaries play in the completion of goals and work
techniques Discuss risks and
assignments.
associated with I= During my liability before
financial resources, Explain the basic tenets of personal or organizational ∆ summer decisions have been
facilities risk and liability as they relate to one’s work. internship with established.
management, Provide constructive feedback in a timely manner √ the UW Career
fundraising, Articulate basic institutional accounting techniques √ & Internship Advocate for a more
technology, crisis for budgeting as well as monitoring and processing Center, I built welcoming space that
management, risk revenue and expenditures. relationships embraces students'
management and Effectively and appropriately use facilities + with the Samuel cultures/identities and
sustainable management procedures as related to operating a E. Kelly Ethnic sense of belonging.
resources. facility or program in a facility. Cultural Center.
Demonstrate an understanding of how physical space √ This resulted in a Follow protocol when
Overall Rating: impacts the institution’s educational mission. partnership and using facilities and be
012345 weekly responsible in case
Understand the basic concepts of facilities √ programming for something unexpected
management and institutional policies related to underrepresented happens.
energy usage and environmental sustainability. students.
 Specifi Evidence of Future Improvement
NASPA/ACPA
Skill c Learning & Development
Competency Area
Rating
The Leadership Articulate the vision and mission of the primary work + W=While creating Understand
competency area unit, the division, and the institution. programming for organizational
addresses the Identify and understand individual-level constructs of + commuter and leadership and ways
knowledge, skills, “leader” and “leadership.” transfer students as to improve individual
and dispositions Explain the values and processes that lead to √ well as training for leadership skills.
required of a organizational improvement. student assistants, I
leader, with or Explain the advantages and disadvantages of different + have incorporated Seek and plan
without positional types of decision-making processes (e.g. consensus, department’s professional
authority. majority vote, and decision by authority). values such as development
Leadership Identify institutional traditions, mores, and √ collaboration, opportunities every
involves both the organizational structures (e.g., hierarchy, networks, sustainability, and quarter/year.
individual role of a governing groups, technological resources, nature of diversity. In the
leader and the power, policies, goals, agendas and resource CTC I aim to foster Implement and
leadership process allocation processes) and how they influence others to and implement a continue foster an
of individuals act in the organization. culture of environment that
working together to Identify one’s own strengths and challenges as a + community represents and
envision, plan, and leader and seek opportunities to develop leadership building. This has respects values and
affect change in skills. resulted in more cultural traditions
organizations and Identify basic fundamentals of teamwork and + student visits. In across campus.
respond to broad- teambuilding in one’s work setting and communities addition, in my role
based of practice. as the CTC Implement ways to
constituencies and Describe and apply the basic principles of community + Manager I increase community
issues. This can building. provided spaces for building within the
include working Describe how one’s personal values, beliefs, histories, √ student assistants department and
with students, and perspectives inform one’s view of oneself as an to ask questions across campus.
student affairs effective leader with and without roles of authority. and debrief when
colleagues, faculty, Build mutually supportive relationships with + department Improve campus
and community colleagues and students across similarities and decisions impacted culture through my
members. This differences them. own practice.
section is organized Understand campus cultures (e.g. academic, student, √
by the leadership I= As an academic Utilize technology
professorial, administrative) and apply that
learning concepts advisor during my tools to engage with
understanding to one’s work.
of Education, internship in the other campus
Use appropriate technology to support leadership +
construct Transition Center, I communities.
processes (e.g. seeking input or feedback, sharing
knowledge and spent quality time
decisions, posting data that supports decisions, use
articulation; encouraging Implement
group support website tools).
Training, skill students to become innovative ideas by
Think critically, creatively, and imagine possibilities +
identification and agents of change thinking outside the
for solutions that do not currently exist or are not
enhancement; by providing box that could
apparent.
Development, leadership and positively impact
Identify and consult with key stakeholders and ∆
personal reflection professional students.
individuals with differing perspectives to make
and growth; and growth. I also
informed decisions.
Engagement, active created ways to Create, develop a
participation and Articulate the logic and impact of decisions on groups + improve my strategic plan that
application. of people, institutional structures (e.g. divisions, leadership aligns with
departments), and implications for practice. outcomes by department values as
Overall Rating: Exhibit informed confidence in the capacity of + predetermining well as include main
individuals to organize and take action to transform upcoming student needs and
012345 their communities and world. challenges in targets
Within the scope of one’s position and √ decision making underrepresented
expertise, lead others to contribute toward the processes. students.
effectiveness and success of the organization.
 Specifi Evidence of Learning Future Improvement
NASPA/ACPA
Skill c & Development
Competency Area
Rating
For the purpose of the Identify systems of socialization √ O=I co-facilitated a LatinX Find opportunities to
Social Justice and that influence one’s multiple women leadership circle in be involved on social
Inclusion competency identities and sociopolitical Catherine Place, a non- justice issues on a
area, social justice is perspectives and how they impact profit organization. In this state and local level as
defined as both a one’s lived experiences. position, I provided well as to support
process and a goal that intentional spaces for students by providing
includes the knowledge, Understand how one is affected √ participants to be spaces and support to
skills, and dispositions by and participates in maintaining unapologetic and be proud thrive in their personal
needed to create systems of oppression, privilege, of their identities. I also and professional goals.
learning environments and power created opportunities to
that foster equitable debrief on their challenges Practice self-advocacy
participation of all Engage in critical refection in + affected by the current and advocate for
groups and seeks to order to identify one’s own political climate. others when moments
address issues of prejudices and biases of injustice occur.
oppression, privilege, W=During student staff
and power. This + training in the CTC, I Facilitate activities
competency involves Participate in activities that assess incorporated activities that that assess privilege
student affairs educators and complicate one’s explored systems of power and oppression, and
who have a sense understanding of inclusion, and privilege. I also provide space for
of their own agency and oppression, privilege, and power. partnered with a staff conversations and
social responsibility that member to facilitate dialogues.
includes others, their Integrate knowledge of social + diversity training.
community, and the justice, inclusion, oppression, Embrace other
larger global context. privilege, and power into C=In the Multicultural people's intersectional
Student affairs one’s practice Perspectives course I had identities and back
educators may the opportunity to engage in grounds, and challenge
incorporate social Connect and build meaningful + critical conversations with myself to accept
justice and inclusion relationships with others while other peers about dynamics differences to find
competencies into their recognizing the multiple, of power, oppression and ways to connect with
practice through seeking intersecting identities, our role as practitioners. others.
to meet the needs of all perspectives, and developmental Similarly, in the Student
groups, equitably differences people hold. Development Theory Incorporate programs,
distributing resources, Research Practice course I policies and
raising social Articulate a foundational √ was challenged to procedures with a
consciousness, and understanding of social justice continuously assess my own multicultural
repairing past and and inclusion within the context biases as well as to utilize competent lens.
current harms on of higher education. my power and privileges to
campus communities. advocate for others. Attend a week long
Advocate on issues of social ∆ intense social justice
justice, oppression, privilege, and I=During my summer training every three
Overall Rating: power that impact people based internship at the UW Career years and apply
012345 on local, national, and global and Internship Center I knowledge and skills
interconnections. created and tailored on upcoming
workshops that intended to projects/programs, etc.
empower and support
marginalized populations,
such as LGBTQ and first
generation students.
NASPA/ACPA Evidence of Learning Future Improvement &
Specific
Competency Skill Development
Rating
Area
Articulate theories and models that √ C=The content of the Find ways to navigate
The Student describe the development of college Student Development spaces and recognize
Learning and students and the conditions and Theory, Research and my power and
Development practices that facilitate holistic Practice course was privileges to support
competency development (e.g. learning, fundamental to my students and their
area addresses psychosocial and identity knowledge and needs.
the concepts development, cognitive-structural, professional practice. In
and principles typological, environmental, and this course we examined Share personal
of student moral) different theories, experience of resiliency
development frameworks and research. through theories and
and learning Articulate how race, ethnicity, + This knowledge has frameworks to
theory. This nationality, class, gender, age, sexual helped me to better empower students and
includes the orientation, gender identity, understand students’ colleagues.
ability to apply dis/ability, and religious belief can ethical behaviors and
theory to influence development during the diverse communities. Incorporate formal and
improve and college years. informal theories on
inform student W=In my work at FYP I student development
affairs and Identify the strengths and limitations + have implemented practice such as
teaching in applying existing theories and theories on student staff supervision, training
practice. models to varying student trainings and staff and programming.
demographic groups. meetings. I have also
included best practices to Evaluate learning
Overall Rating: Articulate one’s own developmental √ build the Transfer Peer outcomes and improve
0123 45 journey in relation to formal theories. Mentoring Program and through informed
created learning outcomes results, and best
Identify one’s own informal theories + and an assessment tool to practices.
of student development (‘theories in inform practice.
use’) and how they can be informed Seek out opportunities
by formal theories to enhance work I=In my internship at to engage in
with students. Highline I have utilized conversations with
different frameworks and colleagues on student
Identify dominant perspectives present √ models to guide my work, development theories
in some models of student learning better understand student that could impact
and development. needs and empower students and find ways
students. to support their growth.
Construct learning outcomes for both +
daily practice as well as teaching and O=At the Young Bring theories to guide
training activities. Educated Ladies Leading practice and share with
Conference 2018 I co- non-student affairs
Assess teaching, learning, and training √ facilitated a workshop colleagues and share
and incorporate the results into called “How to Survive in how theories could
practice. College as a Woman of inform student
Color”. In this workshop I performances and bring
Assess learning outcomes from ∆ presented Yosso’s model social justice and
programs and services and use theory of Community Cultural equitable perspectives.
to improve practice. Wealth and unpacked
intersectional
complexities.
NASPA/ACP Specifi Future
A Competency Skill c Evidence of Learning Improvement &
Area Rating Development
Demonstrate adaptability in the face of fast paced ∆ W=Working in FYP I Seek learning
The technological change. have learned different opportunities to
Technology Remain current on student and educator adoption √ software to communicate increase my
competency patterns of new technologies and familiarize oneself with staff members and knowledge in
area focuses with the purpose and functionality of those share information. I have technology tools
on the use of technologies. tried to solve software and software
digital tools, Troubleshoot basic software, hardware, and + issues on my own before programs that are
resources, and connectivity problems and refer more complex reaching out for technical relevant to practice
technologies problems to an appropriate information technology support when necessary. and student
for the administrator. Moreover, I have also engagement.
advancement Draw upon research, trend data, and environmental + utilized technology tools
of student scanning to assess the technological readiness and to assess and collect Learn department
learning, needs of students, colleagues, and other educational students’ data. This has access to
development, stakeholders when infusing technology into allowed me to technology
and success as educational programs and interventions. communicate with accessibility and
well as the Critically assess the accuracy and quality of + students and provide rights for these
improved information gathered via technology and accurately them opportunities to services.
performance cite electronic sources of information respecting engage with others, such
of student copyright law and fair use. as the Transfer Peer Be mindful of
affairs Model and promote the legal, ethical, and transparent + Mentoring Program. In technology barriers
professionals. collection, use, and securing of electronic data. addition, during this and provide other
Included Ensure compliance with accessible technology laws √ program I have discussed options to
within this and policies. with student mentors our encourage
area are Demonstrate awareness of one’s digital identity and √ role to ensure student students’ full
knowledge, engage students in learning activities related to confidentiality and participation.
skills, and responsible digital communications and virtual FERPA regulations.
dispositions community engagement as related to their digital Join a NASPA
that lead to the reputation and identity. C=Across my SDA knowledge
generation of Model and promote equitable and inclusive practices + courses, trainings and community and be
digital literacy by ensuring all participants in educational endeavors presentations, I have an active member.
and digital can access and utilize the necessary tools for success. tried to cite properly in
citizenship Appropriately utilize social media and other digital + APA format and give Utilize assessment
within communication and collaboration tools to market and credit to authors. and technology
communities promote advising, programming, and other learning- tools to gather
of students, focused interventions and to engage students in these I=When I provide information, create,
student affairs activities. classroom presentations implement and
professionals, to ESL students in my improve
Engage in personal and professional digital learning √
faculty internship at Highline, I services/programm
communities and personal learning networks at the
members, and create visual appealing ing.
local, national, and/or global level.
colleges and presentations and
Design, implement, and assess technologically-rich √
universities. interactive activities to Be proactive in
learning experiences for students and other
engage audience. creating engaging
stakeholders that model effective use of visual and
opportunities
interactive media.
Overall O=I mainly utilize my through current
Ensure that one’s educational work with and service ∆
Rating: LinkedIn account and social media
to students is inclusive of students participating in
012345 Prezi, as online platforms sources and
online and hybrid format courses and programs.
to share my professional encourage students'
Incorporate commonly utilized technological tools + identity, values, interests, participation.
and platforms including social medial and other and my professional Through
digital communication and collaboration tools into work, such as technology tools.
one’s work. presentations, projects,
current job place, etc.
NASPA/ACP Speci Evidence of Learning Future Improvement
A fic & Development
Skill
Competency Ratin
Area g
Exhibit culturally inclusive active listening skills + I=As an academic Seek learning and
The Advising (e.g., appropriately establishing interpersonal advisor for ABE students training opportunities
and contact, paraphrasing, perception checking, at Highline, I have to better facilitate
Supporting summarizing, questioning, encouraging, avoid developed trusting problematic
competency interrupting, clarifying). relationships with situations and crisis
area Establish rapport with students, groups, + students. In this position management
addresses the colleagues, and others that acknowledges I have encouraged open intervention.
knowledge, differences in lived experiences. conversations through
skills, and Recognize the strengths and limitations of one’s + verbal and non-verbal Find better strategies
dispositions own worldview on communication with others communication, deep to challenge and
related to (e.g., how terminology could either liberate or listening and by support students to
providing constrain others with different gender identities, respecting others' ways provide them
advising and sexual orientations, abilities, cultural to communicate and opportunities to
support to backgrounds, etc.). engage in conversation. growth personally
individuals Facilitate refection to make meaning from + and professionally.
and groups experiences with students, groups, colleagues, W=When I supervised
through and others. seven student assistants Understand my own
direction, Conscientiously use appropriate nonverbal √ in the CTC, I tried to expertise in the field
feedback, communication. find better ways to and utilize referral
critique, Facilitate problem-solving. ∆ increase rapport and resources to support
referral, and Facilitate individual decision-making and + show care for them. students holistically.
guidance. goalsetting. During staff meetings,
Through Appropriately challenge and support students + presentations, trainings, Seek opportunities to
developing and colleagues. and group discussions I better understand and
advising and Know and use referral sources (e.g., other √ implemented reflection address students’
supporting offices, outside agencies, knowledge sources), questions as a tool for issues, systemic
strategies that and exhibit referral skills in seeking expert self-assessment, barriers, political
take into assistance. professional goal setting climate, mental
account self- Identify when and with whom to implement ∆ and team expectations. health issues, etc.
knowledge appropriate crisis management and intervention
and the needs responses. W & I= In FYP and the Learn and apply
of others, we Transition Center I have protocol and
Maintain an appropriate degree of +
play critical provided students with procedures of the
confidentiality that follows applicable legal and
roles in the opportunity to meet organization when
licensing requirements, facilitates the
advancing the virtually and connected advising and
development of trusting relationships, and
holistic them with other campus supervising students.
recognizes when confidentiality should be
wellness of resources, by making
broken to protect the student or others.
ourselves, our personalized referrals Keep try to be open
Seek opportunities to expand one’s own +
students, and and addressing other minded and apply a
knowledge and skills in helping students with
our students’ needs. multicultural
specific concerns (e.g., relationship issues,
colleagues. approach while
navigating systems of oppression, or suicidality)
C=content from the interacting with
as well as interfacing with specific populations
Overall Student Development others different than
within the college student environment.
Rating: Theory, Research and me.
Utilize virtual resources and technology to meet +
012345 Practice course has
the advising and supporting needs of students.
helped me to re-frame Create better ways to
Know and follow applicable laws, policies, and + practice and better ensure and protect
professional ethical guidelines relevant to understand students from students’
advising and supporting students’ development. different perspectives. confidentiality.