Lakeisha Jackson Artifact H: Knowledge, Skills, and Competencies Analysis ASSESSMENT KEY Overall Competency Rating: 0= no exposure to and

no experience in this competency 1= minimal exposure to but no experience in this competency 2= moderate exposure to and minimal experience in this competency 3= moderate experience in this competency 4= experience in this competency 5= much experience in this competency, basic master has been achieved Specific Skill Rating: (+)= highly competent ()= competent ()= area of improvement/experience needed Evidence of Learning: W= Work I= Internship C= Coursework V= Volunteer work O= Other

*Note: All competency descriptions are taken from the ACPA and NASPA Professional Competency Areas for Student Affairs Practitioners (2010)

Lakeisha Jackson ACPA/NASPA Competency Area Skill Specific Rating Evidence of Learning

2 Future Improvement & Development

I feel strongly developed in this competency area, yet there is always room for improvement. Though I have significant experience in this area and with diverse populations of students, more work can always be done to develop my skillset. As I gain more professional experience in student affairs and with one-onone advising, I believe I will continue to enhance my toolbox. I know that my roles as coordinator of off-campus student life and SUSDA Chair will allow me to continue enhancing these skills throughout the academic year. My continued mentoring relationship will also aid me throughout my career as I focus on how I give back to my community and how I enhance and exemplify the profession. In my next professional position post SDA program I plans to join a book club with a social justice focus in order to expand my knowledge of other communities. This will strengthen my skill in advising and helping. Additionally, I hope to become an advisor to a student organization. Both of these action steps correlate to Astins (1993) theory of involvement and Yossos (2005)community cultural wealth.

Advising & Helping The Advising and Helping competency area addresses the knowledge, skills, and attitudes related to providing counseling and advising support, direction, feedback, critique, referral, and guidance to individuals and groups.

Overall Rating: 0 1 2 3 4 5

Exhibit active listening skills (e.g., appropriately establishing interpersonal contact, paraphrasing, perception checking, summarizing, questioning, encouraging, avoid interrupting, clarifying). Establish rapport with students, groups, colleagues, and others. Facilitate reflection to make meaning from experience. Understand and use appropriate nonverbal communication. Strategically and simultaneously pursue multiple objectives in conversations with students. Facilitate problem-solving. Facilitate individual decision making and goal setting. Challenge and encourage students and colleagues effectively. Know and use referral sources (e.g., other offices, outside agencies, knowledge sources), and exhibit referral skills in seeking expert assistance. Identify when and with whom to implement appropriate crisis management and intervention responses. Maintain an appropriate degree of confidentiality that follows applicable legal and licensing requirements, facilitates the development of trusting relationships, and recognizes when confidentiality should be broken to protect the student or others. Recognize the strengths and limitations of ones own worldview on communication with others (e.g., how terminology could either liberate or constrain others with different gender identities, sexual orientations, abilities, cultural backgrounds). Actively seek out opportunities to expand ones own knowledge and skills in helping students with specific concerns (e.g., suicidal students) and as well as interfacing with specific populations within the college student environment (e.g., student veterans).

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W: In my current capacity as coordinator of off-campus student life at SU with the Division of Student Development, I am a conduct officer and the appeals officer. As a conduct officer, I have to be knowledgeable about university policies, FERPA, and university resources. In addition to these procedural skills, I am skilled in conducting hearings with students to investigate alleged violations of the student code of conduct and university policy. This work calls for me to exercise strong listening skills, empathy and persuasiveness in helping students align the dissonance between their individual decisions and behaviors and their responsibilities as community members within and outside of SU. O: As the Chair of SUSDA, I lead the student organization. In conduction with the other eight executive members, I work to provide the best programming, events and experiences for SDA students. We are creating a space for student experiences with in the context of the graduate program and this all involves a great deal of listen and negotiating what is feasible for SUSDA to do. V: As a mentor for numerous students and recent graduates, I listen to and support students who are navigating the transition from high school to college to career. This can be a convoluted path and mentors are powerful resources for students and gain a lot in return.

Lakeisha Jackson ACPA/NASPA Competency Area Skill Specific Rating Evidence of Learning

3 Future Improvement & Development

This competency reminds me of the importance of grounding student affairs work in theory, research and practice. Taking the M.A track in the program has enhanced my skillset. But once I graduate from the SDA program, it will be significant for me to continue to review journals and research relevant in the field. Additionally, I am confident that I will take my knowledge from my academic research experiences into my next professional roles and enhance that workplace and programming with valid AER. Furthering this, in my next professional position post SDA program, I plan to publish in the Chronicle for Higher Education and submitted 2-3 workshop proposals for the 2014 national NASPA conference.

Differentiate among assessment, program review, evaluation, planning, and research and the methodologies appropriate to each. Assessment, Effectively articulate, interpret, and use results of Evaluation, & AER reports and studies, including professional Research literature. Facilitate appropriate data collection for system/department-wide assessment and The Assessment, evaluation efforts using up-to-date technology Evaluation, and Research competency and methods. area (AER) focuses Assess trustworthiness and other aspects of on the ability to use, quality in qualitative studies and assess the design, conduct, and transferability of these findings to current work settings. critique qualitative and quantitative AER Assess quantitative designs and analysis analyses; to manage techniques, including factors that might lead to organizations using measurement problems, such as those relating to sampling, validity, and reliability. AER processes and Explain the necessity to follow institutional and the results obtained divisional procedures and policies (e.g., IRB from them; and to approval, informed consent) with regard to shape the political ethical assessment, evaluation, and other research and ethical climate activities. surrounding AER Explain to students and colleagues the processes and uses on relationship of AER processes to learning campus. outcomes and goals. Identify the political and educational sensitivity of raw and partially processed data and AER results, handling them with appropriate confidentiality and deference to the organizational hierarchy. Overall Rating: Align program and learning outcomes with organization goals and values. 0 1 2 3 4 5

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C: By selecting the M.A. track for the SDA program I have intentionally challenged myself to develop strong research skills. As an undergraduate, I was trained in research methodology very efficiently by both sociology and communication faculty at Western Washington University (WWU). Then, as a full-time practitioner, I applied these skills in program development and evaluation. Since entering the SDA program, I have focused on developing research skills. During my first quarter I too EDUC 500 Intro to Research, which served as a refresher for terminology, concepts and research skills. SDAD 591 Research and Assessment in Higher Education, was a great course to study deeper into how research and assessment is utilized in the field of student affairs. Currently, I am completing SDAD 595 Grad Project. In conducting my own research project, I am taking responsibility for the application of my learning process. W: In my graduate assistantship, I always use a program evaluation for the off-campus student life programs and events that I manage. This serves to assess the programs purpose, impact and success. This data is used to create assessment briefs for the Division which shows evidence of the effectiveness of student affairs.

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Lakeisha Jackson ACPA/NASPA Competency Area Skill Specific Rating + + + + + + Evidence of Learning

4 Future Improvement & Development

I am also engaging in EDI work through my role as SUSDA Chair and supporting programing around iGroup dialogue, large group programming around diversity and breaking boundaries conversations. As the Chair of SUSDA, I get to support my Eteam members in the development of the community and our work around social justice and diversity. We are actively engaging in this work with the knowledge that more work needs to be done to support the various stages of development that SDA students are at. Henceforth EDI work will continue to be a focal point throughout my year as SUSDA Chair. I will also be intentional about supporting the person who succeeds me in continuing the work SUSDA is doing to strengthen students competency in EDI. Additionally, in SDAD 595 Grad Project, I am focusing on mentoring, women, people of color, education and student affairs. I believe my research will be very informative to me a person, scholar and practitioner. Particularly as it relates to my personal salient identities and community work. I believe this project will enhance my research skills with respect to EDI issues.

Equity, Diversity, & Inclusion

The Equity, Diversity, and Inclusion (EDI) competency area includes the knowledge, skills, and attitudes needed to create learning environments that are enriched with diverse views and people. It is also designed to create an institutional ethos that accepts and celebrates differences among people, helping to free them of any misconceptions and prejudices. Demonstrate fair treatment to all individuals and Overall Rating: 0 1 2 3 4 5
change aspects of the environment that do not promote fair treatment.

Identify the contributions of similar and diverse people within and to the institutional environment. Integrate cultural knowledge with specific and relevant diverse issues on campus. Assess and address ones own awareness of EDI, and articulate ones own differences and similarities with others. Demonstrate personal skills associated with EDI by participating in activities that challenge ones beliefs. Facilitate dialogue effectively among disparate audiences. Interact with diverse individuals and implement programs, services, and activities that reflect an understanding and appreciation of cultural and human differences. Recognize the intersectionality of diverse identities possessed by an individual. Recognize social systems and their influence on people of diverse backgrounds. Articulate a foundational understanding of social justice and the role of higher education, the institution, the department, the unit, and the individual in furthering its goals. Use appropriate technology to aid in identifying individuals with diverse backgrounds as well as assessing progress towards successful integration of these individuals into the campus environment. Design culturally relevant and inclusive programs, services, policies, and practices.

W: In my graduate assistantship, I am able to work with a diverse group of students and staff through my programming work to engage SUs off-campus student populations. This allows me to have conversations around the invisible identity of being first-generation students and to have conversations about socioeconomic status, and the privilege of being able to afford to live on campus. Additionally as a conduct officer, hearings allow me to have serious conversations with students in a one-on-one setting that encourages them to explore how identity, behavior and expectations intersect in their identity as a college student at SU. I: My internship involved working with City University of Seattle, and traveling to a university in Prague, Czech Republic with college students from Mexico. This was a unique opportunity to interact with students (of color) but from a non-U.S. centric experience. The intercultural communication aspects were relevant throughout my internship and the learning opportunity was beyond any internship or professional experience that I could have planned. V: I am a volunteer for many college access non-profits College Success Foundation, Seattle Urban League Young Professionals, Rainier Scholars and so on. This allows me to give back as an individual to my community and move work forward as a social justice advocate.

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Analyze the interconnectedness of societies worldwide and how these global perspectives impact institutional learning.

Lakeisha Jackson ACPA/NASPA Competency Area Skill Specific Rating Evidence of Learning

5 Future Improvement & Development

In my volunteer capacities as a mentor and public speaker, I have been challenge with many ethical dilemmas over the past few months. These various dilemmas are fresh in my mind and I am proud of how I handled each situation. I have a solid understanding of my values and ethics and could explain in a calm, reasonable manner to other parties why I felt conflicted in certain scenarios. The responses from those whom I was engaged in these conversations with were always positive and receptive and we were able to find ways to work together. An area to continue to work on allowing more response time when I am in an ethical conflict. Many times I put pressure on myself to respond sooner than needed. Giving myself space and time to process emotions that come with facing an ethical dilemma is very important. When I feel like I am not being heard or disrespected in a situation, I tend to experience the impact at a heightened level. I want to be mindful of how I navigate and manage my emotions and the impact of my response on my reputation. These are lesson that I will continue to be mindful of in all areas of my life.

Articulate ones personal code of ethics for student affairs practice, which reflects the Ethical Professional ethical statements of professional student Practice affairs associations and their foundational ethical principles. Describe the ethical statements and their The Ethical foundational principles of any professional Professional Practice associations directly relevant to ones working competency area context. pertains to the Explain how ones behavior embodies the knowledge, skills, and ethical statements of the profession, particularly attitudes needed to in relationships with students and colleagues, in understand and apply the use of technology and sustainable practices, ethical standards to in professional settings and meetings, in global ones work. While relationships, and while participating in job ethics is an integral search processes. component of all the Identify ethical issues in the course of ones job. competency areas, Utilize institutional and professional resources this competency area to assist with ethical issues (e.g., consultation focuses specifically with more experienced supervisors and/or on the integration of colleagues, consultation with an associations ethics into all aspects Ethics Committee). of self and Assist students in ethical decision making and professional practice. make referrals to more experienced professionals when appropriate. Demonstrate an understanding of the role of beliefs and values in personal integrity and Overall Rating: professional ethical practices. Appropriately address institutional actions that 0 1 2 3 4 5 are not consistent with ethical standards. Demonstrate an ethical commitment to just and sustainable practices.

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C: In SDAD 576 - Lead & Gov, I reviewed many case studies about campus crises and did research about past cases unassigned in the course. This course provided a good source of content into the decision-making practices of campus leaders. It also gave me a space to consider what I would do in similar situations as a campus leader. Additionally, my EDUC 520 Social Justice in Professional Practice allowed me to gain theoretical knowledge of how I incorporate social justice and ethics into my professional capacity. Furthering this EDAD 570 Leadership in Education I, gave me a space to articulate, who am I as a leader, what do I believe and stand for, and how I lead. Being able to name these elements factor into my ethical professional practice. W: In my capacity as a conduct officer, I lead a sanction workshop titled Integrity Development Workshop that challenges students to understand their own personal ethics and their roles as university community members. Teaching foundational theories around identity, intellectual and ethical development to undergraduate students cements my own practices and values as an ethical professional within student affairs.

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Lakeisha Jackson ACPA/NASPA Competency Area History, Philosophy, & Values Skill Specific Rating Evidence of Learning

6 Future Improvement & Development

I attended the NASPA national conference for the first time in March 2013. Though I have participated in and presented at numerous student affairs affiliated conferences in the past during my time working in the non-profit sector doing college and career access work; being on a college campus and working within student affairs has shifted my perspective in regards to access and utilizing the history and values of the profession. As I transition through this program, in my graduate assistantship and back into being a full-time professional, I will be looking for and creating intentional settings that utilize the philosophies of the profession in practice. I know this is done in the SDA courses, but I will be intentional in seeing how full-time professional are incorporating this competency in their work; and further how I can also incorporate it into my work. I will be active as a professional in seeking out formal mentorship and knowledge communities within NASPA to expand my knowledge in this area.

Describe the foundational philosophies, disciplines, and values on which the profession is built. The History, Articulate the historical contexts of institutional Philosophy, and Values types and functional areas within higher competency area education and student affairs. involves knowledge, Describe the various philosophies that define the skills, and attitudes that profession. connect the history, Demonstrate responsible campus citizenship. philosophy, and values Demonstrate empathy and compassion for of the profession to student needs. ones current Describe the roles of both faculty and student professional practice. This competency area affairs educators in the academy. Explain the importance of service to the academy embodies the and to student affairs professional associations. foundations of the profession from which Articulate the principles of professional practice. current and future Articulate the history of the inclusion and research and practice exclusion of people with a variety of identities in will grow. The higher education. commitment to Explain the role and responsibilities of the demonstrating this student affairs professional associations. competency area Explain the purpose and use of publications that ensures that our present incorporate the philosophy and values of the and future practices are profession. informed by an Explain the public role and societal benefits of understanding of our history, philosophy, and student affairs and of higher education generally. Articulate an understanding of the ongoing nature values. of history and ones role in shaping it. Model the principles of the profession and Overall Rating: communicate the expectation of the same from colleagues and supervisees. 0 1 2 3 4 5 Explain how the values of the profession contribute to sustainable practices.

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C: SDAD 577 Foundations was a good course for me to get reintroduced to the documented purpose, mission and values of the student affairs profession. This course grounded many parts of the national associations functionality for me. Adding to this SDAD 578 Theory, allowed me put a theoretical framework around the values of the work and why we do what we do for students. As student affairs professionals, it is important to protect and care for students and their respective experiences. Courses such as a SDAD 580 Higher Ed Law and EDUC 520 gave me further historical evidence and cases of how systems of oppression and laws have long been in existence to keep people from marginalized identities from accessing higher education. Also, understanding my own privilege and oppressed identities empowers me to know when and where to step up and stand out O: My undergraduate education as a sociology major gave me a strong understanding of the systems of education, family, religion, economy and politics as it pertains to shaping individual peoples lives and communities. Now in this program, I focus specifically on the system of higher education. Having a board sociological knowledge of systems has be helpful to be in understanding historical impact.

Lakeisha Jackson ACPA/NASPA Competency Area Skill Specific Rating + + + + + + + + + + + + + + + + Evidence of Learning

7 Future Improvement & Development

As I continue on in my career I know that irrespective of which professional arena I am in that I need experiences supervising fulltime staff members. That is currently a missing piece in my professional experiences and will be a deciding factor in many jobs that I will apply throughout my job search process. Though I have experience advising and managing both current student and alumni boards this does not equate to supervising full-time staff. It will be important that I seek professional opportunities that allow me to gain that experience. In my next professional, role I will seek opportunities to supervise undergraduate staff, graduate assistant or other staff, if applicable.

Human & Organizational Resources

The Human and Organizational Resources competency area includes knowledge, skills, and attitudes used in the selection, supervision, motivation, and formal evaluation of staff; conflict resolution; management of the politics of organizational discourse; and the effective application of strategies and techniques associated with financial resources, facilities management, fundraising, technology use, crisis management, risk management, and sustainable resources.

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Describe appropriate hiring techniques and institutional hiring policies, procedures, and processes. Demonstrate familiarity in basic tenets of supervision and possible application of these supervision techniques. Explain how job descriptions are designed and support overall staffing patterns in ones work setting. Design a professional development plan in ones current professional position that assesses ones strengths and weaknesses in ones current position, and establishes action items for fostering an appropriate level of growth. Explain the application of introductory motivational techniques with students, staff, and others. Describe the basic premises that underlie conflict in organizational and student life and the constructs utilized for facilitating conflict resolution in these settings. Effectively and appropriately use facilities management procedures as related to operating a facility or program in a facility. Articulate basic accounting techniques for budgeting, monitoring, and processing expenditures. Demonstrate effective stewardship and use of resources (i.e., financial, human, material) Use technological resources with respect to maximizing the efficiency and effectiveness of ones work. Describe environmentally sensitive issues and explain how ones work can incorporate elements of sustainability. Develop and disseminate agendas for meetings. Communicate with others using effective verbal and nonverbal strategies appropriate to the situation in both one-on-one and small group settings. Recognize how networks in organizations play a role in how work gets done. Understand the role alliances play in the completion of goals and work assignments. Describe campus protocols for responding to significant incidents and campus crises. Explain the basic tenets of personal or organizational risk and liability as they relate to ones work.

O: As the SUSDA Chair I lead at team of eight other graduate students that do programming and events for the entire SDA student population. This is a role that requires a lot of people management skills, passion and dedication. I am effective in this role because I make my executive team members a high priority in how I function in my role. I support them by being highly organized, approachable, dependable and accountable. Additionally, I work with the SDA program director and other faculty members to support change, dialogue and progress in the student community. W: In my graduate assistantship, I work with 16 other university conduct officers to facilitate the integrity formation process. Additionally, I act as the appeal officers and am often petitioned by students to appeal the decisions of my colleagues. I utilize my colleagues and the evidence to investigate cases that are appealed. Though this is not the work that I envision myself doing in the bulk of my career as a student affairs professional, I am grateful for the crisis and case management experiences which will undoubtedly be invaluable professional experiences to reference as I move throughout my career.

Lakeisha Jackson ACPA/NASPA Competency Area Skill Specific Rating Evidence of Learning

8 Future Improvement & Development

In my internship, which was in international education and involved supporting 41 college students from Mexico in an integrated study aboard program in Prague, there were many elements of this specific competency area. At times prior to the summer trip, I felt overwhelmed by all of the moving parts involved with policy, higher education and an international location. But once the program actually began in Prague, I was better able to incorporate the purposes of the law, policy and governance aspects into my internship as a whole. That is an extreme example, but in the same regard, I think politics and policies can feel the same way for programs, events, courses and initiatives on a college campus. Knowing my resources in this game will be key to the work I will do. In my next professional role I hope to utilize professional development funds and opportunities to attend workshops and conferences about the LPG side of higher education.

Law, Policy, & Governance The Law, Policy, and Governance competency area includes the knowledge, skills, and attitudes relating to policy development processes used in various contexts, the application of legal constructs, and the understanding of governance structures and their impact on ones professional practice.

Explain the differences between public and private higher education with respect to the legal system and what they may mean for students, faculty, and staff at both types of institutions. Describe the evolving legal theories that define the studentinstitution relationship and how they affect professional practice. Describe how national constitutions and laws influence the rights that students, faculty, and staff have on public and private college campuses. Explain the concepts of risk management and liability reduction strategies. Explain when to consult with ones immediate supervisor and campus legal counsel about those matters that may have legal ramifications. Act in accordance with federal and state/province laws and institutional policies regarding nondiscrimination. Describe how policy is developed in ones department and institution, as well as the local, state/province, and federal levels of government. Identify the major policy makers who influence ones professional practice at the institutional, local, state/province, and federal levels of government. Identify the internal and external special interest groups that influence policy makers at the department, institutional, local, state/province, and federal levels. Describe the public debates surrounding the major policy issues in higher education, including access, affordability, accountability, and quality. Describe the governance systems at ones institution, including the governance structures for faculty, staff, and students. Describe the system used to govern or coordinate ones state/province system of higher education, including community college, for-profit, and private higher education. Describe the federal and state/province role in higher education.

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C: In the course SDAD 580 - Higher Ed Law, we discussed foundational policies, lawsuits and cases that have impacted the structure of higher education, and how institutions must abide in order to protect the school, students and the system of higher education. Additionally, we discussed the different laws and policies governing private institutions and public institutions and what it means for public institutions to act as an agent/actor of the state. In addition to this SDAD 576 Lead & Gov. provide charts, tables, readings, and case studies around institutional governing boards, policy decisions and tenure decisions. I found all of this knowledge to be instrumental in understanding higher education politics and governance. W: Working with the conduct system here as SU has provided me with the immeasurable amount of contact with the FERPA, the Student Code of Conduct, Public Safety, incident reports, and student meetings. Understanding the difference in policy and jurisdiction for a private university verses a public university has be very formative in evaluating my personal/professional ethics and what type of institution and functional area I will seek to work at after I graduate from the SDA program and complete my graduate assistantship.

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Lakeisha Jackson ACPA/NASPA Competency Area Skill Specific Rating + + + + + + + + + + Evidence of Learning

9 Future Improvement & Development

A significant area of leadership development for me is to consider different types of decision-making. Many times I think about choices and voices of all affected parties. This comes from my consideration of my oppressed identities and wanting to be inclusive. However, in some cases that is not the way decision-making authority works. The scenario may be that one person has the authority in making the decisions, and ask other their opinions or not. Wrapping my mind around this type of practice is important because in a professional setting this tends to be the case many times. As I move out of this academic program and courses with a plethora of group projects, I will be mindful of adapting back into a decision by authority setting. In my next professional role I plan to enhance my leadership skills by joining university-wide committee that impact decisions at an institutional level. Within two years I hope to be a co-chair on a university-wide committee.

Leadership The Leadership competency area addresses the knowledge, skills, and attitudes required of a leader, whether it be a positional leader or a member of the staff, in both an individual capacity and within a process of how individuals work together effectively to envision, plan, effect change in organizations, and respond to internal and external constituencies and issues.

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

W: In my capacity as coordinator of offcampus student life, I lead an advisory board of student to think critically about how offcampus students are able to build community and networks through programs and events hosted at or near SU. Furthering this, I collaborate with Housing & Residence Life and Commuter & Transfer Student Life to build events and programs that support the development of off-campus student life program such events include the fall time Welcome Back BBQ for off-campus students and the springtime Off-Campus Housing Fair. I: As an intern at City University of Seattle, I led the logistical coordination of 41 college students from Mexico who participated in a month-long study aboard program in Prague. The students all took a project management course, participated in business trips with company partners and engaged in cultural exploration immersions. Managing all of the logistics leading up to the trip and after the trip, as well as the programmatic pieces, was a huge responsibility that I navigated successfully! O: As SUSDA Chair, I coordinated and planned the 2013 annual all SUSDA Community Retreat, which 68% of the student community participated in. I wrote an agenda that was supported by and participated in by my executive team. Additionally, the retreat was well-reviewed by those who participated. This was a strong foundation to start the year on.

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Lakeisha Jackson ACPA/NASPA Competency Area Skill Specific Rating

Evidence of Learning

10 Future Improvement & Development

An area for development for me is to learn to have as much drive to complete tasks that I am less passionate about. I often find myself procrastinating tasks that are important because I have less interest in completing them. I think an honest skill development is to allocate and calendar times for those tasks in my life. Assignments both in academia and in the professional capacity are there for a reason and are a part of the larger project plan. As I continue to grow as a professional, I will utilize steps to be more intentional about completing tasks with more timeliness and dedication regardless of how glamorous the tasks are, because the completion of tasks and work aligns with my value of giving my word and following through. I understand that I am adding stress to my life, mind and body by delaying tasks that I must do. Stress reduction and balance are values that I must work towards with greater intentionality.

Identify key elements of ones set of personal beliefs and commitments (e.g., values, morals, Personal goals, desires, self-definitions), as well as the Foundations source of each (e.g., self, peers, family, or one or more larger communities). The Personal Identify ones primary work responsibilities Foundations and, with appropriate ongoing feedback, craft a competency area realistic, summative self-appraisal of ones involves the strengths and limitations. knowledge, skills, and Describe the importance of ones professional attitudes to maintain and personal life to self, and recognize the emotional, physical, intersection of each. social, environmental, Articulate awareness and understanding of relational, spiritual, ones attitudes, values, beliefs, assumptions, and intellectual biases, and identity as it impacts ones work wellness; be selfwith others; and take responsibility to develop directed and selfpersonal cultural skills by participating in reflective; maintain activities that challenge ones beliefs. excellence and Recognize and articulate healthy habits for integrity in work; be better living. comfortable with Articulate an understanding that wellness is a ambiguity; be aware broad concept comprised of emotional, of ones own areas of physical, social, environmental, relational, strength and growth; spiritual, and intellectual elements. have a passion for Identify and describe personal and professional work; and remain responsibilities inherent to excellence. curious. Articulate meaningful goals for ones work. Identify positive and negative impacts on Overall Rating: psychological wellness and, as appropriate, seek assistance from available resources. 0 1 2 3 4 5 Recognize the importance of reflection in personal and professional development.

O (family): I credit my mother with teaching me how to stand strong on my own convictions, developing an individual relationship around faith identity and having a strong work ethic. For me these things tie back into loyalty to self, family, others and community. I am strong and confident in my stance of who I am, what my identities are, how I articulate myself, my beliefs and my goals in context to others and systems. I am proud that I know how to search within myself to center and reframe who I am and who I want to become in the constant change that is Lakeisha Nicole Jackson. O (previous professional and volunteer service): The first time someone called me a social justice advocate it shocked me. It was his use of language. The person was Dr. Larry Estrada, an associate professor at Western Washington University. It was Oct 2009. I was a full-time professional at a nonprofit and Dr. Estrada was giving a speech to encourage undergraduates to move onto earn an advanced degree. And he called me out Lakeisha Jackson she is a social justice advocate! I was shocked because no one had ever said these powerful words about me. After his speech, I reviewed my lifes activities of service to my community to promote access to higher education to underserved students, both professionally and personally. All the evidence was there: I mentor. I march in rallies. I make phone calls to community members. I review scholarship applications. I volunteer at nonprofits. I recruit other young professionals to do the same. I am who Dr. Estrada said I was a social justice advocate!

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Lakeisha Jackson ACPA/NASPA Competency Area Skill Specific Rating Evidence of Learning
C: In the course SDAD 578 Theory, I had the opportunity to participate in a process around learning, researching and applying theory. The application of theory to practice in the context of the workshops that we developed was helpful in actualizing how professionals can teach this information to students. Additionally, the theory course created a spaced for me to analyze how I understand my own personal identities and the development of those identities in relation to theory. This was also very relevant for me when I took EDAD 570 Lead I, in that course I examined my leadership philosophy which in large part for me is informed by my identity development. Knowing and understanding theory is one of the major reasons that I came to this masters program. Being a professional without a masters degree working with students around college and career access had an impact on my professional development. This program and the application of knowledge will change my career trajectory hereafter. O: At the SUSDA retreat this year we did personal narrative sharing that relates to the core purpose of this competency area. As Chair, I set the tone of the experience by sharing my story first. This was a powerful and impactful for me and those in attendance. It also connected back to my work in facilitating two-day workshops around personal narrative sharing when I worked in the non-profit setting. I believe there is a lot of value in connecting theory with personal life and work experience.

11 Future Improvement & Development

There are theories that I spend more time utilizing in my work with student conduct and integrity formation. There are also theories that I utilize frequently in my academic papers and research connections. Those are theories that I feel comfortable presenting on and sharing with others. I have work to do in in researching and understanding other theories. I will dedicate time to doing so as I round out my coursework with SDAD 559 Community College and EDUC 515 Multicultural Perspectives. COUN 510 Counseling Skills and AEDT 573 HR (sub for adult learning) will be more skill-based courses. Through these final courses I can do more application of theory to practice in course work and transition into my first post-masters job with this drive to be intentional about including theory in practice.

Articulate theories and models that describe the development of college students and the Student Learning & conditions and practices that facilitate holistic Development development. Articulate how differences of race, ethnicity, nationality, class, gender, age, sexual The Student Learning orientation, gender identity, disability, and and Development religious belief can influence development competency area during the college years. addresses the Identify and define types of theories (e.g., concepts and learning, psychosocial and identity principles of student development, cognitive-structural, typological, development and and environmental). learning theory. This Identify the limitations in applying existing includes the ability to theories and models to varying student apply theory to demographic groups. improve and inform Articulate ones own developmental journey student affairs and identify ones own informal theories of practice, as well as student development and learning (also called understanding theories-in-use) and how they can be teaching and training informed by formal theories to enhance work theory and practice. with students. Generate ways in which various learning theories and models can inform training and teaching practice. Identify and construct learning outcomes for both daily practice as well as teaching and Overall Rating: training activities. Assess teaching, learning, and training and 0 1 2 3 4 5 incorporate the results into practice.

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