ACPA/NASPA

Competency Area

Advising & Helping

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

Overall Rating:
0 1 2 3 4 5

Skill

Exhibit active listening skills (e.g.,

appropriately establishing interpersonal
contact, paraphrasing, perception
checking, summarizing, questioning,
encouraging, avoid interrupting,
clarifying).
Establish rapport with students, groups,
colleagues, and others.
Facilitate reflection to make meaning from
experience.
Understand and use appropriate nonverbal
communication.
Strategically and simultaneously pursue
multiple objectives in conversations with
students.
Facilitate problem-solving.
Facilitate individual decision making and
goal setting.
Challenge and encourage students and
colleagues effectively.
Know and use referral sources (e.g., other
offices, outside agencies, knowledge
sources), and exhibit referral skills in
seeking expert assistance.
Identify when and with whom to implement
appropriate crisis management and
intervention responses.
Maintain an appropriate degree of
confidentiality that follows applicable legal
and licensing requirements, facilitates the
development of trusting relationships, and
recognizes when confidentiality should be
broken to protect the student or others.
Recognize the strengths and limitations of

Specific
Rating

+
+

+
+
+

Evidence of Learning

Future Improvement &

Development

Work In my work with

SAA during my GAship, I
have had to build a rapport
with all of the students in
the organization. I balance
actively listening to what
their wants and needs are
with guiding them in
productive and thoughtful
ways. I can see progress in
this area by watching my
students grow in
confidence and skill with
every passing month.

There are still some areas

within Advising that I think
I can improve upon. First,
active listening skills are
something I would like to
improve. My mind is often
racing in a 100 different
directions that even if I am
listening, it is not as
thorough as it could be.

Internship In my conduct
internship at UC Berkeley,
the ability to strategically
pursue multiple objectives
with students and
colleagues were
strengthened, as well as my
skills in problem solving
and responses to crisis
management and student
intervention.
Class COUN 5100
(Fundamental Counseling
Skills) has been extremely
helpful in strengthening
how I listen and
communicate with
students. Through this

I also maintain that all of

these descriptors are skills
that can continually be built
upon and bettered with
experience and practice. I
would love the opportunity
to experience different
forms of advising and with
different student
populations. The majority of
my advising has gone to
student leaders, which is
going to look very different
from advising special
student populations, such
as veterans.

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).
ACPA/NASPA Competency
Area

Assessment,
Evaluation, &
Research

The Assessment,
Evaluation, and
Research
competency area
(AER) focuses on
the ability to use,
design, conduct,
and critique
qualitative and
quantitative AER
analyses; to
manage
organizations using
AER processes and
the results obtained

Skill

Specific Rating

Differentiate among assessment, program

review, evaluation, planning, and research
and the methodologies appropriate to each.
Effectively articulate, interpret, and use
results of AER reports and studies,
including professional literature.
Facilitate appropriate data collection for
system/department-wide assessment and
evaluation efforts using up-to-date
technology and methods.
Assess trustworthiness and other aspects
of quality in qualitative studies and assess
the transferability of these findings to
current work settings.
Assess quantitative designs and analysis
techniques, including factors that might
lead to measurement problems, such as
those relating to sampling, validity, and
reliability.
Explain the necessity to follow institutional
and divisional procedures and policies
(e.g., IRB approval, informed consent) with
regard to ethical assessment, evaluation,

course, I appreciate my
natural empathetic nature
and have a better
understanding how I can
best contribute to students
and the field of student
affairs.

Evidence of Learning

Work Assessment, best

practices research and
program evaluation have
been major components of
my assistantship in
developing SAA as an
organization. I was able to
take an assessment
certification course that
aided in this development.
This included creating
learning outcomes for SAA
and knowing how to
explore qualitative with
students.
Class By taking Best
Practices (SDAD 575) and
Educ. Research (EDUC
500), my understanding of
assessment and research
was fortified in the SDA
program. I also quickly

Future Improvement &

Development
Although I have some
experience with
assessment, evaluation and
research, this is still an area
that I believe I can grow in
as a professional. Being
able to interpret and utilize
data is significant, but I
would also like to be
confident in designing
effective and appropriate
assessment in the future. I
am always looking for ways
to improve things and
create progress from
opportunities, so AER is my
ticket to being able to do
this in a specialized manner.
I would especially like to
gain more competencies
around designing learning
outcomes and measuring

from them; and to

shape the political
and ethical climate
surrounding AER
processes and uses
on campus.

Overall Rating:

and other research activities.

Explain to students and colleagues the
relationship of AER processes to learning
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.
Align program and learning outcomes with
organization goals and values.

learned how to read,

interpret and utilize data in
my other coursework that
has prepared me to be a
professional in both theory
and practice.

for those specific learning

outcomes. This is not
something that is covered in
Educational Research, but
is critical for successful
student affairs practice.

0 1 2 3 4 5

ACPA/NASPA Competency
Area

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

Skill

Specific Rating

Identify the contributions of similar and

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

Recognize the intersectionality of diverse

+
+

Evidence of Learning

Work The student leaders

that I work with in my
assistantship are very
diverse. I have adapted my
communication and
advising style to better
accommodate each
individuals specific identity
and needs.
Internship Within my
internship in conduct, I was
exposed to a very different
kind of student population
than at SU. I also learned
that by working in a
conduct office, your
knowledge of diversity,
equity and inclusion need
to be present at all times

Future Improvement &

Development
I look forward to growing in
knowledge and experience
in this competency. I have a
strong commitment to
equity and inclusion, but
feel I could grow in
understanding diversity
issues, especially at a
systemic level.
Individualizing programs is
an area I have more
experience in than
implementing programs or
services that focus on
diversity issues.
I plan on continuing my
education by reading and
participating in learning

designed to create
an institutional
ethos that accepts
and celebrates
differences among
people, helping to
free them of any
misconceptions
and prejudices.
Overall Rating:
0 1 2 3 4 5

ACPA/NASPA
Competency Area

Ethical Professional
Practice

The Ethical
Professional
Practice
competency area

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.
Demonstrate fair treatment to all
individuals and change aspects of the
environment that do not promote fair
treatment.
Analyze the interconnectedness of societies
worldwide and how these global
perspectives impact institutional learning.
Skill

Articulate ones personal code of ethics for

student affairs practice, which reflects the
ethical statements of professional student
affairs associations and their foundational
ethical principles.
Describe the ethical statements and their
foundational principles of any professional
associations directly relevant to ones
working context.
Explain how ones behavior embodies the

because you dont know

who will walk into your
office on a daily basis.
Therefore, you need to be
able to communicate and
treat every individual with
respect and fairness to
their identity, beliefs and
past experiences.
Class Student
Development Theory
(SDAD 578), Social Justice
(EDUC 520) and
Leadership in Personality
and Culture (STML 5720)
have helped me understand
diversity issues at a more
in-depth level, and has also
helped me understand and
accept my own identity and
experiences.

opportunities at
conferences around
diversity, equity and
inclusion issues. My
commitment to empowering
all students to realize their
individual strength and
uniqueness means that I
cannot stop learning about
these issues.

Specific
Rating

Evidence of Learning

Future Improvement &

Development

Work I consider myself to

be a very ethical
professional who tries to
model their beliefs and
values on a daily basis. I
work to teach my students
about ethical decisionmaking and facilitate
discussions on ethical
leadership with them.

I will continually work

towards bettering my
representation of good
ethics and learning about
the contemporary issues
surrounding ethics for
schools, students and my
colleagues. And although I
feel I have a strong
competency in this area as I

pertains to the
knowledge, skills,
and
attitudes needed to
understand and
apply ethical
standards to ones
work. While ethics
is an integral
component of all
the competency
areas, this
competency area
focuses specifically
on the integration
of ethics into all
aspects of self and
professional
practice.

Overall Rating:
0 1 2 3 4 5

ACPA/NASPA
Competency Area
History,
Philosophy, &
Values

ethical statements of the profession,

particularly in relationships with students
and colleagues, in the use of technology
and sustainable practices, in professional
settings and meetings, in global
relationships, and while participating in job
search processes.
Identify ethical issues in the course of ones
job.
Utilize institutional and professional
resources to assist with ethical issues (e.g.,
consultation with more experienced
supervisors and/or colleagues, consultation
with an associations Ethics Committee).
Assist students in ethical decision making
and make referrals to more experienced
professionals when appropriate.
Demonstrate an understanding of the role
of beliefs and values in personal integrity
and professional ethical practices.
Appropriately address institutional actions
that are not consistent with ethical
standards.
Demonstrate an ethical commitment to just
and sustainable practices.

Skill

Describe the foundational philosophies,

disciplines, and values on which the
profession is built.
Articulate the historical contexts of

+
+

Internship With 300 of my

internship hours being in
student conduct, I have a
greater understanding of
not only what ethical issues
we face as professionals,
but what ethical dilemmas
students are facing on a
regular basis. I found that
helping these students to
navigate these issues were
both highly challenging and
rewarding.
Class Ethics was a subject
nearly touched on in every
class in the SDA program,
even in the electives I
chose. Therefore, I got the
privilege of hearing about
ethics from an educational,
counseling and leadership
perspective that will assist
me in my future practices.

graduate from the SDA

program, moving forward I
will continually reflect to
ensure that I am modeling
my core ethical values and
beliefs on a personal and
professional level.
Additionally, I also
acknowledge that as I move
upward in the field of
student affairs, the
decisions I make will have a
greater impact so I need to
sustain reflective practices
in order to ensure that my
decision-making and
thought processes is ethical
and good-intentioned.

Specific
Rating

Evidence of Learning

Future Improvement &

Development

Work Because my
assistantship was outside
of the division of student
development, I depended

I look forward to expanding

my knowledge and
experience in this area as I
grow as a professional in

The History,
Philosophy, and
Values
competency area
involves
knowledge, skills,
and attitudes that
connect the
history,
philosophy, and
values of the
profession to
ones current
professional
practice. This
competency area
embodies the
foundations of
the profession
from which
current and
future research
and practice will
grow. The
commitment to
demonstrating
this competency
area ensures that
our present and
future practices
are informed by
an understanding
of our history,
philosophy, and
values.
Overall Rating:

institutional types and functional areas

within higher education and student
affairs.
Describe the various philosophies that
define the profession.
Demonstrate responsible campus
citizenship.
Demonstrate empathy and compassion for
student needs.
Describe the roles of both faculty and
student affairs educators in the academy.

Explain the importance of service to the

academy and to student affairs professional
associations.
Articulate the principles of professional
practice.
Articulate the history of the inclusion and
exclusion of people with a variety of
identities in higher education.
Explain the role and responsibilities of the
student affairs professional associations.
Explain the purpose and use of publications
that incorporate the philosophy and values
of the profession.
Explain the public role and societal benefits
of student affairs and of higher education
generally.
Articulate an understanding of the ongoing
nature of history and ones role in shaping
it.
Model the principles of the profession and
communicate the expectation of the same
from colleagues and supervisees.
Explain how the values of the profession
contribute to sustainable practices.

+
+
+
+

+
+

on its history, philosophy

and values to educate my
colleagues on what student
development theory is, why
it exists, and why it is
significant to the actions
and decisions I make with
my students.
Internship Especially
considering that my
assistantship is outside of
student development, I
savored in the fact that my
internship was very much
focused on student
development. My
internship supervisor at UC
Berkeley really took the
time to discuss student
development theory with
me, including the various
roles and responsibilities
that student affairs
professionals play in the
lives of students.
Class Classes such as
Leadership and
Governance in Higher
Education (SDAD 576) and
Foundations of Student
Affairs (SDAD 577) really
dove deep into this subject.
The professors I had in
these classes were honest,
transparent and intentional
about the discussions and
assignments we had
throughout the class.

the field of student affairs.

There is still so much to
learn about student affairs,
its history and what is in
store for its future. I look
forward to reading
pertinent literature on this
area, have collegial
conversations with
colleagues about important
topics and trends in student
affairs and becoming active
in professional
organizations that will
assist in my increased
competency of this area.
Because I love history and
tradition, I would like to
become versed in the
history of higher education
in the U.S. and abroad. I
want to understand how far
we have come as a field. I
like to view opportunity and
pursue change, so in order
to do so I should have a
greater knowledge of what
weve done and where
weve been. Additionally, I
would like to know the
history and tradition of the
college/university I work for
in the future.

0 1 2 3 4 5
ACPA/NASPA
Competency Area

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

Skill

Specific
Rating

Evidence of Learning

Future Improvement &

Development

Describe appropriate hiring techniques and

institutional hiring policies, procedures,
and processes.
Demonstrate familiarity in basic tenets of
supervision and possible application of
these supervision techniques.
Explain how job descriptions are designed
and support overall staffing patterns in
ones work setting.
Design a professional development plan in
ones current professional position that
assesses ones strengths and weaknesses in
ones current position, and establishes
action items for fostering an appropriate
level of growth.
Explain the application of introductory
motivational techniques with students,
staff, and others.
Describe the basic premises that underlie
conflict in organizational and student life
and the constructs utilized for facilitating
conflict resolution in these settings.
Effectively and appropriately use facilities
management procedures as related to
operating a facility or program in a facility.
Articulate basic accounting techniques for
budgeting, monitoring, and processing
expenditures.
Demonstrate effective stewardship and use
of resources (i.e., financial, human,
material)
Use technological resources with respect to
maximizing the efficiency and effectiveness

Work My assistantship
has required that I learn
how to both supervise and
advise undergraduate
students in various
capacities. The biggest
lesson is volunteer
management, which
requires different
motivational, strategic,
training and supervisory
responsibilities. I am
confident in my supervisory
capabilities because I know
I can train and supervise
volunteers.

Although I consider myself

to be resourceful and pretty
competent in this area, I
also realize that the world is
wonderful at throwing
unexpected challenges that
we are generally
unprepared for. It is with
these challenges and
experiences that we grow in
our knowledge and
expertise of this particular
area of a profession. This is
also reflected in how jobs
change as they move higher
up the leadership ladder.

Additionally, my
assistantship has provided
me the opportunity to work
alongside many different
types of individuals who
have different styles of
communicating and
working in teams. This
experience has
strengthened my
awareness in how I lead
others and how I work in
groups or teams. It, along
with my internship, has
helped in providing me a
framework for what kind of

One area that I would like

to continue to try and
develop is building on
advocating for myself. It can
be easy for me to lose my
boldness when surrounded
my really strong
personalities, but I am
progressively getting better
at managing these
situations and not losing
confidence in my abilities as
a professional.

Other areas for future

growth are in sustainability

and sustainable
resources.
Overall Rating:
0 1 2 3 4 5

ACPA/NASPA
Competency Area

Law, Policy, &

Governance
The Law, Policy, and
Governance
competency area
includes the
knowledge, skills,
and
attitudes relating to
policy development

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-onone 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.

Skill

Explain the differences between public and

private higher education with respect to
the legal system and what they may mean
for students, faculty, and staff at both types
of institutions.
Describe the evolving legal theories that
define the studentinstitution relationship
and how they affect professional practice.
Describe how national constitutions and
laws influence the rights that students,
faculty, and staff have on public and private
college campuses.
Explain the concepts of risk management
and liability reduction strategies.

+
+
+
+

Specific
Rating

environment I thrive in as a
professional.
Internship During my
internship at UC Berkeley, I
was able to observe and
take in what a healthy and
functional office
environment looks like. I
was able to witness how an
office team should act and
support one another on a
daily basis. This was a
great lesson in
communication, conflict
resolution, interpersonal
relationships, and effective
supervision and leadership.

and in financial matters.

These are areas that I do
not have a lot of experience
in navigating, would like to
be fully competent in
performing tasks
surrounding these areas.

Evidence of Learning

Future Improvement &

Development

Work My knowledge of
higher education law and
policy has been
considerably useful during
my assistantship. Because I
have to abide by university
policy more frequently than
other staff members, my
knowledge has been a good
resource. And because
programming is such a
large component of my
assistantship, liability is a
concern that I frequently

As issues and hot topics in

student affairs evolve and
develop, so will the need to
be up-to-date on the latest
regarding university policy
and the law that influences
those policies. I strongly
feel that I have a solid
understanding of
governance and the
relationship between law
and policy. Still, this is a
competency that I can
continually grow in as the

processes used in
various contexts,
the
application of legal
constructs, and the
understanding of
governance
structures and their
impact on ones
professional
practice.

Overall Rating:
0 1 2 3 4 5

ACPA/NASPA
Competency Area

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.

Skill

Specific
Rating

think of and problem-solve

on.

field of student affairs

develops and changes.

Internship Thanks to my
internship in student
conduct, I have
considerable knowledge in
understanding university
policy at a public institution
and how the conduct
process meshes with
students and faculty. I also
have a unique perspective
on Title IX, the Cleary Act,
the Dear Colleague Letter
and OCR policies and
procedures in addition to
other significant policy
issues, such as hazing and
academic misconduct.

I have a passion for

advocating for students and
following ethical and
equitable processes, so
participating on committees
and task forces that work
with policy will be excellent
opportunities for me to
grow in my practical
knowledge of this area. In
addition, staying abreast of
current events at
conferences and with other
colleagues will aid in my
theoretical knowledge of
this competency.

Class Higher Education

Law (SDAD 580) and
Leadership and
Governance in Higher
Education (SDAD 576) truly
built a strong foundation in
understanding how policy
occurs and why it occurs in
the manner that it does.
These courses also assisted
me in my understanding of
the implications of law and
policy on university
campuses.
Evidence of Learning

Future Improvement &

Development

Leadership

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

Overall Rating:
0 1 2 3 4 5

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,

+
+

Work In my work with

SAA, I developed an indepth understanding of
organizations,
teambuilding, and
leadership on multiple
levels. Without realizing it,
I was teaching my students
about effective leadership
within my initial year as
Program Coordinator.
When I entered my second
year and expressed that
leadership was something I
wanted them to focus on,
they were already well
prepared for this role.
There are many students
who I have watched grow
as leaders over the year or
so that I have worked with
them and that is very
rewarding for me.
Internship My internship
at UC Berkeley was
transformational in that I
was fortunate enough to
observe and be apart of a
team of strong leaders that
knew how to lead
individually and as a team
member. This allowed me
to investigate my own
leadership style and how I
work on a team. It also
boosted my confidence in
how proficient I feel as a
leader. I also designed a

I am very passionate about

this competency because I
can see how it intersects
with each of the other
competencies. I have also
been a true believer in
pushing ourselves to be the
best we can possibly be,
which is a part of our own
leadership development.
And although I consider
myself very competent in
this area, I also believe that
one can never quite stop
improving on this
competency, like many of
the others.
I would like to increase my
proficiency on each of these
descriptors to utilize in my
every day practice. I will
continually educate and
learn about leadership and
extend the lessons I learn to
my colleagues and students.
I recognize that there
several types of leadership
and that with each type of
campus culture and climate,
styles should be adapted to
best serve the particular
students of that campus.
Additionally, I respect the
various types of governance
that exist in higher
education and will strive to
stay ethically sound in my

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.

ACPA/NASPA
Competency Area

Personal
Foundations
The Personal
Foundations
competency area
involves the
knowledge, skills,
and attitudes to
maintain emotional,

Skill

Identify key elements of ones set of

personal beliefs and commitments (e.g.,
values, morals, goals, desires, selfdefinitions), as well as the source of each
(e.g., self, peers, family, or one or more
larger communities).
Identify ones primary work responsibilities
and, with appropriate ongoing feedback,
craft a realistic, summative self-appraisal of
ones strengths and limitations.
Describe the importance of ones
professional and personal life to self, and
recognize the intersection of each.

Specific
Rating

leadership curriculum for

my internship, which
allowed me to put
leadership theory into
practice.
Class Leadership in
Education (SDAD 570) was
a critical turning point in
my leadership
development, because this
class helped me to
understand what
leadership means on a
mutli-dimensional level and
how critical it is to our
profession. This class also
educated me on significant
leadership theories and
models that I can utilize in
addition to my archive of
student development
theories.

professional journey.
I will also use the remaining
portion of my electives in
learning and refining my
knowledge and leadership,
such as taking Leading with
Emotional Intelligence.

Evidence of Learning

Future Improvement &

Development

Internship My internship
supervisor and colleagues
at UC Berkeley were
excellent mentors in this
competency. My supervisor
and I met weekly during my
internship and kept in
communication afterwards.
Our conversations
invigorated me, challenged
me, guided me and
supported me. She saw the
potential in me and found

My primary goal in
developing this competency
is finding a job after
graduate school that will
aid in this competency.
Hopefully this will be
through an effective
supervisor. And more so, I
hope this will be at an
institution that is
welcoming and friendly to
the idea of holistic
professional development.

physical, social,
environmental,
relational, spiritual,
and intellectual
wellness; be selfdirected and selfreflective; maintain
excellence and
integrity in work;
be comfortable with
ambiguity; be
aware of ones own
areas of strength
and growth; have a
passion for work;
and remain curious.
Overall Rating:
0 1 2 3 4 5

ACPA/NASPA
Competency Area

Student Learning &

Development

The Student
Learning and
Development
competency area
addresses the

Articulate awareness and understanding of

ones attitudes, values, beliefs,
assumptions, biases, and identity as it
impacts ones work with others; and take
responsibility to develop personal cultural
skills by participating in activities that
challenge ones beliefs.
Recognize and articulate healthy habits for
better living.
Articulate an understanding that wellness
is a broad concept comprised of emotional,
physical, social, environmental, relational,
spiritual, and intellectual elements.
Identify and describe personal and
professional responsibilities inherent to
excellence.
Articulate meaningful goals for ones work.
Identify positive and negative impacts on
psychological wellness and, as appropriate,
seek assistance from available resources.
Recognize the importance of reflection in
personal and professional development.

Skill

Articulate theories and models that

describe the development of college
students and the conditions and practices
that facilitate holistic development.
Articulate how differences of race,
ethnicity, nationality, class, gender, age,
sexual orientation, gender identity,
disability, and religious belief can influence
development during the college years.
Identify and define types of theories (e.g.,
learning, psychosocial and identity
development, cognitive-structural,

+
+

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ways to push me forwards

in my professional
development.
Other Because of the way
I need support and
feedback, I have been very
intentional about who I
connect with for
developmental
opportunities. I have had to
look outside of my
assistantship for feedback
and affirmation, which I
have thankfully found in
peers, mentors, other
professionals and
professors. Their guidance
has lead me to be selfassured and confident in
my professional practices
and where I want and
should strive to go in my
future.

Specific
Rating

Evidence of Learning

Work I use student

development and
leadership theory on a
consistent basis in my
assistantship. It is the
foundation on which I
practice and explain my
practices to those who do
not come from a student
development background.

Additionally, I will be
committed to creating and
working towards multiple
professional goals and
seeking new opportunities
for growth and challenge. I
will also continue the
practice of prioritizing selfcare, affirmative thinking,
focus on deepening
relationships and using
reflective practices to slow
down and refocus my
energies towards my values
and purpose.

Future Improvement &

Development
Stay current with best
practices and new
knowledge in the field of
student affairs by being
active in professional
organizations, attending
conferences, reading new
literature, taking webinars,
etc.
I will also strive to ensure
that my office and

concepts and
principles of
student
development and
learning theory.
This includes the
ability to apply
theory to improve
and inform student
affairs practice, as
well as
understanding
teaching and
training theory and
practice.

Overall Rating:
0 1 2 3 4 5

typological, and environmental).

Identify the limitations in applying existing
theories and models to varying student
demographic groups.
Articulate ones own developmental
journey and identify ones own informal
theories of student development and
learning (also called theories-in-use) and
how they can be informed by formal
theories to enhance work 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 training activities.
Assess teaching, learning, and training and
incorporate the results into practice.

Internship Self-authorship
and transition theory are
two theories that were
heavily utilized during my
conduct internship.
Meeting students where
they are at and helping
them to grow
developmentally in
challenging and supportive
ways was one of the
biggest takeaways from my
internship.

colleagues are utilizing

student development theory
and maintaining a studentcentered organization.
When the students are no
longer the priority of the
institution or office, I will
reevaluate my situation and
consider other alternatives.