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

Specific
Rating

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.

4
4

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.

3
4
4

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).

Evidence of Learning

Future Improvement &

Development

W: Through my role in the Office

of Multicultural Affairs I have
advised a total of 16 peer mentors
and supervised 2 student workers. I
have had experience in engaging
with students in 1:1 settings and in
group meetings. I have worked on
academic, personal, and professional
goals in 1:1 settings. My experiences
advising has given me insight on
how to make sure students are
taking ownership of their student
leadership experience. My first year
advising my peer mentors they were
more self aware and required less
hands on experience. My second
year they were all younger and in
their first leadership role so they
required more guidance. I have
learned to measure the temperature
of groups I am advising.

For future practice I am

challenging myself to read
more about best practices in
the field in terms of advising
students. I will continue to
take opportunities to advise
students, especially if working
in housing postgraduate
school. I want to be involved
in residential councils or RHA
as that will help enhance these
skills.

C: Counseling 5100 has helped me

in my ability to practice active
listening and use non-verbal
communication through the guiding
process. I have learned tangible
skills to use in both 1:1 meeting as
well as group processes.
I: I have developed some of these
skills in my supervision of 6 RA's
and working at a very particular
higher education institution.

In my 1:1 meeting with

students I supervise and advise
I will continue to work on goal
setting and professional
development. I want to make
sure that students are
maximizing their experiences
and making sure they are
challenging themselves in the
ways they want to be grow. I
will also challenge students in
ways I feel they need to grow
in.
If I am uncertain about a way
to approach advising and
individual or group I will reach
out to my network on advice. I
think network can come in
strong in this area.

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
from them; and to
shape the political
and ethical climate
surrounding AER
processes and uses
on campus.

Overall Rating:
0 1 2 3 4 5

Skill

Specific
Rating

Evidence of Learning

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, 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.

W: I have some experience in

assessment and evaluation. I
have lead a three day
leadership immersion and
both years I have assessed the
outcome of the program. I
have experience in getting
feedback through surveys,
questionnaires, meetings, etc.
on how to improve programs
and services.

3
3

3
3

C: EDUC 5500 has refreshed

my understanding of methods
of how to collect data and
interpret it. I have a language
to help in my ability to create
instruments. This is not an
area that I feel extremely
articulate in but I have
experience with.
I: My internship provided me
with creating simple surveys
for the students that were
working with and was able to
conduct some simple
assessment but nothing
extremely extensive.

Future Improvement &

Development

Although I have some

experience in assessment and
gather feedback, I am still
lacking in data collection and
created extensive instruments.
I hope to take an assessment
certification course if given the
opportunity to strengthen my
understanding.
I will also intentionally make
sure to challenge myself to
come up with ways to
incorporate assessment to my
role. I hope to have at least on
major assessment project in
year 1 of job1 post graduate
program.
This is a really huge
component in the field and we
are expected to be more
articulate on this matter. I am
still not completely
comfortable with assessment
but it is something that will
strengthen throughout my
time in the field. I plan on
working with future
supervisors to see how I can
develop in this area.

ACPA/NASPA
Competency Area

Equity, Diversity, &

Inclusion

Skill

Specific
Rating

Evidence of Learning

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: My role as a Program Coordinator in

the Office of Multicultural Affairs has
given me language in how to engage in
conversations centering multicultural
competency, diversity, and inclusion. I
have sat in committees, trainings, have
facilitated discussions, and been to
conferences/workshops to help in my
development. I have been able to lead
programs that deal with these issues so
through this and my own personal
experiences have made me feel very
comfortable in the competency. I feel I
am able to help support marginalized
students and be able to establish cross
cultural dialogue.

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

4
5
4
5
5

5
5
5

5
4
5

Future Improvement &

Development

For further development in this

area I will continue to see how
my personal experiences show up
in the way I engage in my work. I
will continue to engage in
workshops, conferences, learn
from mentors, look up research,
hear students' stories, etc. to
make sure I am being thoughtful
of MCC in my work.

I hope to sit on a social justice

centered committee in my year
Academics: EDUC 5150 and EDUC
one of job one. I am applying for
5200 have also given me language and
lots of housing positions so I
the space to engage in these
hope to try and help in diversity
conversations with the context of a
classroom/educational setting. They
and inclusion training if it is
have not always been positive and I have offered at the school I work at.
encountered a lot of educators who do
not hold similar viewpoints. This has
been important because that will likely
be my experience in higher education
and as I move forward in the field.

I: Through my internship I was able to

work with new student populations that
really challenged me as an educator.
Power and privilege really played a role
in how I navigated this new climate.
Through this experience I have gained a
new understanding on how to work in a
challenging environment.

I cannot separate my personal

experiences from my work. I will
commit to showing up as 100%
myself and will expect the same
of my colleagues. I will also make
sure that I am critical of myself
and my actions. I think we have
to hold ourselves accountable in
this work as well which is a piece
we can often forget.

ACPA/NASPA
Competency Area

Ethical Professional
Practice
The Ethical
Professional Practice
competency area
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

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
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.

Specific
Rating

4
4
4

Evidence of Learning

W: Through my graduate
assistantship and other professional
experiences I have come more in
tune about how my presentation,
my actions, and how I am perceived
allows for people to make
assumptions of my own personal
code of ethics. Once we work for an
institution we represent their
mission and values as well as our
own. We must think about how the
institutions ethics and values come
into play when we do our work.
C: Through SDAD 5760 and
EDAD 5700 I have become aware
of the implications of how higher
education institutions navigate this
terrain. The case studies have given
us how this ethics and procedures
come into play in legal issues and
crisis. I have been challenged to
think about how my own personal
ethics are influenced by the context
that I am put it in. Sometimes it will
be a difficult balance but a necessary
one to carry out the purpose of the
university and our work.
Internship: My internship required
that I work and advise minors.
There are different ethical issues at
play (privacy, supervision, policies,
etc) when working with this
population. I asked a lot of
questions to make sure that we were
on the same page.

Future Improvement &

Development

I must ask a lot of questions

when entering a new role to
make sure that I am aware of
an institution and how they
function when it comes to
ethical practice. In job 1 (and
any new job after that), I will
make sure to use 1:1 with
supervisors to talk about these
issues
I also hope to attend
regional/national conferences
within year 2 of my first
professional role. Through
networking and attending
sessions, I hope to enhance
this area.
I also feel that with experience
and as I grow older, I will
become more in tune with
what it is I need to do to
strengthen my own ethical
principles. I will remain critical
of my ethical behavior and
how it plays out in my roles.

ACPA/NASPA
Competency Area

Skill

Specific
Rating

Evidence of Learning

History,
Philosophy, &
Values
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:

Describe the foundational philosophies,

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

C: I think that my course

work has helped in my
understanding about the
history and philosophy of
higher education. Through
coursework I was able to see
how higher education began
and how the climate of it has
changed over time, and how
societal implications play a
role in that. Understanding
the history of the profession is
important because it informs
on how we can make our
work stronger and where our
shortcomings have been.

0 1 2 3 4 5

4
4
4
5
4
4
4
5
3
3
4
4
4
4

Future Improvement &

Development

I think challenging myself to

learn more about the history
of our profession gives me
more historical context of
what we have the capacity to
do. The foundation informs
the present. I think this is
especially important since I
plan to work in multicultural
programs working closely with
students of color and LGBTQ
students. Historically higher
education institutions were not
built to serve these students. It
will be part of my role to think
critically about how we can
serve these populations.
W: I have gained knowledge
Attending conferences can be
about the field through my
work interactions and my time a great way to stay in touch
with best practices on how to
working as a professional.
serve these student
Each institution has its own
populations.
culture that has been
influenced in one way or
another. I have read articles,
looked at strategic planning
documents, and have learned
from seasoned professionals
in the field.

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

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 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.

W: Through my jobs as an
Assistant Student Leadership
Coordinator and a Graduate
Program Coordinator I have
been involved in several hiring
committees. I have experience
in job search processes and
what that entails. I have
experience in supervising 2
student employees through
my GAship. I have gathered
techniques on evaluation and
job expectations through my
roles. I have also been
involved in retreat planning
and innovation to think
strategically about our work
and how to organize an office.

I have a lot to learn as a

supervisor. I have advised
several student groups and
have minimal supervisory
experience. I think I will
implement evaluation
processes with anyone I
supervise to make sure that I
am being as effective as
possible. I want to create a
culture where people feel
empowered by team dynamics
and work environment. I will
be critical of my supervisory
style throughout the process
and know that I can grow with
feedback.

4
4
4

4
4
5
4
4
4
4
4
4
4
5
4
4

C: SDAD 5300 and EDAD

5700 courses gave an
overview of organization
make up and how things are
structured. We looked at
organizational charts,
structures, missions, etc. and
examined their role in
institutional culture and
practice.

Whenever I move to a new

institution I want to make sure
I meet with as many staff
members of any team I'm a
part of to help build strong
relationships. This might be
more difficult to do at larger
institutions but I want to make
an effort to accomplish this.
As a supervisor, I hope to
incorporate quarterly/semester
evaluations as a means to
check in on
supervisor/employee
relationship dynamics.

ACPA/NASPA
Competency Area

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.

Overall Rating:
0 1 2 3 4 5

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.
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.

Specific
Rating

4
3
3
3
4
4
4
4
3
4
4
4

Evidence of Learning

Future Improvement &

Development

C: SDAD 5800 will give me the

tools to understand how law and
policy will intersect with my
work in higher education. I have
not taken the class yet but I
know after taking it I will have a
better understanding of its
implications to our practice.

One of the biggest resources

in enhancing in this area will
be learning from my
colleagues and professional
associations. I plan on actively
joining ACPA or NASPA and
I think through these
organizations I will have
W: Through my assistantship I
have been able to learn about law access to knowledge, best
practices, etc. that will help me
and policy, especially when it
came to work in housing. I had
strengthen this area.
to enforce policy that was
created by the institution.
Through my work at different
institutions I have also have
experience working for private
and public institution and how
that shapes dynamic.

Student: Through my
experiences in student activism I
have a developed a sense of law
and policy. I think that this is a
strong piece to have since
student activism is prevalent
across college campuses across
the U.S. and seems to keep
moving forward. We must be
prepared to help serve students
in that regard.

I hope to become employed as

a Resident Director and
through this I will become
more familiar with law and
policy as I will become a
conduct officer. This will be
great professional
development.
I will participate in webinars
that are offered through
professional associations.
I will read higher education
journals and news (The
Chronicle, Inside Higher Ed.
Etc.)

ACPA/NASPA
Competency Area

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

Skill

Specific
Rating

Evidence of Learning

Future Improvement &

Development

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.

I think for my career in

student affairs I will challenge
myself to take on leadership
roles to enhance my leadership
skills. That can be done by
chairing committees, attending
workshops, facilitating
discussions, etc.

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.

C: My coursework has set the

space for me to reflect on my
own leadership philosophy
and how it comes into play in
my work. I think it is
important to have a solidified
understanding of leadership
styles and how that connects
to how you establish a team. I
think in my leadership
development through
coursework I have also been
able to reflect on how my
identities show up in team
dynamics. I think it's
important.

4
4
5
4
4

5
4
4
5
4
4
4

W: My roles in OMA and in

Housing have given me the
tools in how to work in teams
and how that has enhanced
my leadership development. I
have gained skills on how
effectively lead meetings, how
what good practices are
around team building, and
assessing needs of a team.
I: My internship gave me
direct supervision experience
and establishing a team in a
quick turnaround. I gained
insight on my shortcomings as
a supervisor and how work on
that.

I think being self-aware on

how my leadership style is
influenced by my identities and
how my identities interact with
the environment/institution is
very important.

ACPA/NASPA
Competency Area

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

Skill

Identify key elements of ones set of personal

beliefs and commitments (e.g., values,
morals, goals, desires, self-definitions), 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.
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.

Specific
Rating

4
4
4

Evidence of Learning

Future Improvement &

Development

C: My experience being at a
Jesuit based institution has
really challenged me to
become a reflective individual
and be in tune with how I feel
and how that translates into
the work that I am doing. I
cannot exist outside of my
identities/experiences so
reflection is an important part
of the process. The program
has really given me the skills
to do that tactfully and
strategically.

Having a good sense of self is

in part developed by those
people that I associate myself.
As an educator I will continue
to be a holder of stories. I feel
the people I encounter every
day shape my foundation of
self. I will seek a community
and colleagues that challenge
me and want me to grow as a
professional and as a person. I
will continue to seek ways to
make sure I am living a wellbalanced lifestyle.

W: The work I've done in

OMA and in Housing have
given me insight on what I
need to do to make sure that I
am advocating for the needs
to prioritize my emotional,
mental, and physical wellbeing. Entering this field I
was associating my worth =
the work I was able to
produce that I developed a
non-sustainable lifestyle. My
graduate experience has given
me the resources through
mentors and work to find that
balance. It's ongoing and
looks different but it is
something I will continue to
think about in my work.

I will incorporate reflection as

weekly practice. In 1:1's with
my supervisor and my
students.
Incorporate evaluation as a
way to receive feedback from
supervisor and people I
supervisor.
Practice self care and model
that for students.

ACPA/NASPA
Competency Area

Skill

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
orientation, gender identity, disability, and
Learning and
religious belief can influence development
Development
during the college years.
competency area
Identify and define types of theories (e.g.,
addresses the
learning, psychosocial and identity
concepts and
development, cognitive-structural,
principles of student typological, and environmental).
development and
Identify the limitations in applying existing
learning theory. This theories and models to varying student
includes the ability demographic groups.
to apply theory to
Articulate ones own developmental journey
improve and inform and identify ones own informal theories of
student affairs
student development and learning (also called
practice, as well as theories-in-use) and how they can be
understanding
informed by formal theories to enhance work
teaching and training with students.
theory and practice. 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.
Overall Rating:
Assess teaching, learning, and training and
incorporate the results into practice.
0 1 2 3 4 5

Specific
Rating

Evidence of Learning

Future Improvement &

Development

W: My work in multicultural
programming has given me a
lot of insight in the way
identity development theories
play out. Student development
theory has helped and
strengthened my
understanding working with
LGBTQ+ students and
students of color. This
student population has unique
needs and identity
development is a large
component of the work that I
have done. Theories have
influenced workshops,
presentations, and facilitation
that I have done through my
role in OMA.

The SDA program has given

me an academic understanding
of the field of student affairs.
Student Development theory
manifests itself in all aspects of
our profession in overt and
subtle ways. Through my
career in higher education I
will reflect back to what I
learned in this program but
also read current research to
see how scholarship can
influence practice. Becoming
an scholar minded practitioner
can be crucial in helping give
students the tools they need to
develop into their full
potential. Reading journals and
research is something will
continue to do throughout my
career.

C: SDAD 5780 has given me

great insight on foundational
student development theory
and how it shapes the work
we do. It has given me a
language to help create
presentations, dialogue,
workshops, etc.