1

Bruce Mann
Artifact H: Knowledge, Skills, and Competencies Analysis (D2) + Mentor Feedback
November 18, 2014
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)

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.

Skill

Specific
Rating

Evidence of Learning

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

(W) As the graduate

assistant for Intercultural
Assessment and
Leadership at the
University of Puget Sound,
I assist with supervision
and advise five student
staff on professional,
career, and personal
issues. I guide them
through decision making,
problem solving, and goal
setting with a focus on
meaning making.
(W) Used reflection and
active listening skills as
facilitator for Logger
Diversity Summit
(I) As the conduct intern at
Puget Sound, I conduct
two one-on-one coaching
sessions with 15-20
students around issues of
community, personal
values, integrity, and
meaning making
(I) In my role at the college
persistence intern at CAN,
helped CP coaches work
through difficult decisionmaking and problem
solving.
(O) Core group facilitation

+
+

+
+
+
+

Future Improvement &

Development

Complete COUN
5100 in Spring 2015
Actively seek out
opportunities to
improve crisis
management and
intervention
knowledge and skills
Return to advising
student
organizations in my
next professional
position
Continue to
research, seek out
narratives, and listen
to the stories of
marginalized
populations in order
to improve my
practice and services
offered
Gain crisis
management
experience and
knowledge through
committee work, job
duties, workshops,
and trainings.

Overall Rating:
0 1 2 3 4 5

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).

of 15 students as faculty
for the Social Justice
Training Institute-The
Student Experience.
Helped students process
feelings and thoughts
around identity,
oppression, justice, and
personal issues. Used
reflection,
(C) EDUC 5130 Adult
Learning: Gained
increased knowledge and
skills for serving adult
learners

ACPA/NASPA
Competency
Area

Skill

Differentiate among assessment,

program review, evaluation, planning,
and research and the methodologies
Assessment,
Evaluation, & appropriate to each.
Effectively articulate, interpret, and
Research
use results of AER reports and
studies, including professional
The Assessment, literature.
Evaluation, and Facilitate appropriate data collection
for system/department-wide
Research
assessment and evaluation efforts
competency
using up-to-date technology and
area (AER)
methods.
focuses on the
Assess trustworthiness and other
ability to use,
aspects of quality in qualitative
design, conduct, studies and assess the transferability
and critique
of these findings to current work
qualitative and settings.
quantitative
Assess quantitative designs and
AER analyses; to analysis techniques, including factors
manage
that might lead to measurement
organizations
problems, such as those relating to
using AER
sampling, validity, and reliability.
processes and
Explain the necessity to follow
the results
institutional and divisional
procedures and policies (e.g., IRB
obtained from
approval, informed consent) with
them; and to
regard to ethical assessment,
shape the
evaluation, and other research
political and
ethical climate activities.
Explain to students and colleagues
surrounding
the relationship of AER processes to

Specific
Rating

+
+

Evidence of Learning

(W) Created research

paper with programmatic
suggestions focused on
retention and academic
success of Black/African
American, low income, and
first generation students
(D) Developed multiple
assessment tools for the
Office of Intercultural
Engagement and created
end-of-the-year summary
reports with suggestions
for program improvements
(W) Analyzed qualitative
and quantitative results
from 13 & 14 Logger
Diversity Summits. Wrote
and communicated results
to multiple stakeholders
(W) Developed assessment
plan with instruments for
proposed transitional
program for SOC
(W) Serve on Divisional
Assessment Work Group
(W) Attended Creating a
culture of assessment
training
(I) Designed year-long
assessment plan and
created five instruments to
assess student learning
and effectiveness at CAN
(I) Wrote white paper on
retention and persistence

Future Improvement &

Development

Enroll in
quantitative
research, data
analytics, SPSS, or
advanced statistics
course within the
next year
More actively
participate in
Student Affairs
Assessment Leaders
community
Become a peerreviewer on
assessment focused
articles
Develop competency
with R, Python
and/or SPSS
Utilize dashboards
and data
visualizations more
often in reporting
and communicating
results
Set up informational
interviews with
assessment
professionals
Continue to attend
trainings,
workshops, and
sessions at
conferences

AER processes
and uses on
campus.

Overall Rating:

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.

of first generation students

at CAN
(C) EDUC 5000:
Introduction to Research
and Graduate Study, SDAD
5960: Participated in
research team, completed
IRB training, transcribed
and coded focus groups,
and analyzed data

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

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.

(W) Work collaboratively to

design and implement
programs, services, and
policies that work toward
creating critical
consciousness and a more
inclusive community in my
GAship.
(W) Developed a
transitional program for
low-income, students of
color in order to positively
affective persistence and
academic success
(W) Facilitated dialogue
with student staff, formally
and informally, around
inclusion, power and
privilege, oppression, social
justice, and activism.
(W) Small group facilitator
for Logger Diversity
Summit
(I) At CAN, developed
programming and

+
+
+

Future Improvement &

Development

Volunteer more often

at community
organizations
focused on social
justice, diversity, and
education.
Attend in the next
three years: White
Privilege
Conference, NCORE,
or other applicable
opportunities
Apply for SJTI intern
position for next
year
Continue to seek out
and listen to the
voices and stories of
the marginalized
Use data (quant and
qual) to improve
programs, policies,
and educational
outcomes for

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.
Overall Rating:
0 1 2 3 4 5
ACPA/NASPA
Competency
Area

Ethical
Professional
Practice
The Ethical
Professional
Practice
competency
area pertains to

assessment based on
relevant literature and
social justice to improve
academic outcomes for first
generation, students of
color
(O) Facilitator for
diversity/social justice
component at SU iLead
conference
(O) Faculty and core group
facilitator for Student
Social Justice Training
Insitute
(O) Attended Pave the
Way conference on
completeion strategies for
underrepresented students
(C) EDUC 5200 Social
Justice, EDUC 5150
Multicultural Perspectives,
SDAD 5400 Theory

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

Specific
Rating

Evidence of Learning

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

(W) In my GAship, I engage

in ethical conversations
with students and
colleagues around
programming, campus
climate, and reasonable
responses to events and
challenges.
(W) Continuously dialogue
and consult with colleagues
to work through daily
ethical issues. Also act as a
sounding board for
colleagues to help them

underserved and
minoritized
populations
Find ways to
respectfully work
toward changing
both institutional
attitudes and
policies

Future Improvement &

Development

Further engage with

and develop a
deeper
understanding of my
personal and
professional values
and how they align
with our professional
ethical philosophy
Reread the NASPA
and ACPA statement
of ethics. Find ways
to incorporate that
into my professional

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,

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

process difficult decisions.

(W) Demonstrate ethical
practice in assessment,
research, and
programming for
historically oppressed
populations.
(C/I) For SDAD 5640/5650
and as a part of my
internship with CAN,
discussed ethical decision
making processes in the
non-profit setting and
worked through multiple
ethical issues.
(C) For SDAD 5960:
Independent Study,
completed IRB training and
gaining increased
understanding of ethical
research practices

practice
Discuss with
mentors their ethical
philosophy and
approach in their
careers
Seek out trainings,
conference sessions,
and case studies
focused on ethical
practice in student
affairs

+
Specific
Rating

Evidence of Learning

(W) Engage in constant

conversations with

Future Improvement &

Development

Increase my
involvement with

Philosophy, &
Values

on which the profession is built.

Articulate the historical contexts of

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

+
+

+
+

+
+

students and colleagues

around troubling and
oppressive aspects of
American higher education
institutions focusing on
exclusion, erasure, and
silencing of non-white male
populations
(C) Through SDAD 5300
Foundations, SDAD 5400
Theory, SDAD 5700
Leadership in Education I,
and SDAD 5760 Leadership
and Governance, I gained a
deeper understanding of
the history, philosophies,
and values foundational to
student affairs and higher
education.
(O) Furthered my
understanding and
knowledge of NASPA and
ACPA through conference
attendance and task force
leadership.

NASPA and ACPA

commissions/knowle
dge communities
Continue to read,
research, and
engage with
emerging trends and
theories to better
understand the
changing nature of
higher education and
the students we
serve
Read more about the
history of education
in the United States
specifically through
a critical theory
framework

9
values.

Overall Rating:
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

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.
Skill

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)

Specific
Rating

Evidence of Learning

(W) As a graduate assistant

at Puget Sound I assisted
with the recruitment,
hiring, and training of
student staff. I collaborated
with professional staff in
the Center for Civic and
Intercultural Engagement
to assist in facilitating the
two-week long start up
training program. In
addition, I designed the
training assessment,
analyzed results, and
created a formative report
focused on areas of
improvement for the future.
(W) Collaborate across the
division and the university
to develop partnerships
that further shared goals of
inclusion, justice, and
evaluation
(W) Participate in
professional development
planning conversations
with my supervisor and
mentors in order to

+
+

+
+

Future Improvement &

Development

Take a more active

role in the
supervision of the
Student Diversity
Center staff during
the Winter and
Spring of 2015
Develop a 1, 5, and
10 year professional
development plan
with input from
current supervisor
and mentors
Update and improve:
personal website,
AboutMe profile,
LinkedIn profile, and
SDA portfolio

10
application of
strategies and
techniques
associated with
financial
resources,
facilities
management,
fundraising,
technology use,
crisis
management, risk
management, and
sustainable
resources.

Overall Rating:

improve my skillset and

professional practice
(C) SDAD 5700 Leadership
in Education I, increased
my understanding of
different philosophical
approaches to leadership
and supervision in higher
education.

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.

Skill

Specific
Rating

Evidence of Learning

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.

(W) Though office,

department, and divisional
meetings, engage in
discussions about
applicable laws and policies
affecting programming and
critical incidents.
Additionally, I have been
able to participate in
workshops and trainings
focused on sexual
misconduct and assault and
marijuana use by college
students.

+
+

+
+

0 1 2 3 4 5
ACPA/NASPA
Competency
Area

Law, Policy, &

Governance
The Law, Policy,
and Governance
competency
area includes
the knowledge,

Future Improvement &

Development

Stay up to date on
current legal and
governance issues
through daily
reading of journals
and higher education
focused websites
In my next position,
make time to learn
the details of the
institutions policies,
procedures, and

11

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

ACPA/NASPA
Competency
Area

Leadership

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

Evidence of Learning

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

(W) Collaborated to
continually facilitate the
holistic leadership
development of the Student

(I) As an intern at CAN,

gained a better
understanding of the laws
and policies around
financial aid,
undocumented students,
the Washington Dream Act,
and FAFSA.
(I) In my role as conduct
intern at Puget Sound, I
have gained an increased
understanding of laws,
policies, and procedures at
the campus, state, and
federal level
(C) Through SDAD 5760
Leadership and
Governance I gained a wellrounded understanding of
policy and decision making
processes at the
institutional level. In SDAD
5800 Higher Education
Law, I build on a solid
foundation to gain a more
nuanced understanding of
the legal environments in
which we operate.

legal issues
Connect with
institutional risk
management and
general council
professionals
Develop list of
relevant laws and
policies for next
position. Seek
feedback from
colleagues

Future Improvement &

Development

Further refine my
leadership
philosophy with
more attention paid

12

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:

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.

+
+

+
+
+
+
+

Diversity Center student

staff through staff
meetings, trainings, oneon-one conversations, and
small group dialogues.
(W) Utilize my strengths in
input, ideation and learning
to develop innovative
programming, like the
transitional program for
low income students &
students of color, through
collaborating and
consulting with a diverse
array of stakeholders.
(W) Focus my work on
organizational and program
improvement by using data
and student narratives to
improve practice and
develop a culture of
continuous improvement.
(C) SDAD 5700 Leadership
in Education I: Learned
more about different
approaches to leadership
and engaged the material
with a critical lens.
Developed a
comprehensive leadership
philosophy, which is
congruent with my
professional practice and in
line with non-hierarchical
and feminist leadership
frameworks.
(O) Served as a facilitator
for SU iLead retreat

to my identity and its

effects on my
leadership style
Participate in a midlevel managers
institute within the
next three years
Discuss with
respected colleagues
and mentors their
preferred approach
to leadership and
lessons learned
Seek out
professional
opportunities, one or
off campus, to
actively engage and
improve my
leadership

13

0 1 2 3 4 5
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
self- directed
and selfreflective;
maintain
excellence and
integrity in
work; be
comfortable
with ambiguity;

Identify and introduce conversations on

potential issues and developing trends into
appropriate venues such as staff meetings.

Skill

Specific
Rating

Evidence of Learning

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

(W) In my graduate
assistantship, I engage in
frequent conversations
about my performance as
well as identifying areas
and methods for further
development and growth.
(W/O) As part of my
position, actively examine
and work to better
understand my own biases,
values and beliefs in the
context of working with
diverse populations. I
continue to seek out and
participate in opportunities
that challenge my
worldview and expose me
to new cultures and
perspectives.
(C) SDAD5900 Student
Development Capstone:
Though the development of
my personal and
professional mission
statements I have a clearer
understanding of my
values, beliefs, and goals
(I) At Student SJTI,
encouraged students and
myself to deeply engage
with reflection as a tool for
personal development.

Future Improvement &

Development

Develop a 1, 5, 10
year personal and
professional
development plan in
line with my values,
beliefs, and goals.
Ask for help when
needed and identify
negative thoughts
and actions that
inhibit wellness
Better advocate for
myself and others
around holistic
wellness
Continue to do deep
personal work
around identity,
healing and
forgiveness

14

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

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
Student
practices that facilitate holistic
Learning &
development.
Development
Articulate how differences of race,
ethnicity, nationality, class, gender,
The Student
age, sexual orientation, gender
Learning and
identity, disability, and religious
Development
belief can influence development
competency
during the college years.
area addresses Identify and define types of theories
the concepts
(e.g., learning, psychosocial and
and principles of identity development, cognitivestudent
structural, typological, and
development
environmental).

Specific
Rating

Evidence of
Learning

(W) Used student

development theories to
gird the creation of
empowering support and
transition programs for low
income students and
students of color.
(W) Designed assessment,
collected and analyzed
data, and produced report
for start of the year student
staff training. Results were
used to inform process
improvements.
(I) At CAN, wrote a
research paper based on
student development
theory and applicable
research around

Future Improvement
& Development

Continue to seek out

new knowledge,
information, and
understanding
around emerging
trends in research
and theory with an
intentional focus on
underserved
populations
Better identify and
understand theories
that are the
foundation of my
professional
philosophy
Seek out
opportunities to

15

Mentor Feedback and Changes

For the second round of mentor feedback I met two separate times with Mike Segawa, Dean of Students at the University of Puget Sound. In
the first conversation, which occurred a month ago, we discussed recognizing and highlighting my strengths in the job search process, weighing the
pros and cons of participating in TPE, and my short and long term career goals. This initial conversation set up a deeper conversation in our second
meeting which was centered on the NASPA/ACPA competencies. Mikes feedback on my self-assessment was broader and more philosophically

16

centered rather than dealing with the details and the particulars. His overall feedback was extremely positive but he did ask specific target questions
around the competencies and sub-categories in which I had the majority of my deltas.
We first discussed ethical professional practice and Mike asked what strategies I had to improve in that area. I recognized that in this area, and
in others, I need to be more proactive in seeking out dialogue and learning opportunities to better understand my own and the professions ethical
orientation. The other area we discussed in depth was crisis management knowledge and experience. Due to the nature of my past positions I have
had very little training or experience in dealing with major crises. I have dealt with student deaths, challenging situations, and conflict yet nothing on
the scale on which I need to be prepared. We brainstormed possible opportunities to increase my competence without having a position that deals
with crisis management. We also spent a decent portion of our time together discussing institutional politics, fit, the impact of finance on operations,
and the more invisible aspects of campus culture.
I added multiple bullets points in the future improvement column and cleaned up other areas.