2017 2019

Advising & Supporting Skill

Rating: 3 Rating: 5 Evidence of Learning Future Improvement & Development
The Advising and Exhibit culturally inclusive active listening skills (e.g., Coursework: Continued learning and applying
Supporting competency appropriately establishing interpersonal contact, paraphrasing, SDAD 5590: The American coursework and professional
area addresses the perception checking, summarizing, questioning, encouraging, Community College coursework development skills to direct student
knowledge, skills, and avoid interrupting, clarifying). + + challenged me to a deeper work, including application of Social
dispositions related to Establish rapport with students, groups, colleagues, and others understanding of student's Justice Training Institute and Foster
that acknowledges differences in lived experiences. + + educational paths, readings and
providing advising and Success Coaching. I hope to continue
Recognize the strengths and limitations of one’s own worldview projects gave me more knowledge
support to individuals and learning with my SJTI cohort how to
to support non-traditional students.
groups through direction, on communication with others (e.g., how terminology could provide equitable support to all
COUN 5120: Career Counseling
feedback, critique, either liberate or constrain others with different gender students.
gave me more tools to engage
referral, and guidance. identities, sexual orientations, abilities, cultural backgrounds, students in their professional
Through developing etc.). + + development journey. Supporting students as they make
advising and supporting Facilitate reflection to make meaning from experiences with meaning out of their experiences,
strategies that take into students, groups, colleagues, and others. + + Professional Practice: coaching, and challenging them to be
account self-knowledge Conscientiously use appropriate nonverbal communication. + + As AD of the Fostering Scholars leaders in their own communities, is
and the needs of others, Facilitate problem-solving. + + program I meet weekly with my main interest in higher education. I
we play critical roles in Facilitate individual decision-making and goalsetting. + + students one-on-one to provide hope to continue to form learning
advancing the holistic Appropriately challenge and support students and colleagues. √ + comprehensive support. I continue groups for life-long learning. I am
wellness of ourselves, our Know and use referral sources (e.g., other offices, outside to learn new coaching, advising, enrolled in AEDT: Coaching for
students, and our agencies, knowledge sources), and exhibit referral skills in and management skills to walk with Leadership Development and hope to
seeking expert assistance. + + students on their academic path.
colleagues. increase my roll supporting student
Identify when and with whom to implement appropriate crisis The nature of my position calls me
leaders
to use a high level of advising and
Overall Rating: management and intervention responses. √ +
supporting skills as I navigate crisis
5 Maintain an appropriate degree of confidentiality that follows
situations with students without
applicable legal and licensing requirements, facilitates the
many outside support systems. I
development of trusting relationships, and recognizes when lead monthly cohort meetings for
confidentiality should be broken to protect the student or students to foster supportive
others. + + community and develop life-skills.

Seek opportunities to expand one’s own knowledge and skills in Extra: I serve as co-chair of the King-
helping students with specific concerns (e.g., relationship issues, County Passport Consortium, a
navigating systems of oppression, or suicidality) as well as diverse group of King County foster
interfacing with specific populations within the college student care stakeholders who create
environment (e.g., student veterans, low-income students, etc.) √ + strategies that improve access to
Utilize virtual resources and technology to meet the advising post-secondary programs for youth
and supporting needs of students. in foster care. This new position
√ +
Know and follow applicable laws, policies, and professional allows me to practice new
ethical guidelines relevant to advising and supporting students’ leadership skills as we work to
together to support students
development. √ +
 Assessment, Evaluation, 2017 2019
Skill
& Research Rating: 2 Rating: 3 Evidence of Learning Future Improvement & Development
The Assessment, Differentiate among assessment, program review, evaluation, Coursework: I hope design programing for students
Evaluation, and Research planning, and research as well as the methods appropriate to This competency area saw with clear learning outcomes that are
competency area focuses each. √ √ significant improvement measurable and informed by
on the ability to design, Select AER methods, methodologies, designs, and tools that fit throughout my time in the SDA professional research. I want to
conduct, critique, and use with research and evaluation questions and with assessment program. EDUC 5000: challenge our program to create
various AER and review purposes ∆ √ Introduction to Educational measureable yearly programing goals
methodologies and the Facilitate appropriate data collection for system/department- Research and SDAD 5740: Best and students to create self-evaluations
results obtained from wide assessment and evaluation efforts using current Practices in Student Services of their own progress .
them, to utilize AER technology and methods. ∆ √ strengthened my skill set in Assessment is still a challening area for
processes and their Effectively articulate, interpret, and apply results of AER reports literature reviews, promising me, I hope to join more professional
results to inform practice, and studies, including professional literature. ∆ √ practices, and exposing me to project teams to gain greater
and to shape the political Assess the legitimacy, trustworthiness, and/ or validity of studies gaps in institutional practices of experience.
and ethical climate of various methods and methodological designs (e.g. qualitative assessement.
surrounding AER vs. quantitative, theoretical perspective, epistemological
processes and uses in approach). ∆ +
higher education. Consider rudimentary strengths and limitations of various Professional Practice:
methodological AER approaches in the application of findings to I have started using AER skills in
Overall Rating: practice in diverse institutional settings and with diverse student my current job, asking students
3 populations. √ + to assess their own learning
Explain the necessity to follow institutional and divisional before and after each Check &
procedures and policies (e.g., IRB approval, informed consent) Connect lesson. I am working
with regard to ethical assessment, evaluation, and other with my supervisor to develop
research activities. √ + outcomes and goals for our
Ensure all communications of AER results are accurate, larger program goals.
responsible, and effective. ∆ +
Identify the political and educational sensitivity of raw and
partially processed data and AER results, handling them with
appropriate confidentiality and deference to organizational
hierarchies. √ +
Design program and learning outcomes that are appropriately
clear, specific, and measureable, that are informed by
theoretical frameworks and that align with organizational
outcomes, goals, and values ∆ √
Explain to students and colleagues the relationship of AER
processes to learning outcomes and goals. ∆ +
 History, Values, & 2017 2019
Skill
Philosophy Rating: 2 Rating: 4 Evidence of Learning Future Improvement & Development
The Values, Philosophy, Coursework:
and History competency In SDAD 5300: Foundations of I hope to continue supporting students
area involves knowledge, Describe the foundational philosophies, disciplines, and values the Student Affairs Profession, I navigate an institution not created
skills, and dispositions of the profession. ∆ √ was introduced to the history with their unique backgrounds in
that connect the history, Articulate the historical contexts of institutional types and and philosophies underlying mind. In order to do this well, I will
philosophy, and values of functional areas within higher education and student affairs ∆ √ student affairs practice. During continue to build learning
the student affairs Describe the various research, philosophies, and scholars that SDAD 5760: Leadership and communities with professionals at
profession to one’s defined the profession. ∆ √ Governance of Post-Secondary Seattle University and other
current professional Demonstrate responsible campus citizenship and participation in Education helped me grasp institutions supporting similar student
practice. This competency the campus community . + different organizational groups. As a member of the
area embodies the Describe the roles of faculty, academic affairs, and student structures at play in governing Washington Passport Network I work
foundations of the affairs educators in the institution. √ + bodies. My classes on theory, closely with other Designated Support
profession from which Explain the importance of service to the institution and to community colleges, and college Staff at four-year and two-year
current and future student affairs professional associations √ + access focused on the history of institutions supporting former foster
research, scholarship, and Learn and articulate the principles of professional practice. ∆ + inclusion and exclusion in higher youth in college. I hope to advocate
practice will change and Articulate the history of the inclusion and exclusion of people education, and challenged me for these students at my institution by
grow. The commitment to with a variety of identities in higher education. √ + to see new ways to advocate for speaking up about institutional short-
demonstrating this Explain the role and responsibilities of student affairs a more equitable education comings with faculty and staff
competency area ensures professional associations. √ system. gatherings.
that our present and Explain the purpose and use of publications that incorporate the
future practices are philosophy and values of the profession. ∆ + Professional Practice: I hope to continue to learn about the
informed by an Explain the public role and societal benefits of students affairs in As AD of the Fostering Scholars history of the discrimination at the
understanding of the particular and of higher education in general. √ + program I work on the academic institutions I work at and challenge
profession’s history, Articulate an understanding of the ongoing nature of the history side of the university. I am leadership to remember the history so
philosophy, and values, of higher education and one’s role in shaping it. ∆ + constantly helping students as to respond and act differently in the
and sustainable resources Be able to model the principles of the profession and expect the connect with faculty and student future. And find ways for the students
same from colleagues and supervisees. +D1 + development staff. My role new to the institution to know the
Overall Rating: Explain how the values of the profession contribute to bridges the often divided challenging histories of their own
4 sustainable practices. ∆ + community and continues to institutions to continue to hold
Articulate the changing nature of the global student affairs teach me how to communicate institutions accountable to be
profession and communicate the need to provide a contextual the value of student affairs and equitable spaces.
understanding of higher education. ∆ √ higher education.
 Human & Organizational 2017 2019
Skill
Resources Rating: 3 Rating: 4 Evidence of Learning Future Improvement & Development
The Human and Demonstrate effective stewardship/use of resources (i.e., Coursework:
Organizational Resources financial, human, material) √ + I supervised student staff through a
competency area includes Describe campus protocols for responding to significant In AEDT 5630: Instructional partnership with College Success
knowledge, skills, and incidents and campus crises. ∆ √ Methods, I created lesson plans Foundation, and supervised interns in
attitudes used in the Describe environmentally sensitive issues and explain how one’s and practiced the lessons for co- my pervious role at Real Change and
selection, supervision, work can incorporate elements of sustainability. ∆ + workers in my department. This The Pilgrimage, but this is a skill I hope
motivation, and formal Use technological resources with respect to maximizing the process started an on-going to develop in the next few years. I
evaluation of the effective efficiency and effectiveness of one’s work. √ + team work environment for hope to find more opportunities to
application of strategies Describe ethical hiring techniques and institutional hiring shared learning and assessment. supervise.
and techniques associated policies, procedures, and processes. ∆ +
with finance. The Human Demonstrate familiarity in basic tenets of supervision and Professional Practice: I had the chance to present at a
and Organizational possible application of these supervision techniques ∆ √ I participated in the hiring team conference in 2018, and hope to
Resources competency Explain how job descriptions are designed and support overall for Disability Services advocating challenge myself to practice
area includes knowledge, staffing patterns in one’s work setting. √ √ for equitable hiring practices. presenting more at local conferences
skills, and dispositions Design a professional development plan that assesses one’s Participated in planning and to increase my presentation and
used in the management current strengths and weaknesses, and establishes action items leading Academic Services conference facilitation skills.
of institutional human for fostering an appropriate pace of growth. ∆ + department retreat with a focus
capital, financial, and Explain the application of introductory motivational techniques on increasing social justice Ongoing annual evaluation process
physical resources. This with students, staff, and others ∆ √ practice. I reestablished a career through the university, King County
competency area Describe the basic premises that underlie conflict in and the focus for the Fostering Scholars Network yearly assessment, and
recognizes that student constructs utilized for facilitating conflict resolution. ∆ √ program and planned career personal goal seetting.
affairs professionals bring Develop and utilize appropriate meeting materials (e.g. workshops, and supported
personal strengths facilitation skills, agenda, notes/ minutes). √ + students in internship and job
and grow as managers Communicate with others using effective verbal and non-verbal application processes. I
through challenging strategies appropriate to the situation in ways that the faciliated and planned
themselves to build new person(s) with whom you are engaged prefers. √ + orientation days for Fostering
skills in the selection, Recognize how networks in organizations play a role in how Scholars with an emphasis on
supervision, motivation, work gets accomplished. √ √ connecting students with
and formal evaluation of resources across departments.
staff; resolution of Understand the relational roles partners, allies, and adversaries The nature of this program calls
conflict; management of play in the completion of goals and work assignments. √ + for strong partnerships with
the politics of Explain the basic tenets of personal or organizational risk and student development and
organizational discourse; liability as they relate to one’s work. ∆ + academic resources on and off
and the effective Provide constructive feedback in a timely manner √ + campus and uses my
application of strategies Advocate for equitable hiring practices. √ + deescalation and coaching skills
and techniques associated Articulate basic institutional accounting techniques for to support students in crisis.
with financial resources, budgeting as well as monitoring and processing revenue and
facilities management, expenditures. √ √
fundraising, technology, Effectively and appropriately use facilities management
crisis management, risk procedures as related to operating a facility or program in a
management and facility. √ +
sustainable resources. Demonstrate an understanding of how physical space impacts
management, and the institution’s educational mission. ∆ +
sustainable resources Understand the basic concepts of facilities management and
institutional policies related to energy usage and environmental
Overall Rating: sustainability. ∆ +
12345
 Law, Policy, & 2017 2019
Skill
Governance Rating: 2 Rating: 3 Evidence of Learning Future Improvement & Development
The Law, Policy, and Describe the systems used to govern public, private, and for- Coursework: As a member of the Washington
Governance competency profit institutions of all types (two-year, four-year, graduate, In SDAD 5760: Leadership & Passport Network supporting foster
area includes the professional, vocational, etc.) in one’s state/province and Governance in Post-Secondary youth in Washington state, I am
knowledge, skills, and nation. ∆ √ Education I learned about learning how policies and and judicial
dispositions relating to Explain the differences between public, private, and for-profit different organizational rulings influence potential students
policy development higher education with respect to the legal system and what they structures and I studied and institutions. The nature of the
processes used in various may mean for respective students, faculty, and student affairs different stakeholders to constant changing laws means that
contexts, the application professionals √ √ understand the impact and institutions need to be up-to-date and
of legal constructs, Describe how national and state/provincial constitutions and influence they have on higher aware to adapt to new students and
compliance/policy issues, laws influence the rights of students, faculty, and staff on all education. This class also made new needs. I hope to stay up-to-date
and the understanding of types of college campuses. ∆ √ me consider the impact that in these changes in order to
governance structures Describe evolving laws, policies, and judicial rulings that policy and governance have on communicate them to the larger
and their impact on one’s influence the student-institutional relationship and how they students, faculty, and staff university community. SPACE This is a
professional practice, and affect professional practice ∆ + through weekly guest speakers competence area that I hope to
sustainable resources and our Final Memo project. In develop in different focus areas as I
Act in accordance with national, state/ provincial, and local laws SDAD5960: Place-Based spend more time in the higher
Overall Rating: and with institutional policies regarding non-discrimination. √ + Community Engagement I education field
3 Identify major internal and external stakeholders, policymakers, learned about the complicated
and special interest groups who influence policy at the national, relationship between Will take Higher Education Law in
state/provincial, local, and institutional levels. ∆ + community and university and WQ20
Describe the governance systems at one’s institution including different approaches to building
the governance structures for faculty, student affairs partnerships between students
professionals, staff, and students ∆ + and community leaders.
Describe how policy is developed and implemented in one’s
department and institution, as well as the local, state/province,
and national levels of government ∆ √ Professional Practice:
Know when and how to consult with one’s immediate I served as a support person for
supervisor and institutional legal counsel regarding matters that a student on a conduct hearing,
may have legal ramifications. √ + making sure the procedure was
Explain concepts of risk management, reasonable clear and the student knew their
accommodation, and enact liability reduction strategies . ∆ √ options. This process inspired
Demonstrate awareness of inequitable and oppressive ways me to be trained as a conduct
that laws and policies are enacted on vulnerable student and organizational review board
populations at national, state/provincial, local, and institutional member at Seattle University, to
levels √ + learn more about the conduct
Describe the student conduct process at the institutional level system and support students in
and demonstrate concern for the legal, social, moral, the conduct process.
educational, and ethical expectations of the community. √ +
Encourage and advocate participation in national,
state/provincial, local, and institutional electoral processes as
applicable. + +
 2017 2019
Leadership Skill
Rating: 4 Rating: 5 Evidence of Learning Future Improvement & Development
The Leadership Articulate the vision and mission of the primary work unit, the Coursework: I hope to build my confidence as a
competency area division, and the institution. √ + STML: 5910 Leadership, Systems, leader by keeping track of areas of
addresses the knowledge, Identify and understand individual-level constructs of “leader” Identity, and Practice, helped me growth and naming my
skills, and dispositions and “leadership.” ∆ + identify and claim my personal accoplishments. I hope to continue to
required of a leader, with Explain the values and processes that lead to organizational leadership charcteristics and connect with SJTI cohort and share
or without positional improvement. ∆ √ values. SDAD 5960: Place-Based best practices, reflect on mistakes, and
authority. Leadership Explain the advantages and disadvantages of different types of Community Engagement allowed encourage leadership opportunities. In
involves both the decision-making processes (e.g. consensus, majority vote, and me to network with other the next 5 years I hope to take on a
individual role of a leader decision by authority). √ + leaders in the field, and refelct bigger leadership postion.
and the leadership Identify institutional traditions, moves, and organizational on personal leadership
process of individuals structures (e.g., hierarchy, networks, governing groups, development through Social
working together to technological resources, nature of power, policies, goals, Justice Training Institute.
envision, plan, and affect agendas and resource allocation processes) and how they
change in organizations influence others to act in the organization. ∆ + Professional Practice:
and respond to broad- Identify one’s own strengths and challenges as a leader and seek Building programing for the
based constituencies and opportunities to develop leadership skills. + + Fostering Scholars program calls
issues. This can include Identify basic fundamentals of teamwork and teambuilding in for community building across
working with students, one’s work setting and communities of practice. + + campus. I lead weekly student
student affairs colleagues, Describe and apply the basic principles of community building. + + meetings, and monthly outtings
faculty, and community Describe how one’s personal values, beliefs, histories, and to build community for the
members. This section is perspectives inform one’s view of oneself as an effective leader scholars and connect students to
organized by the with and without roles of authority. + + resources on campus.
leadership learning Build mutually supportive relationships with colleagues and
concepts of Education, students across similarities and differences + + Extra:
construct knowledge and Understand campus cultures (e.g. academic, student, I served for 3 years on the Non-
articulation; Training, skill professorial, administrative) and apply that understanding to Profit Anti-Racism leadership
identification and one’s work. √ + team, collaborating with other
enhancement; Use appropriate technology to support leadership processes leaders to offer workshops and
Development, personal (e.g. seeking input or feedback, sharing decisions, posting data traninings to local non-profits.
reflection and growth; and that supports decisions, use group support website tools). ∆ √ Currently co-leader of the King
Engagement, active Think critically, creatively, and imagine possibilities for solutions County Foster Care Consortium. I
participation and that do not currently exist or are not apparent. √ + am passionate about creating
application, and Identify and consult with key stakeholders and individuals with opportunities for people to
sustainable resources differing perspectives to make informed decisions. √ + connect and lead social activities
Articulate the logic and impact of decisions on groups of people, for staff to connect.
Overall Rating: institutional structures (e.g. divisions, departments), and
5 implications for practice. √ √
Exhibit informed confidence in the capacity of individuals to
organize and take action to transform their communities and
world. + +
Within the scope of one’s position and
expertise, lead others to contribute toward the
effectiveness and success of the organization. √ +
 Personal & Ethical 2017 2019
Skill
Foundations Rating: 4 Rating: 5 Evidence of Learning Future Improvement & Development
The Personal and Ethical Articulate key elements of one’s set of personal beliefs and Coursework: I will broaden my understanding of
Foundations competency commitments (e.g., values, morals, goals, desires, self- In all of our SDA coursework Jesuit spiritually, adapting it to my
area involves the definitions), as well as the source of each (e.g., self, peers, their has been a focus on self- personal and professional practice.
knowledge, skills, and family, or one or more larger communities). + + reflection and understanding
dispositions to develop Articulate one’s personal code of ethics for student affairs personal and professional
and maintain integrity in practice, informed by the ethical statements of professional identities. In SDAD 5750: Best Role modeling self-care and boundry
one’s life and work; this student affairs associations and their foundational ethical Practices in Student Services and setting for my students and colleagues,
includes thoughtful principles. √ + SDAD 5960: Place-Based which also models a holistic approach
development, critique, Describe the ethical statements and their foundational principles Community Engagement I had to student affairs.
and adherence to a of any professional associations directly relevant to one’s the chance to ask questions
holistic and working context. √ + about my career interests in Participate in student conduct hearings
comprehensive standard Identify ethical issues in the course of one’s job. + + community engagement and the as a board member starting spring
of ethics and commitment ethical uncertaintities of college quarter.
to one’s own wellness and Explain how one’s behavior reflects the ethical statements of the campus partnerships with
growth. Personal and profession and address lapses in one’s own ethical behavior. communities. In various SDA
√ +
ethical foundations are Appropriately question institutional actions which are not courses I wrote
aligned because integrity consistent with ethical standards. √ + autoethnogragphies that pushed
has an internal locus Utilize institutional and professional resources to assist with me to consider how my own
informed by a ethical issues (e.g., consultation with appropriate mentors, biases influence how I act in my
combination of external supervisors and/or colleagues, consultation with an association’s job. COUN 5120: Career
ethical guidelines, an ethics committee). + + Counseling, introduced me to
internal voice of care, and Articulate awareness and understanding of one’s attitudes, theories to define careers and
our own lived values, beliefs, assumptions, biases, and identity how they affect self-authorship of personal
experiences. Our personal one’s integrity and work with others. action plans.
and ethical foundations + + Professional Practice:
grow through a process of My weekly meetings with
Take responsibility to broaden perspectives by participating in
curiosity, reflection, and + + individual students are often
activities that challenge one’s beliefs.
self-authorship. centered on students personal
Identify the challenges associated with balancing personal and
hopes and challenges for the
professional responsibilities, and recognize the intersection of
Overall Rating: + + week, encouraging a practice of
one’s personal and professional life.
5 self-reflection and personal
Identify one’s primary work responsibilities and, with
assessement about decision
appropriate, ongoing feedback, craft a realistic, summative self-
making and being a student. I
appraisal of one’s strengths and limitations. √ +
became a mom during my time
Articulate an understanding that wellness is a broad concept
in the program, a new challenge
comprised of emotional, physical, social, environmental,
to practice balancing personal
relational, spiritual, moral, and intellectual elements. + +
and professional responsabilities
Recognize and articulate healthy habits for better living. + +
and being a student.
Identify positive and negative impacts on wellness and, as
Work:
appropriate, seek assistance from available resources. + +
At College Access Now I
Identify and describe personal and professional responsibilities
√ + identified ethical issues in higher
inherent to excellence in practice.
education and shaped my
Recognize the importance of reflection in personal, professional,
commitment to promoting
and ethical development. + +
equitable outcomes for students.
 2017 2019
Social Justice & Inclusion Skill
Rating: 4.5 Rating: 5 Evidence of Learning Future Improvement & Development
For the purpose of the Identify systems of socialization that infuence one’s multiple Coursework:
Social Justice and Inclusion identities and sociopolitical perspectives and how they impact The SDA program is committed Being involved in social justice work is
competency area, social one’s lived experiences. √ + to social justice, critical vital to my practice as a student affairs
justice is defined as both a Understand how one is affected by and participates in reflection, and creating equity in professional, educator, and citizen. I
process and a goal that maintaining systems of oppression, privilege, and power + + the education system. As hope to continue being a part of
includes the knowledge, Engage in critical refection in order to identify one’s own someone who saw myself before learning communities that challenge
skills, and dispositions prejudices and biases √ + the SDA program as a social and support my presonal and
needed to create learning Participate in activities that assess and complicate one’s justice educator, the programs professional development to advocate
environments that foster understanding of inclusion, oppression, privilege, and power. + + strong comittment to social and be active in responding to bias and
equitable participation of Integrate knowledge of social justice, inclusion, oppression, justice encouraged me to dive descrimintation of other humans and
all groups and seeks to privilege, and power into deeper into how my beliefs and bring justice to our communities. (SJTI,
address issues of one’s practice √ + values influence and sometimes Place-Based Justice Network)
oppression, privilege, and Connect and build meaningful relationships with others while hurt my professional work. SDAD
power. This competency recognizing the multiple, intersecting identities, perspectives, 5400: Student Development I hope to build confidence as a leader
involves student affairs and developmental differences people hold. + + Theory, Research and Practice and educator to lead more
educators who have a Articulate a foundational understanding of social justice and and EDUC---Multicultural Affiars conversations with other staff and
sense of their own agency inclusion within the context of higher education. √ + gave me theory and research to faculty around racial and social justice.
and social responsibility Advocate on issues of social justice, oppression, privilege, and √ + support my social justice work. I hope to continue to learn alongside
that includes others, their power that impact people based on local, national, and global SDAD 5590: The American my students as we develop and
community, and the larger interconnections. Community College and SDAD unlearn the socalization that gets in
global context. Student 5740: College Access and Equity the way of seeing ourselves and others
affairs educators may allowed me to work through as whole people.
incorporate social justice biases and confirmed my
and inclusion competencies commitment to undoing
into their practice through opression in higher education.
seeking to meet the needs
of all groups, equitably Professional Practice:
distributing resources, On campus I advocate for the
raising social marganilized identities of the
consciousness, and Fostering Scholar students while
repairing past and current networking on campus, pushing
harms on campus for greater support of students
communities. who identify as: undocumented ,
students of color, first-
Overall Rating: generation, LGBTQ, ability,
5 foster care status etc. I attend as
many meetings or gatherings on
campus that lead to more
support for these identities or
work to change policies that will
better support the success of all
students. I actively meet with
 Student Learning & 2017 2019
Skill
Development Rating: 3 Rating: 5 Evidence of Learning Future Improvement & Development
The Student Learning and Coursework: I hope to be part of learning
Development competency Articulate theories and models that describe the development In SDAD 5400: Student Development Theory, communities with others familiar with
area addresses the of college students and the conditions and practices that Research, and Practice I studied theories on theories so that we can have ongoing
concepts and principles of facilitate holistic development (e.g. learning, psychosocial and student development, racial identity conversations about applications of
student development and identity development, cognitive-structural, typological, development, and self-authorship. These theory in our respective jobs as well as
learning theory. This environmental, and moral) ∆ + theories, gave me a foundation that helped constant learning about new
includes the ability to Articulate how race, ethnicity, nationality, class, gender, age, me better understand the student affairs emergingin practices.
apply theory to improve sexual orientation, gender identity, dis/ability, and religious field and gave me context to understand my
and inform student affairs belief can infuence development during the college years. √ + own development and how to support Keeping up with conferences, journals,
and teaching practice, and Identify the strengths and limitations in applying existing students on their journey. In ADET: and colleagues in my functional area
sustainable resources theories and models to varying student demographic groups. ∆ + Instructional Methods of Adult Learning I will help me stay current with what
Articulate one’s own developmental journey in relation to learned to apply theories to lesson plans and others in field are doing to incorporate
Overall Rating: formal theories. ∆ + then put it into practice with Check & theory.
5 Identify one’s own informal theories of student development Connect curriculm for Fostering scholars.
(‘theories in use’) and how they can be informed by formal Professional Practice:
theories to enhance work with students. √ + I attended a week-long training for coaching
Identify dominant perspectives present in some models of former foster youth in college. This
student learning and development. √ + experience strengthened me professionally
Construct learning outcomes for both daily practice as well as and helped me see how to integrate theory
teaching and training activities. √ + to support this specific population of
Assess teaching, learning, and training and incorporate the students while also seeing how many
results into practice. ∆ + traditional theories do not support all
Assess learning outcomes from programs and services and use ∆ + students. Check & Connect curriculum is a
theory to improve practice. monthly workshop that included
development of learning outcomes and goals.
 2017 2019
Technology Skill
Rating: 3 Rating: 4 Evidence of Learning Future Improvement & Development
The Technology Demonstrate adaptability in the face of fast paced technological
competency area focuses change. √ + Coursework: Creating portfolio, taking online
on the use of digital tools, Remain current on student and educator adoption patterns of ADET: Instructional Methods of classes, and staying in touch with
resources, and new technologies and familiarize oneself with the purpose and Adult Learning, was my first colleagues across the country have
technologies for the functionality of those technologies. ∆ + online class. This class made me more familiar with new
advancement of student Troubleshoot basic software, hardware, and connectivity introduced me, to different technology. This is not my strongest
learning, development, problems and refer more complex problems to an appropriate online classroom tools. We used competency area, so I hope to
and success as well as the information technology administrator. + + technology learning tools as continue to learn new programs to
improved performance of Draw upon research, trend data, and environmental scanning to students in the class to complete stay up-to-date to use new technology
student affairs assess the technological readiness and needs of students, our work, and simultaneously in my work.
professionals. Included colleagues, and other educational stakeholders when infusing learned how these tools might
within this area are technology into educational programs and interventions. ∆ √ be used in our work. One goal for my work in the Fostering
knowledge, skills, and Critically assess the accuracy and quality of information Scholars Program is to create a
dispositions that lead to gathered via technology and accurately cite electronic sources of Professional Practice: platform online for students and staff
the generation of digital information respecting copyright law and fair use. √ + As AD of the Fostering Scholars to share resources, communicate
literacy and digital Model and promote the legal, ethical, and transparent program, I used technology to important messages, and keep track of
citizenship within collection, use, and securing of electronic data. √ + support different types of goals. I'm looking into creating a
communities of students, learning in Check & Connect CANVAS page that would support
student affairs Ensure compliance with accessible technology laws and policies. ∆ + monthly life skill learning group better communication for students in
professionals, faculty Demonstrate awareness of one’s digital identity and engage with current students. the program.
members, and colleges students in learning activities related to responsible digital
and universities, and communications and virtual community engagement as related I hope to attend workshops to learn
sustainable resources to their digital reputation and identity. √ + new programs and tips to improve
Model and promote equitable and inclusive practices by comfort with technology.
Overall Rating: ensuring all participants in educational endeavors can access
4 and utilize the necessary tools for success. ∆ √
Appropriately utilize social media and other digital
communication and collaboration tools to market and promote
advising, programming, and other learning-focused
interventions and to engage students in these activities. √ +
Engage in personal and professional digital learning
communities and personal learning networks at the local,
national, and/or global level. ∆ +
Design, implement, and assess technologically-rich learning
experiences for students and other stakeholders that model
effective use of visual and interactive media. √ +
Ensure that one’s educational work with and service to students
is inclusive of students participating in online and hybrid format
courses and programs. ∆ +
Incorporate commonly utilized technological tools and platforms
including social medial and other digital communication and
collaboration tools into one’s work. √ +