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Evinn Hickey Artifact H: Knowledge, Skills, and Competencies Analysis Seattle University 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)

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ACPA/NASPA Competency Area

Skill

Specific Rating

Evidence of Learning

Future Improvement & Development Continue to develop skills in counseling responses and crisis management- seek out training at work and through professional organizations. In particular, continue to gain experience in navigating the line between academic advising and professional counseling and making referrals as appropriate. Seek out professional development opportunities with regard to student concerns and specific student populations- in particular, cultivate my interest in transfer student issues. Join a knowledge community or seek out conference workshops on this topic; especially is working specifically with transfer students. Practice incorporating meaning-making and reflection into my advising practice.

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.

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

+ + + + + + + +

C-COUN510 W, I (CCC & SU) C- Theory workshop, O-iGroup dialogue facilitator W, I (CCC advising), C- working on group proejcts I- Cascadia (Academic Advising) W discernment around withdrawing, I- registration problems (CCC), C- group projects I- CCC career advising & educational planning W- collaboration with faculty and program partners W, I- significant experience from both expereinces W- CARE team training C- COUN 510 W- FERPA training, C- COUN 510

W- cultural responsiveness training, C- SDAD 578 I- Student Athletes W- Behavioral Intervention Team & Suicide Assessment Training

Overall Rating: 0 1 2 3 4 5

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ACPA/NASPA Competency Area

Skill

Specific Rating

Evidence of Learning

Future Improvement & Development

The skills I have developed in assessment, evaluation, and research were primarily developed in the classroom setting; in particular in EDUC 500, Introduction to Educational Research. I have very little practical experience in creating or using AER. In order to further develop these skills, I need to practice applying my AER skills in the workplace. Additional hands-on experience in this competency area will help me to feel more comfortable in my abilities. Training in institutional AER processes will be important as I move into my next professional role so that my AER work is aligned with institutional AER. In addition to creating and using AER, I also need to gain experience in explaining AER results and implications to various constituent groups including students, staff, faculty, and administration.

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

C- Ed. Research, various literature reviews

C- Ed. Research

C- Ed. Research

C- Ed. Research

W- Early Alert development in alignment with student services goals

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ACPA/NASPA Competency Area

Skill

Specific Rating + + +
W

Evidence of Learning

Future Improvement & Development

Equity, Diversity, & Inclusion

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

Continue to seek out trainings and professional development C (theory and multicultural opportunities to grow in my competency) to W & I experiences awareness about equity, C- Theory, Social Justice, diversity, and inclusion issues. Multicultural perspectives In particular, if remain in the community college system, explore how does that context intersect with EDI work. O- SUSDA iGroup facilitator
C- Theory workshop W- Back on Track workshops C- Theory, Social Justice, Multicultural Perspectives C- Social Justice, Multicultural Perspectives C- Social Justice, Multicultural Perspectives

Develop skills in planning, facilitating, and assessing programs with regard to EDIin particular, incorporating global perspectives and campus climate issues. Learn about technology that aids in collecting data about diverse student populations. Im not sure what is meant by engaging in activities that challenge ones beliefs. However, I will intentionally engage in activities that further my knowledge and understanding of EDI.

W- task force on English language bias, growth of diversity center on campus

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ACPA/NASPA Competency Area

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

Evidence of Learning

Future Improvement & Development Continue affiliation with professional organizations, especially NACADA, and continue to develop and define my professional practice in accordance with professional standards. Regularly re-read my professional mission statement and update as necessary. Develop additional skills to help students grow in their ethical decision making, especially if begin to supervise student employees. Grow in confidence to address institutional issues and gain knowledge and skills about developing sustainable practices. Continue to develop relationships with professional mentors who can assist me in developing an ethical practice and serve as a sounding board as needed.

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.

C- Foundations, Leadership and Governance, Portfolio (Professional Mission Statement) O- NACADA membership C- Foundations and Best Practices C- Foundations, Capstone W & I- developing advising relationships with students W- appropriately handling student issues and concerns W- meetings with supervisor and collaboration with colleagues I-regular meetings with site supervisor and consultation with advising team W & I- navigating academic advising decisions in collaboration with colleagues W & I-bias checking C-Foundations, Capstone C- Leadership and Governance, Capstone W- promoting development of Early Alert program. C- Social Justice, Capstone

Overall Rating: 0 1 2 3 4 5

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ACPA/NASPA Competency Area 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.

Skill

Specific Rating

Evidence of Learning

Future Improvement & Development Grow in my knowledge of the history of exclusion of people with a variety of identities in higher education and the challenges currently facing historically marginalized populations in accessing higher education. Stay current in news and issues in higher education and recognize how my own role influences the future of my institution and the profession in general. Learn about international philosophies regarding higher education and how they can be incorporated into American institutions. Develop understanding of sustainable practices and how to incorporate those principles into my daily work as well as into institutional policies.

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- Foundations C- Foundations C- Foundations, Leadership and Governance W, I (Seattle U Athletics) W- daily with students, I (Cascadia) W-collaboration with faculty , CFoundations, Lead & Gov. C-Foundations, Capstone W& I- vision, mission, and values C- Foundations C- theory, foundations, social justice, & multicultural perspectives C- Foundations, Capstone, Best Practices C- Foundations, Capstone, Best Practices W- CC context, C- Foundations C- Theory, Capstone W&I

+ + + + + +

+ + +

Overall Rating: 0 1 2 3 4 5

C- Best Practices, Foundations

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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.

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) 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.

Specific Rating
+ + + + +

Evidence of Learning
W- exposure to hiring processes

Future Improvement & Development While I have been exposed to many of the human and organizational resources concepts, I have not had the experience of supervising employees in my professional experience (and the associated hiring process) or developing and managing an operational budget. Seek out training opportunities offered by institutional HR professionals or professional organizations on topics such as: supervision techniques, job descriptions, management and motivation, conflict in the workplace, resource management, and departmental risk and liability. As appropriate, engage in learning around personal and organizational risk management and/or liability issues. Remain aware about environmentally sensitive business practices.

W- annual performance review and goal development C- Capstone: 5 year plan

W- room booking, office move O- UG business degree-Full year of accounting courses W- Early Alert software, I- Student Management Systems W- sustainability council newsletters W, I, O (SUSDA) W & I- advising responsibilities, Cgroup projects W- committee work W- collaboration with faculty and staff, I- role of faculty in advising W, C- Leadership and Governance

Overall Rating: 0 1 2 3 4 5

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ACPA/NASPA Competency Area

Skill

Specific Rating

Evidence of Learning

Future Improvement & Development Attend trainings offered on law, policy, and governance issues. In particular attend sessions on risk and liability management as job responsibilities increase. Also become familiar with evolving legal theory and implications for my practice. Research higher education policy development, policy makers, and special interest groups at the local, state, and federal levels of government. Become familiar with institutional policy development processes and seek involvement as appropriate.

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

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

C- Leadership and Governance, Higher Ed Law

C- Higher Ed Law

+
W, C- Leadership and Governance C- Higher Ed Law, Leadership and Governance, Leadership I W, C- Foundations, Leadership and Governance, Higher Ed Law W, C- Leadership and Governance C- Higher Ed Law, Leadership and Governance W- annual training, C- Higher Ed Law

Overall Rating: 0 1 2 3 4 5

Stay up-to-date on higher education news that may influence law, policy, and governance at my institution.

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ACPA/NASPA Competency Area

Skill

Specific Rating + + + + + + + + + +

Evidence of Learning

Future Improvement & Development To continue growing in my professional identity as a leader, I must take on institutional leadership roles, such as chairing committees. This will allow me to gain additional experience in: collaborative relationships, organizational improvement, and decision-making processes.

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

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

C- Theory, Capstone, Leadership I C- Leadership I, O- SUSDA C- Leadership I W, C- Leadership I, MBA 510 W, I, C, O-SUSDA W, C- group projects W- collaboration with faculty, I(SU Athletics) W- wrote vision and mission for dept., I, C- Foundations W, C- Leadership I, Leadership and Governance

Seek to use a shared governance model of leadership and recognize how decisions impact othersparticularly diverse groups, W, C- Leadership and Governance other departments, and sustainable practices.
C- Leadership I W- academic advising visioning summit, C- Lead I W- Early Alert partners committee, I- training C- Lead I W- Early Alert annual review W, I(SU-Peer mentor program) W & I- staff meetings

Explore intersection of technology and leadership and how technology can be used to improve communication. Seek professional development training for managing change, organizational improvement, and using various decisionmaking processes.

Overall Rating: 0 1 2 3 4 5

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10

ACPA/NASPA Competency Area

Skill

Specific Rating

Evidence of Learning

Future Improvement & Development In the SDA program, I have grown immensely in my professional identity. To continue this development, I must constantly evaluate my own assumptions and beliefs grounded in my identity. To do this work, I must challenge myself to learn about diverse others and their values, biases, etc. I must also continue to practice self-care by focusing on healthy habits and holistic wellness to ensure that I am at my personal and professional best. It is also important that I regularly reflect upon my professional work responsibilities and how they are helping me to achieve my goals. Annual goal setting will help to ensure that I am working toward excellence in my field.

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; Articulate meaningful goals for ones work. have a passion for work; and remain Identify positive and negative impacts on curious. psychological wellness and, as appropriate, seek Overall Rating: 0 1 2 3 4 5

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.

W- annual review and selfevaluation, I- journals, C- Capstone, Theory W- annual review and selfevaluation C- Capstone & portfolio process C-Capstone (Mission Statements)

+ + + + + +

C- Theory, CC autobiography, Leadership I, Capstone, Foundations O- self-care O- self-care, SUSDA

W- performance review and selfevaluation, C-Foundations, Capstone W- annual goals, I- workplan, CCapstone 5 year plan O- self-care and reflection C- entire SDA program and portfolio process

assistance from available resources. Recognize the importance of reflection in personal and professional development.

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11

ACPA/NASPA Competency Area

Skill

Specific Rating

Evidence of Learning

Future Improvement & Development As a professional, it is vital to remain informed about student development theory and practice. I must stay up to date on current research about students with diverse identities and development during college, learning theories, and how theories inform training practices. I must also gain experience in applying theory to my professional practice to facilitate holistic student development. It will also be important that I continue to reflect on my own experiences and examine how my journey impacts my values and biases. Finally, I must my education in assessing teaching and learning of practices, particularly workshops, and how to best construct learning outcomes for these practices.

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

C- Student Development Theory, Adult Learning Theory

C- Theory, Social Justice, Multicultural Perspectives

C- Theory, Adult Learning, Foundations

C- Theory, Adult Learning

C- Theory, Community College Autoethnography

C- Theory workshop I- SU Peer Mentor program, CTheory workshop

C- Theory