Running head: ACPA/NASPA COMPETENCY ANALYSIS

ACPA/NASPA Competency Analysis SDAD 579 Katie C. Pinney April 18, 2014

ACPA/NASPA COMPETENCY ANALYSIS Artifact H: Knowledge, Skills, and Competencies Analysis 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 ANALYSIS ACPA/NASPA Competency Area Skill Specific Rating Evidence of Learning

3 Future Improvement & Development I would like to continue to gain experience working with diverse student populations. My work at Highline has exposed me to diverse students, but I would like to build relationships with them to better understand their needs, differences, and how I best serve them on an individual basis. I would also like to continue working on my counseling skills and utilizing those as much as possible. I would also like to create an environment where feedback becomes the norm within a department, both with direct supervisees and students I am advising. I will actively seek out ways to learn about special populations of students such as how to work with suicidal students, veterans, etc. in the most effective and appropriate ways. To do this, I will engage in professional development, turn to research, and rely on student development theory to guide my 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).

W, I, C, O

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Work: Advising, Highline Community College; Advising URec student leadership group, Seattle University; Academic Counselor, Insight School of Colorado Internship: Advising, Highline Community College, Career Advising, Seattle University Coursework: COUN 510: Basic Counseling Skills; COUN 512: Lifespan Career Development; SDAD 578: Student Development Theory, Research and Practice; SDAD 575: Best Practices in Student Services Other: Mentor, Student Development Administration, Seattle University Evidence: Through my internship experiences in advising, and advising the student leadership group in my graduate assistantship, I have developed a high competency in advising & helping both in career, academic, and personal facets. I have been successful in helping students create goals, counseling them through a difficult decision or time in their life, and providing resources both in and outside of the campus. By taking COUN 510 & 512, I learned and practiced counseling techniques, which gave me the confidence and skills to appropriately advise and counsel individuals. From SDAD 578, I learned student development theories, which help guide my conversations with students I advise, as well as learned best practices in advising from SDAD 575.

Overall Rating: 4

ACPA/NASPA COMPETENCY ANALYSIS ACPA/NASPA Competency Area Skill Specific Rating Evidence of Learning

4 Future Improvement & Development

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. 3

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Work: Graduate Assistantship, Seattle University Coursework: EDUC 500: Educational Research; SDAD 578: Student Development Theory, Research and Practice; SDAD 585: Higher Education Finance Other: Assessment Certification Program, Seattle University

Evidence: My assessment experience was solidified through the completion of the 4 week Assessment Certification Program at SU in which we learned and practiced creating learning outcomes, goals for assessment, types of assessments, implications for assessment and assessment development. Having had that experience, the director of URec placed me on a 3-person team within the department in which we developed an assessment plan for the department, which is currently in place. My coursework such as Educational Research and Student Development Theory were important foundational courses to learn about assessment and research. In Higher Education Finance, I wrote a research paper on competency-based education at community colleges and why it was the most efficient sector of higher education. I came to this conclusion based on data-driven analysis, research and theory.

Assessment, evaluation, and research are things I will continue to pursue in the field of higher education. I would like to engage in more professional development opportunities that allow me to assess programs and services within my department. I hope to some day pursue a PhD or EdD program and be able to conduct research on a topic that I am passionate about or interested in. I also hope to publish something based on my research findings. In the meantime, I will actively seek out opportunities that allow me to engage in assessment, research and evaluation.

ACPA/NASPA COMPETENCY ANALYSIS ACPA/NASPA Competency Area Skill Specific Rating + + Evidence of Learning

5 Future Improvement & Development Multicultural competency is something that is never fully achieved, but I can certainly continue to work towards building foundations around multicultural competency in order to serve students appropriately and become a resource for students to turn to. I plan to create an environment in my professional workspace where all students feel welcomed, as well as establish programs that meet the needs of diverse student groups. In my career, I plan to be intentional about getting involved in committees that address the needs of diverse students, and continue to engage in conversations about privilege, power, oppression, access, equity, and inclusion. The more aware I become of my own identities, and privileges, and the more knowledge I can gain around social justice and diversity, the better student affairs practitioner I will become.

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 and prejudices. Overall Rating: 3

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. 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.

W, I, C Work: Graduate Assistantship, Seattle University; Academic Advising, Highline Community College; Academic Counselor, Insight School of Colorado Internship: Advising, Highline Community College Coursework: EDUC 520: Social Justice in Professional Practice; EDUC 515: Multicultural Perspectives; EDAD 570: Leadership in Education I; SDAD 578: Student Development Theory; SDAD 579: Capstone Evidence: I have grown tremendously in the area of EDI mainly from my coursework and internship/work experience at Highline Community College. Specifically, in Multicultural Perspectives and Social Justice was I first exposed to key concepts such as identity, power and privilege. Through my advising job at Highline, I engaged with diverse students every day and was able to have conversations about challenges and successes, as well as walk students through new student orientation so they are prepared and confident in their next steps as a college student.

ACPA/NASPA COMPETENCY ANALYSIS ACPA/NASPA Competency Area Skill Specific Rating Evidence of Learning

6 Future Improvement & Development With my core professional values as a foundation to guide my ethical behavior and professional practice, I know that I will continue to be successful in determining what is right and what is wrong. The most difficult decisions occur is a right v right situation and I will need to rely on my core values and support of colleagues to make the bets decision. In order to further develop ethical professional practice, I must be exposed to tough situations that challenge my ethics, but I also must create environments with ethical behavior becomes the norm. I must engage in conversations with mentors, supervisors and campus partners in order to get a wide range of perspectives on how to deal with challenging ethical situations.

Articulate ones personal code of ethics for student affairs practice, which reflects the Ethical Professional ethical statements of professional student Practice affairs associations and their foundational ethical principles. Describe the ethical statements and their The Ethical foundational principles of any professional Professional Practice associations directly relevant to ones working competency area context. pertains to the Explain how ones behavior embodies the knowledge, skills, and ethical statements of the profession, particularly attitudes needed to in relationships with students and colleagues, in understand and apply the use of technology and sustainable practices, ethical standards to in professional settings and meetings, in global ones work. While relationships, and while participating in job ethics is an integral search processes. component of all the Identify ethical issues in the course of ones job. competency areas, Utilize institutional and professional resources this competency area to assist with ethical issues (e.g., consultation focuses specifically with more experienced supervisors and/or on the integration of colleagues, consultation with an associations ethics into all aspects Ethics Committee). of self and Assist students in ethical decision-making and professional practice. make referrals to more experienced professionals when appropriate. Demonstrate an understanding of the role of beliefs and values in personal integrity and Overall Rating: professional ethical practices. Appropriately address institutional actions that 3 are not consistent with ethical standards. Demonstrate an ethical commitment to just and sustainable practices.

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Work: Graduate Assistantship, Seattle University; Academic Advising, Highline Community College; Academic Counselor, Insight School of Colorado Internship: Career Services, Seattle University; Academic Advising, Highline Community College Coursework: SDAD 577: Foundations of Student Affairs, SDAD 578: Student Development Theory, SDAD 575: Best Practices in Student Services, SDAD 585: Higher Education Finance, COUN 510: Fundamental Counseling Skills, COUN 512: Lifespan Career Development, AEDT: Foundations of Adult Education, EDAD: Leadership in Education I, SDAD 564-566: Internship in Student Development Evidence: Practicing professional practice is an ongoing process. From my coursework and deep reflection, I am able to identify my core professional and personal values. Significant learning occurred in EDAD 570 and continues through EDAD 571 regarding ethical practice. Additionally, through the Ethical Interview Assignment for SDAD 564566, I was able to see a how an ethical issue effecting a professional in the field was handle using problemsolving and what ethical standards were used to determine a solution.

ACPA/NASPA COMPETENCY ANALYSIS ACPA/NASPA Competency Area History, Philosophy, & Values Skill Specific Rating Evidence of Learning

7 Future Improvement & Development

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 The History, Philosophy, and Values education and student affairs. competency area Describe the various philosophies that define the involves knowledge, profession. skills, and attitudes that Demonstrate responsible campus citizenship. connect the history, Demonstrate empathy and compassion for philosophy, and values student needs. of the profession to Describe the roles of both faculty and student ones current affairs educators in the academy. professional practice. Explain the importance of service to the academy This competency area and to student affairs professional associations. embodies the Articulate the principles of professional practice. foundations of the profession from which Articulate the history of the inclusion and exclusion of people with a variety of identities in current and future higher education. research and practice Explain the role and responsibilities of the will grow. The student affairs professional associations. commitment to Explain the purpose and use of publications that demonstrating this incorporate the philosophy and values of the competency area ensures that our present profession. and future practices are Explain the public role and societal benefits of student affairs and of higher education generally. informed by an understanding of our Articulate an understanding of the ongoing nature history, philosophy, and of history and ones role in shaping it. values. Model the principles of the profession and communicate the expectation of the same from Overall Rating: colleagues and supervisees. Explain how the values of the profession 3 contribute to sustainable practices.

W, I, C

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This competency area is one that I am eager to learn more about. I thoroughly enjoy learning about the history of Internship: Advising, Highline Community College; Career higher education and the Services, Seattle University reasons why practices exist. I will respect that particular Coursework: SDAD 577: practices that are rooted in Foundations of Student Affairs, history. In order to keep up SDAD 578: Student Development Theory, AEDT 562: Foundations of with current trends, old Adult Education, SDAD 575: Best practices will need to be Practices in Student Services updated, and I will be the one with new and creative ideas. Evidence: Most of my learning My goal will be to serve occurred in Foundations, Best Practices, and Adult Education. I students in a way that is in line was introduced to institutional types with the institutional mission and its history and foundations, and values, but I will also college missions, values, and challenge practices that are different ways of educating students. outdated. In order to develop The history of higher education and student affair profession has shaped more in this area, I will need to what it is today and will continue to be intentional about asking change in order to keep up with questions and finding out the trends and the ever- changing why and the how. student population.
Work: Academic Advising, Highline Community College

ACPA/NASPA COMPETENCY ANALYSIS ACPA/NASPA Competency Area Skill Specific Rating Evidence of Learning

8 Future Improvement & Development

Human & Organizational Resources

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

Overall Rating: 3

Describe appropriate hiring techniques and institutional hiring policies, procedures, and processes. Demonstrate familiarity in basic tenets of supervision and possible application of these supervision techniques. Explain how job descriptions are designed and support overall staffing patterns in ones work setting. Design a professional development plan in ones current professional position that assesses ones strengths and weaknesses in ones current position, and establishes action items for fostering an appropriate level of growth. Explain the application of introductory motivational techniques with students, staff, and others. Describe the basic premises that underlie conflict in organizational and student life and the constructs utilized for facilitating conflict resolution in these settings. Effectively and appropriately use facilities management procedures as related to operating a facility or program in a facility. Articulate basic accounting techniques for budgeting, monitoring, and processing expenditures. Demonstrate effective stewardship and use of resources (i.e., financial, human, material) Use technological resources with respect to maximizing the efficiency and effectiveness of ones work. Describe environmentally sensitive issues and explain how ones work can incorporate elements of sustainability. Develop and disseminate agendas for meetings. Communicate with others using effective verbal and nonverbal strategies appropriate to the situation in both one-on-one and small group settings. Recognize how networks in organizations play a role in how work gets done. Understand the role alliances play in the completion of goals and work assignments. Describe campus protocols for responding to significant incidents and campus crises. Explain the basic tenets of personal or organizational risk and liability as they relate to ones work.

W, I, C Work: Graduate Assistantship, Seattle University; Academic Advising, Highline Community College Internship: Advising, Highline Community College; Career Services, Seattle University Coursework: SDAD 585: Higher Education Finance, COUN 510: Fundamental Counseling Skills, SDAD 579: Capstone, SDAD 564566: Internship in Student Development, SDAD 575: Best Practices in Student Services, EDAD 570: Leadership in Education I Evidence: I learned the most about this competency through my coursework and graduate assistantship in which one of my primary roles was to supervise and recruit staff. In EDAD 570, I resonated with the Human Resources frame of leadership the most because I prefer to coach and mentor students, as well as I care about their development as individuals.

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This competency area gets me excited and is one in which I will actively seek out ways to engage staff I will be working with in the future. To begin, I hope to encourage the heart by motivating individuals to put forth their best work by recognizing and appreciating their accomplishments- big or small. I will also rely on the expertise of supervisors and mentors to help me with techniques associated with finance management, fundraising, and crisis management. One area that I need to improve and build more confidence around sis conflict management and develop strategies to approach tough situations with staff or coworkers. One way to do this is to actively seek out professional development opportunities such as training or workshops that address conflict management and provide practical, applicable ways of handing them.

ACPA/NASPA COMPETENCY ANALYSIS ACPA/NASPA Competency Area Skill Specific Rating Evidence of Learning

9 Future Improvement & Development

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

Overall Rating: 2

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.

This is a competency area that I need more exposure to in Coursework: SDAD 580: Higher order to best understand law, Education Law, SDAD 576: policy and governance. One Leadership and Governance in Higher Education, SDAD 585: way to do this would be get Higher Education Finance, SDAD involved on a conduct review 577: Foundations of Student Affairs board in which I could engage in the conduct and judicial Evidence: The evidence of my process on my campus. learning in this areas is only seen in coursework such as Higher Another way to improve in Education Law in which I applied this area would to be to find policy and laws that we were out about policy within my learning at the time in to a case department or campus and study analysis in which I was to only how they were developed. I use the facts and not make any assumptions about what may or may could also sit on committees not have happened during a that create policy or address situation. Also, in Leadership and specific policies. I would really Governance, we did an in depth like to be a part of the creation analysis of a campus crisis and how of new policies that positively campus leaders approached the crisis and how it positively or serve and impact students negatively impacted their someday.
professional practice.

ACPA/NASPA COMPETENCY ANALYSIS

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ACPA/NASPA Competency Area

Skill

Specific Rating + + + + +

Evidence of Learning

Future Improvement & Development

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

Overall Rating: 4

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

W, I, C, O
Work: Graduate Assistantship, Seattle University; Academic Advising, Highline Community College Internship: Advising, Highline Community College; Career Services, Seattle University Coursework: SDAD 577: Foundations of Student Affairs, SDAD 578: Student Development Theory, Research and Practice, SDAD 575: Best Practices in Student Affairs, SDAD 576: Leadership and Governance in Post-Secondary Education, AEDT 562: Foundations of Adult Education, EDAD 570: Leadership in Education I Other: Professional Development Committee Member, SUSDA Evidence: In my GAship, I have stepped in to a role in which I independently created and implemented programs and events for students that will serve as long-standing traditions within the URec department such as the mentorship program, recognition and appreciation programs, professional development, and celebrations. Additionally, I have numerous times been a liaison between student and professional staff speaking on behalf of students in order to bring awareness to issue, challenges, and success of the department. I have responded to the ideas, interests and goals of students, and paved a clear direction for the future of this position.

Leadership is a competency that I feel strongly about developing as a student affairs professional. I have many goals of leading an office or department and making change that positively impacts campus constituents. I am a visionary, therefore, I have big ideas, and with the support of a team, I have the ability to make things happen. Specifically, I will need to believe in and bring forth the values of an organization and make sure they not only align with my own values, but also use them as a foundation for the work I do. Because of I am a team player, I will listen to the voices of students, staff, faculty, and campus community in order to hear multiple perspectives on an issue as well as empower, motivate, and encourage individuals to lead as well.

ACPA/NASPA COMPETENCY ANALYSIS

developing trends into appropriate venues such as staff meetings.

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ACPA/NASPA Competency Area

Skill

Specific Rating

Evidence of Learning

Future Improvement & Development

Identify key elements of ones set of personal beliefs and commitments (e.g., values, morals, Personal goals, desires, self-definitions), as well as the Foundations source of each (e.g., self, peers, family, or one or more larger communities). The Personal Identify ones primary work responsibilities Foundations and, with appropriate ongoing feedback, craft a competency area realistic, summative self-appraisal of ones involves the strengths and limitations. knowledge, skills, and Describe the importance of ones professional attitudes to maintain and personal life to self, and recognize the emotional, physical, intersection of each. social, environmental, Articulate awareness and understanding of relational, spiritual, ones attitudes, values, beliefs, assumptions, and intellectual biases, and identity as it impacts ones work wellness; be selfwith others; and take responsibility to develop directed and selfpersonal cultural skills by participating in reflective; maintain activities that challenge ones beliefs. excellence and Recognize and articulate healthy habits for integrity in work; be better living. comfortable with Articulate an understanding that wellness is a ambiguity; be aware broad concept comprised of emotional, of ones own areas of physical, social, environmental, relational, strength and growth; spiritual, and intellectual elements. have a passion for Identify and describe personal and professional work; and remain responsibilities inherent to excellence. curious. Articulate meaningful goals for ones work. Identify positive and negative impacts on Overall Rating: psychological wellness and, as appropriate, seek assistance from available resources.

W, I, C

Work: Graduate Assistantship, Seattle University; Academic Advising, Highline Community College Internship: Advising, Highline Community College; Career Services, Seattle University Coursework: SDAD 577: Foundations of Student Affairs, SDAD 578: Student Development Theory, Research and Practice, AEDT 562: Foundations of Adult Education, EDAD 570: Leadership in Education I, COUN 510: Fundamental Counseling Skills, COUN 512: Lifespan Career Development Evidence: The evidence of my learning comes from the identification of my own personal and professional values. I have developed these values from being able to reflect on what is most important to me in such classes like EDAD 570, SDAD 578, and COUN 512. With in my internships and graduate assistantship, I have been given a high level of autonomy to create, develop and initiate. I feel confortable in my ability to analyze a situation and take risks for the

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This competency area I feel most confident in, but I also recognize that I can still continue to build confidence and personal wellness. I believe that I will naturally seek out ways to engage my physical, mental, social, intellectual and spiritual self, whether that is through exercising, yoga, meditation, deep reflection, journaling, and finding a work-life balance. Finding me time is very important to my own personal well-being, and I hope to be able to incorporate a culture of self-care in to whatever organization I end up in. In order to be excellent, I must take care of my body and my brain.

ACPA/NASPA COMPETENCY ANALYSIS 5 ACPA/NASPA Competency Area Recognize the importance of reflection in personal and professional development. Skill + Specific Rating
betterment of the organization.

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Evidence of Learning

Future Improvement & Development

Articulate theories and models that describe the development of college students and the Student Learning & conditions and practices that facilitate holistic Development development. Articulate how differences of race, ethnicity, nationality, class, gender, age, sexual The Student Learning orientation, gender identity, disability, and and Development religious belief can influence development competency area during the college years. addresses the Identify and define types of theories (e.g., concepts and learning, psychosocial and identity principles of student development, cognitive-structural, typological, development and and environmental). learning theory. This Identify the limitations in applying existing includes the ability to theories and models to varying student apply theory to demographic groups. improve and inform Articulate ones own developmental journey student affairs and identify ones own informal theories of practice, as well as student development and learning (also called understanding theories-in-use) and how they can be teaching and training informed by formal theories to enhance work theory and practice. with students. Generate ways in which various learning theories and models can inform training and teaching practice. Identify and construct learning outcomes for both daily practice as well as teaching and Overall Rating: training activities. Assess teaching, learning, and training and 3

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Work: Graduate Assistantship, Seattle University Recreation Internship: Academic Advising, Highline Community College Coursework: SDAD 577:
Foundations of Student Affairs, SDAD 578: Student Development Theory, Research and Practice, AEDT 562: Foundations of Adult Education,

Evidence: In most of the work I do with students, I try to address all learning styles in order to engage diverse learners. From SDAD 578, I was introduced to and practiced applying theory learned in the classroom to the diversity training for SUYI volunteers. In my graduate assistantship, I have become accustomed to generating learning outcomes for each training or program I create in order to inform learning and to help assess what learning occurred.

In order to improve this competency, I must stay current with theory and trends of the field. To do this, I must refer to books and articles I have collected from the SDA program. I must also connect with individuals who rely on theory to inform their practice and learn from them. Because I do not live and breath theory, I need to become more intentional about programming by keeping theory at the forefront of what I do. I must continue to read, learn and apply theory to my practice, and consult with individuals to come up best practices to serve students.

ACPA/NASPA COMPETENCY ANALYSIS incorporate the results into practice.

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