Jasmine Reyes Park SDAD 5900 – Winter Capstone with Tim Wilson

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)
Jasmine Reyes Park SDAD 5900 – Winter Capstone with Tim Wilson
ACPA/NASPA Skill
Competency Area
Exhibit active listening skills (e.g., appropriately
establishing interpersonal contact, paraphrasing,
perception checking, summarizing, questioning,
Advising &
encouraging, avoid interrupting, clarifying).
Helping
Establish rapport with students, groups, colleagues,
and others.
Facilitate reflection to make meaning from experience.
The Advising and
Understand and use appropriate nonverbal
Helping competency communication.
area addresses the Strategically and simultaneously pursue multiple
knowledge, skills, and objectives in conversations with students.
attitudes related to Facilitate problem-solving.
providing counseling Facilitate individual decision making and goal setting.
and advising support,
Challenge and encourage students and colleagues
direction, feedback, effectively.
critique, referral, and Know and use referral sources (e.g., other offices,
guidance to outside agencies, knowledge sources), and exhibit
referral skills in seeking expert assistance.
individuals and Identify when and with whom to implement
groups. 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
Overall Rating: to protect the student or others.
Recognize the strengths and limitations of one’s own
worldview on communication with others (e.g., how
0 1 2 3 45 terminology could either liberate or constrain others
with different gender identities, sexual orientations,
abilities, cultural backgrounds).
Actively seek out opportunities to expand one’s 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).
Specific Evidence of Learning Future Improvement &
Rating Development
W= Work For future development, I hope
+ to build my skillset around
In my work as an Associate Director advising specialized populations.
of Admissions, I consistently
From diverse student
counsel, advise and support families
+ populations, non-traditional
and even our current high school
students in their educational students, to students with
+ learning differences, I feel that I
exploration process. In my role as a
+ high school academic advisor, I could practice different
approaches and help students
facilitate meaningful conversations
+ around a small cohort of adolescent attain their educational goals.
girls’ academic and personal goals,
+ and address challenges or concerns I also hope to build a network of
+ they face as they navigate high additional support, so I could
school life. Through active listening offer alternate resources to a
+ and offering guidance and support,
student if I am unable to help.
an exchange of trust and mutual
+ respect is built. I hope to witness For example, in my workplace,
student growth from their start of there is a high school senior who
their early teenage years through is under so much pressure that
+ graduation and beyond. she jokingly said she wants to end
her life. Knowing how to
I= Internship effectively address her safety and
well-being, it will be beneficial to
In my UW International Admissions work in partnership with internal
+ internship, I had the opportunity to or external resources who can
help recruit students at community
maximize efforts to resolving
college transfer fairs. By meeting
prospective students face-to-face, it student needs.
+ was a stretch for me to help
problem solve their specific
admission requirement concerns
while also encouraging students to
apply to competitive university
programs.
+
Jasmine Reyes Park SDAD 5900 – Winter Capstone with Tim Wilson

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area Rating Development

Differentiate among assessment, program review, C= Coursework For future development, I

evaluation, planning, and research and the √ hope to build my working
methodologies appropriate to each. Introduction to Educational
Assessment, Research that has given me knowledge of statistical
Evaluation, & Effectively articulate, interpret, and use results of fundamental research skills, analysis and correlational
Research AER reports and studies, including professional √ knowledge, and terminology around study. I am firm believer that
literature. effective AER. The first time data can be instrumental in
Facilitate appropriate data collection for assignment of a Literature Review developing effective programs.
The Assessment, system/department-wide assessment and + enabled me to understand the
importance of gathering accurate
Through raw data, and
Evaluation, and evaluation efforts using up-to-date technology
data and synthesize various variables qualitative and quantitative
Research competency and methods. to draw conclusions, findings, and results, student affairs
area (AER) focuses Assess trustworthiness and other aspects of recommendations for further study. professionals can yield
on the ability to use, quality in qualitative studies and assess the + The course has given me exposure meaningful and relevant
design, conduct, and transferability of these findings to current work to tools in understand the value of
themes to address the needs of
settings. quantitative/qualitative data and its
critique qualitative correlation to educational practices. students within institutional
Assess quantitative designs and analysis
and quantitative AER programming.
techniques, including factors that might lead to ∆
analyses; to manage measurement problems, such as those relating to I= Internship
organizations using sampling, validity, and reliability.
AER processes and Explain the necessity to follow institutional and In my UW International Admissions
internship, I was tasked with
the results obtained divisional procedures and policies (e.g., IRB + creating a longitudinal study on
from them; and to approval, informed consent) with regard to student experience. By referring to
shape the political ethical assessment, evaluation, and other research previous years data and compiling
and ethical climate activities. survey data from current
surrounding AER undergraduate students, I was able
Explain to students and colleagues the + access university technology-
processes and uses on relationship of AER processes to learning supported software and study the
campus. outcomes and goals. results. Through assessment and
Identify the political and educational sensitivity of evaluation, I gained exposure to
raw and partially processed data and AER results, ∆ large-scaled data and identified areas
handling them with appropriate confidentiality of strength and improvement for
the International Student Services
and deference to the organizational hierarchy.
recruitment and retention efforts.
Overall Rating: Align program and learning outcomes with
organization goals and values. +
0 1 2 3 4 5
Jasmine Reyes Park SDAD 5900 – Winter Capstone with Tim Wilson

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area Rating Development

Identify the contributions of similar and diverse + W= Work In my work within student
people within and to the institutional environment. affairs, I have felt comfortable
My time working as a Program
Equity, Diversity, & Integrate cultural knowledge with specific and relevant + Assistant for College Success
engaging with students of
Inclusion diverse issues on campus. multiple identities; however, I
Foundation has given me the most
Assess and address one’s own awareness of EDI, and + exposure to developing my hope to gain exposure in
articulate one’s own differences and similarities with
others.
competency around EDI. By LBGTQ and other salient
The Equity, working in a poorly supported identity community
Demonstrate personal skills associated with EDI by + learning environment of
Diversity, and participating in activities that challenge one’s beliefs. predominantly low-income students, conversations.
Inclusion (EDI) Facilitate dialogue effectively among disparate √ I became acutely aware of politics
competency area audiences. and privilege at the local and state I also hope to continue my
includes the Interact with diverse individuals and implement level. working knowledge and
knowledge, programs, services, and activities that reflect an + professional development
skills, and attitudes understanding and appreciation of cultural and In my current work, I still work with
human differences. a handful of students and families
around multicultural
needed to create from racially diverse backgrounds competency and privilege, as
Recognize the intersectionality of diverse identities +
learning possessed by an individual. and various socioeconomic students of all ages can
environments that are Recognize social systems and their influence on people + backgrounds. My philosophy is to experience various degrees of
enriched with diverse of diverse backgrounds. ensure inclusion and equity in all my inclusion and isolation in their
views and people. It Articulate a foundational understanding of social working and personal relationships,
and ensuring that students and learning communities.
is also designed to justice and the role of higher education, the institution, +
the department, the unit, and the families felt welcomed, supported,
create an institutional and understood in their identities.
individual in furthering its goals.
ethos that accepts Use appropriate technology to aid in identifying
and celebrates I= Internship
individuals with diverse backgrounds as well as +
differences among assessing progress towards successful integration Through my internship at the UW
people, helping to of these individuals into the campus environment. International Admissions, I was able
free them of any Design culturally relevant and inclusive programs, + to concentrate on integrating
misconceptions services, policies, and practices. cultural knowledge and diverse
and prejudices. Demonstrate fair treatment to all individuals and + issues on campus. By working with
change aspects of the environment that do not a specialized population, I was able
promote fair treatment. to see how an international students’
Analyze the interconnectedness of societies worldwide experience might vary in an
Overall Rating: American research university.
and how these global perspectives impact institutional +
learning.
0 1 2 3 4 5
Jasmine Reyes Park SDAD 5900 – Winter Capstone with Tim Wilson

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area Rating Development

Articulate one’s personal code of ethics for W= Work To further my development in

student affairs practice, which reflects the + ethical practice, I will engage
Ethical Professional ethical statements of professional student In my admissions work, I have in dialogue with other student
Practice affairs associations and their foundational worked extensively with my affairs professionals to see
ethical principles. supervisor and other how they would handle
administrators to handle
Describe the ethical statements and their sensitive situations around
situations that pose a
The Ethical foundational principles of any professional + challenge. Through
evaluating candidates and
Professional Practice associations directly relevant to one’s working assisting families through collaborative efforts, one can
competency area context. challenging aspects of the learn a more meaningful and
pertains to the Explain how one’s behavior embodies the admissions process. With alternate approach to
knowledge, skills, and ethical statements of the profession, particularly + sensitivity and care, admissions addressing student needs.
attitudes needed to in relationships with students and colleagues, in work requires one to uphold
understand and apply the use of technology and sustainable practices, ethical standards and I also plan to reflect on the
ethical standards to in professional settings and meetings, in global acknowledge how best to institutional mission and
one’s work. While relationships, and while participating in job support the student, even if it values, and see how my own
ethics is an integral search processes. involves participation outside of work can contribute and align
component of all the Identify ethical issues in the course of one’s job. the institution.
+ itself with the institutional
competency areas, Utilize institutional and professional resources goals.
C= Coursework
this competency area to assist with ethical issues (e.g., consultation +
focuses specifically with more experienced supervisors and/or Through Social Justice and
on the integration of colleagues, consultation with an association’s Multicultural Perspectives
ethics into all aspects Ethics Committee). course, it has supported the need
of self and Assist students in ethical decision making and to continually reflect and
professional practice. make referrals to more experienced + evaluate one’s own philosophy
professionals when appropriate. around serving students and a
Demonstrate an understanding of the role of greater community beyond
beliefs and values in personal integrity and + oneself. Through ethics and
Overall Rating: moral decision making, student
professional ethical practices. affairs professionals can uphold
Appropriately address institutional actions that + the tenants of SDA learning
0 1 2 3 4 5 are not consistent with ethical standards. outcomes.
Demonstrate an ethical commitment to just and +
sustainable practices.
Jasmine Reyes Park SDAD 5900 – Winter Capstone with Tim Wilson

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area Rating Development

History, Describe the foundational philosophies, + W= Work and I= Internship For future development, I
Philosophy, & disciplines, and values on which the profession is hope to be understanding and
built. From working in secondary
Values education and interning at two
appreciative of different
Articulate the historical contexts of institutional higher education institutions strengths that institutions
The History, types and functional areas within higher + (including a community college and bring. Often, I feel that there
Philosophy, and Values education and student affairs. research university), I have learned can be immediate comparisons
competency area Describe the various philosophies that define the + something new with appreciating made between institutions;
involves knowledge, profession. studying institutional types, mission
statements, and philosophies in however, I hope to remember
skills, and attitudes that Demonstrate responsible campus citizenship. +
connect the history, educating and working with student that what works in one
Demonstrate empathy and compassion for + populations. Through understanding institution might not serve well
philosophy, and values student needs.
of the profession to the beginning pioneer work to in another. In recognizing
Describe the roles of both faculty and student + historical shifts and institutional context, it will be helpful to
one’s current affairs educators in the academy. evolution, I have gained awareness
professional practice. acknowledge how different
Explain the importance of service to the academy + in the necessity to see where an
This competency area
and to student affairs professional associations. institution started and where it plans institutions handle their
embodies the to head strategically in the future in competency areas and learn
foundations of the
Articulate the principles of professional practice. +
serving students. how they prioritize their
profession from which Articulate the history of the inclusion and efforts based on their
current and future exclusion of people with a variety of identities in + C= Coursework
higher education. institutional history,
research and practice
Explain the role and responsibilities of the + Foundations and Best Practices philosophy, and values.
will grow. The
commitment to student affairs professional associations. were two courses that gave an
Explain the purpose and use of publications that introduction to various institutions
demonstrating this within the state of Washington. By
competency area incorporate the philosophy and values of the + studying institutional types and their
ensures that our present profession. student practices, not one institution
and future practices are Explain the public role and societal benefits of + is the same as another. Additional
informed by an student affairs and of higher education generally. courses such as Leadership in
understanding of our Articulate an understanding of the ongoing nature + Education and Leadership in
history, philosophy, and of history and one’s role in shaping it. Governance have also promoted
values. studying institutional administration
Model the principles of the profession and + and case studies to inform varying
communicate the expectation of the same from policies and practices.
Overall Rating: colleagues and supervisees.
Explain how the values of the profession +
0 1 2 3 4 5 contribute to sustainable practices.
Jasmine Reyes Park SDAD 5900 – Winter Capstone with Tim Wilson

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area Rating Development

Describe appropriate hiring techniques and institutional + W= Work and I= Internship I hope to learn more about
hiring policies, procedures, and processes.
Human & human resource policies and
Organizational
Demonstrate familiarity in basic tenets of supervision and + Evaluation and assessment are
procedures, as well as
possible application of these supervision techniques. important in understanding work
Resources Explain how job descriptions are designed and support + contributions and performance. I participate in search
overall staffing patterns in one’s work setting. am fortunate to have the experience committees or provide
The Human and Design a professional development plan in one’s current of receiving evaluation and feedback for staffing and
Organizational professional position that assesses one’s strengths and constructive feedback in many areas
weaknesses in one’s current position, and establishes action
√ hiring needs.
Resources competency of my current position. By continual
items for fostering an appropriate level of growth. encouragement of pursuing
area includes Explain the application of introductory motivational √ professional development In keeping on top of best
knowledge, skills, techniques with students, staff, and others.
and attitudes used in opportunities, I feel supported in practices, I plan to participate
Describe the basic premises that underlie conflict in
the selection, organizational and student life and the constructs utilized
advancing my knowledge and in trainings and sessions to
for facilitating conflict resolution in these settings.
+ skillset in my field. understand how to create a
supervision,
motivation, and formal Effectively and appropriately use facilities management + Likewise, my internship supervisor
dynamic, fluid working team.
procedures as related to operating a facility or program in a
evaluation of facility. has offered points of observation to
staff; conflict Articulate basic accounting techniques for budgeting, + assist me in using verbal and I also plan to discover more
resolution; management monitoring, and processing expenditures. nonverbal strategies in approaching about what institutional
of the politics of Demonstrate effective stewardship and use of resources (i.e., + challenging situations within a departments offer and
organizational financial, human, material) higher education setting.
accompanying resources, so I
discourse; and the Use technological resources with respect to maximizing the + can collaborate and strategize
effective application of efficiency and effectiveness of one’s work.
Describe environmentally sensitive issues and explain how + together with them in helping
strategies and
techniques associated
one’s work can incorporate elements of sustainability. students and their overall
Develop and disseminate agendas for meetings. + learning experience.
with financial resources,
facilities management,
Communicate with others using effective verbal and +
nonverbal strategies appropriate to the situation in both
fundraising, technology one-on-one and small group settings.
use, crisis management, Recognize how networks in organizations play a role in how +
risk management, and work gets done.
sustainable resources. Understand the role alliances play in the completion of goals +
and work assignments.
Overall Rating:
Describe campus protocols for responding to significant +
incidents and campus crises.
Explain the basic tenets of personal or organizational risk +
0 1 2 3 4 5 and liability as they relate to one’s work.
Jasmine Reyes Park SDAD 5900 – Winter Capstone with Tim Wilson

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area Rating Development

Explain the differences between public and private √ W= Work In any environment, I plan to
higher education with respect to the legal system and respect the institution and
what they may mean for students, faculty, and staff at When I first began my job at Forest
Law, Policy, & both types of institutions. Ridge Admissions, I thoroughly
understand rationales behind
Governance Describe the evolving legal theories that define the reviewed my employee and law, governance, policy, and
student–institution relationship and how they affect ∆ departmental policies handbook, procedures.
professional practice. participated in mandatory safety
The Law, Policy, and Describe how national constitutions and laws influence environment trainings (especially I will acknowledge how
Governance the rights that students, faculty, and staff have on public ∆ focused on student safety), and
and private college campuses. studied the organizational chart and operations work at the macro
competency area and micro-level, and if I am
Explain the concepts of risk management and liability ∆ learned about constituents and
includes the reduction strategies. distribution of power and unclear about policies and
knowledge, skills, and Explain when to consult with one’s immediate supervisor administration. By acknowledging procedures, better to ask than
attitudes relating to and campus legal counsel about those matters that may + institutional structure and assume.
policy development have legal ramifications. understanding legal parameters, I
processes used in
Act in accordance with federal and state/province laws + am informed of institutional
and institutional policies regarding nondiscrimination. practice. I would also like to study how
various contexts, the different department policies
Describe how policy is developed in one’s department
application of legal and institution, as well as the local, state/province, and can impact overall student
constructs, and the √ C= Coursework
federal levels of government. development and achievement;
understanding of Identify the major policy makers who influence one’s √ i.e.- student disciplinary action
professional practice at the institutional, local, I have yet to enroll in Higher Ed
governance structures Law class (planned for Fall 2015), reporting during college
and their impact on state/province, and federal levels of government.
Identify the internal and external special interest groups and my hope is that legal admissions notification
one’s professional that influence policy makers at the department, terminology and concepts will
practice. √ become more familiar to me after
institutional, local, state/province, and federal levels.
Describe the public debates surrounding the major policy coursework.
issues in higher education, including access, affordability, √
accountability, and quality.
Describe the governance systems at one’s institution,
including the governance structures for faculty, staff, and +
Overall Rating: students.
Describe the system used to govern or coordinate one’s
0 1 2 34 5
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.
Jasmine Reyes Park SDAD 5900 – Winter Capstone with Tim Wilson

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area Rating Development

Describe how one’s personal values, beliefs, histories, and + W= Work and I= Internship My development in leadership
perspectives inform one’s view of oneself as an effective leader.
I feel my years of learning my
will be continually evolving.
Leadership
Identify one’s strengths and weaknesses as a leader and seek + Through self-awareness,
opportunities to develop one’s leadership skills. professional role has helped me grow
Identify various constructs of leadership and leadership styles + into my own perception as a leader. I reflection, and initiative, I plan
that include but are not limited to symbolic, expert, relational, have become a resource and advisor to read more about different
and inspirational. for young and older students, and a
The Leadership leadership styles and role
Identify basic fundamentals of teamwork and teambuilding in + reliable point of contact for
competency area one’s work setting and communities of practice. prospective and enrolling families. I model mentors. There is much
addresses the Describe and apply the basic principles of community building. + have also learned to trust my own to learn from educators and
knowledge, skills, and Use technology to support the leadership process (e.g., seeking + strengths and acknowledge areas student affairs professionals
feedback, sharing decisions, posting data that support decisions, where I may need some improvement.
attitudes required of a using group-support website tools). from around the world.
I feel comfortable exhibiting
leader, whether it be a Understand campus cultures (e.g., academic cultures, student + professionalism and utmost care and
positional leader or a cultures) and collaborative relationships, applying that attention to helping people, regardless I will also welcome
understanding to one’s work.
member of the staff, of their background. constructive feedback and
Articulate the vision and mission of the primary work unit, the +
in both an individual division, and the institution. In my internship, I feel my confidence dialogue to enable growth and
capacity and within a Explain the values and processes that lead to organizational + has grown because now I have empowerment for my work
improvement.
process of how Identify institutional traditions, mores, and organizational
worked with students in higher and the students served.
individuals work structures (e.g., hierarchy, networks, governing groups, nature education. I first started interning at a
+ community college, and then
together effectively to of power, policies, goals, agendas and resource allocation
advanced to the largest state research
processes) and how they influence others to act in the
envision, plan, effect organization. university. I feel my campus
change in Explain the advantages and disadvantages of different types of + experiences have enhanced my
organizations, and decision-making processes (e.g., consensus, majority vote, and previous background limited to
decision by authority). nonprofits, secondary education,
respond to internal public and private middle and high
Think critically and creatively, and imagine possibilities for +
and external solutions that do not currently exist or are not apparent. schools.
constituencies and Identify and then effectively consult with key stakeholders and +
those with diverse perspectives to make informed decisions. C= Coursework
issues. Explain the impact of decisions on diverse groups of people, +
other units, and sustainable practices. Courses in SDA Leadership have
Articulate the logic used in making decisions to all interested + impacted my understanding of
parties. leadership development and
Overall Rating:
Exhibit informed confidence in the capacity of ordinary people + framework models. I have learned to
to pull together and take practical action to transform their see leadership as multifaceted, and not
communities and world.
just limited to those of administrative
Identify and introduce conversations on potential issues and +
0 1 2 3 4 5 developing trends into appropriate venues such as staff
meetings.
authority.
Jasmine Reyes Park SDAD 5900 – Winter Capstone with Tim Wilson

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area Rating Development

Identify key elements of one’s set of personal W= Work I= Internship

beliefs and commitments (e.g., values, morals,
Working in Forest Ridge At the conclusion of my University
Personal goals, desires, self-definitions), as well as the + Admissions for about 8 years has of Washington International
Foundations source of each (e.g., self, peers, family, or one helped me reaffirm my passion to Admissions internship, my site
or more larger communities). support families through their all- supervisor, a former SDA alumna,
The Personal Identify one’s primary work responsibilities girls education discernment gave words of wisdom and
Foundations and, with appropriate ongoing feedback, craft a + processes. I have developed an encouragement in her closing letter
competency area appreciation for the field of student of evaluation to me. She gently
realistic, summative self-appraisal of one’s affairs because I have been able to advised that I should speak up about
involves the strengths and limitations. see positive impact I can have on needing more time to complete
knowledge, skills, and Describe the importance of one’s professional students and parents when I apply tasks, and not to be afraid if I have
attitudes to maintain and personal life to self, and recognize the + care and trust in my working reached my limit. For the first time
emotional, physical, intersection of each. relationships. My work supervisors ever, I have learned from a seasoned
social, environmental, Articulate awareness and understanding of have empowered and enabled me to professional that it is okay to be
learn the multifaceted role of vocal about limitations. At the time
relational, spiritual, one’s attitudes, values, beliefs, assumptions, admissions and enrollment, and I my internship became its busiest, I
and intellectual biases, and identity as it impacts one’s work + have valued their constructive was entering my 9th month of
wellness; be self- with others; and take responsibility to develop feedback and modeling in learning pregnancy and I did not want to
directed and self- personal cultural skills by participating in how to improve overall student and admit juggling work, the internship,
reflective; maintain activities that challenge one’s beliefs. family experience. and preparing for labor were a lot on
my plate. However, it is through the
excellence and Recognize and articulate healthy habits for + encouragement of my site supervisor
integrity in work; be better living. C= Coursework that I have learned to recognize and
comfortable with Articulate an understanding that wellness is a articulate self-care and meeting goals.
ambiguity; be aware broad concept comprised of emotional, + The Social Justice and STMM Art,
of one’s own areas of physical, social, environmental, relational, Theology and Reconciliation
courses enabled me to take the time
strength and growth; spiritual, and intellectual elements. for deep self-reflection of who I am
have a passion for Identify and describe personal and professional + on an emotional, physical, social,
work; and remain responsibilities inherent to excellence. spiritual level in relation to my
curious. Articulate meaningful goals for one’s work. + environment and communities.
Through these courses, I have
Identify positive and negative impacts on + gathered that self-direction and self-
Overall Rating: psychological wellness and, as appropriate, seek reflection can be crucial in
assistance from available resources. acknowledging areas of strength and
0 1 2 3 4 5 Recognize the importance of reflection in
personal and professional development.
+ growth, and maintaining integrity in
my work.
Jasmine Reyes Park SDAD 5900 – Winter Capstone with Tim Wilson
ACPA/NASPA Skill
Competency Area
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 one’s own developmental journey
student affairs and identify one’s 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
0 1 2 3 54 incorporate the results into practice.
Specific Evidence of Learning
Rating
I= Internship
√+
By creating a longitudinal study
for UW International Admissions,
I have had the opportunity to
analyze and implement
+ recommendations of how
international students perceive
their admissions process and
overall student experience.
Specifically, I am able to see that
Chickering and Schlossberg’s
+ Transition Theory have been most
helpful in understanding cultural
acclimation and how university
students develop through
√+ transition. By studying vectors and
acknowledging theories, I am
informing and encouraging the use
of research to practice.
+ C= Coursework
Adult Learning and Student
Development Theory have
contributed towards
+ understanding and competency
towards various student
populations.
+ professional development
+ with students.
Future Improvement &
Development
To further my understanding of
student development, I hope to
experience other community
college and university
institutional types and student
affairs roles, as I have only spent
about a year interning at the UW.
I hope to gain more time at
higher education settings as a
student affairs professional, and
see student development in
action outside of my admissions
field.
Additionally, I hope to learn from
student affairs professionals
about their best practices and
how they use theory in their work
with students.
I plan to stay informed and read
journals to help my
understanding of theoretical
framework and application to
current events in higher
education.
I will also actively participate in
opportunities and outline a five
to ten year action plan in
continuing my love for working