Artifact E2: NASPA/ACPA Professional Competencies Assessment - Capstone

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Artifact H: Knowledge, Skills, and Competencies Analysis Completed in SDAD 5900: Capstone Course (Fall 2015) 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

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.

Overall Rating: 0 1 2 3 4 5

Skill

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 one’s 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 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 Rating

Evidence of Learning

Future Improvement & Development

(√)

Graduate Assistantship (W): As an assistant resident director I have served in various advising and helping roles for students. As a supervisor of Resident Assistants and Front Desk student staff, I provide with individual and groups of students with continuous direction, feedback, guidance, referral, counseling, and other related support. I meet with oncampus residents to support, counsel, guide, and refer for concerns regarding their health, well-being, academics, and leadership, engagement, and conduct experiences.

Seek out future opportunities (internship) to gain experience and develop skills in advising and helping

(√) (√) (√) (√) (√) (√) (√) (+) (+) (√)

(√)

(√)

Spring 2015 Internship (I): I helped to advise and provide resources and support to international students at Shoreline Community College. Through one-on-one and larger group advising, programming, and focus group facilitation, I was able to help them connect and obtain the academic and personal support they needed.

Introduction to Counseling COUN 5100 (C): This course introduced me to the counseling techniques and tools that I apply to my daily practice as an assistant resident director, intern, and aspiring student affairs leader.

Continue serving students as a supervisor, guide, resource, and support through one-on-one and group interactions

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ACPA/NASPA Competency Area

Skill

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

Specific Rating

(√) (√) (√)

(√)

(√)

(∆)

(√) (∆)

(√)

Evidence of Learning

Future Improvement & Development

Introduction to Research and Graduate Study EDUC 5000 (C): This course helped to develop my current knowledge and skills in conducting effective and ethical assessment, evaluation, and research as a professional.

Within my current roles and work, find opportunities to conduct research

Spring 2015 Internship (I): I coordinated and assessed the findings from focus groups and other research to help improve the coordination and implementation of Shoreline Community College’s International Student Orientation Program.

Summer 2015 Internship (I): I conducted and assessed findings from a focus group in order to draft the Saint Mary’s College of California Sexual Assault Campus Climate Survey, which will be released in the 2015-2016 academic year to assess student perceptions about sexual violence, prevalence of violence on campus, and the abilities and success of the institution in responding to reported cases of sexual violence.

In the future, seek out job positions that involve assessment, evaluation, and research responsibilities

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ACPA/NASPA Competency Area

Equity, Diversity, & Inclusion

Skill

Specific Rating

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 one’s own awareness of EDI, and articulate one’s own differences and similarities with others.

Demonstrate personal skills associated with EDI by participating in activities that challenge one’s 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.

(√)

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: 0 1 2 3 4 5

(√) (√) (√) (√) (√) (√) (√) (√)

(√) (√)

(√)

Evidence of Learning

Future Improvement & Development

Graduate Assistantship (W): I have coordinated and facilitated Social Justice and Community Awareness trainings for the Housing and Resident Life student staff. I work closely with my resident assistants and desk staff in order to ensure the application of inclusive language, inclusive community engagement and programming, and that they are providing opportunities to help develop our oncampus resident’s awareness about their identities, privileges, prevalent justice issues, and the impact on the self and community.

Continue seeking ways to help students gain awareness and recognize the value of equity, diversity, and inclusion, and be active agents to build more inclusive and aware communities

Multicultural Perspective EDUC 5150 (C): This course challenged me to explore my perspectives and the factors influencing my navigation and application of my stories and identities in order to determine their influence on my work as a student development practitioner.

Recognize and implement opportunities in future roles/positions to incorporate equity, diversity, and inclusion in my work

Best Practices in Student Services SDAD 5750 (C): My summer project focused on best and promising practices for recruiting and engaging students of color in order to create diverse and inclusive learning environments and experiences for students.

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ACPA/NASPA Competency Area

Skill

Articulate one’s 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 one’s working competency area context. pertains to the Explain how one’s 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 one’s 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 one’s 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 association’s 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 0 1 2 3 4 5 are not consistent with ethical standards.

Demonstrate an ethical commitment to just and sustainable practices.

Specific Rating

(+)

(√)

(√)

(√) (√)

(√) (√) (√) (√)

Evidence of Learning

Graduate Assistantship (W): As an assistant resident director, I am called to practice professional ethics through my work in conduct and daily interactions with students and colleagues.

Foundations of the Student Affairs Profession SDAD 5300 (C): In introducing the foundational elements of the field, this course provided insight into ethics and what it means to be an ethical professional in terms of adhering to one’s personal values and its application.

Leadership and Governance in PostSecondary Education SDAD 5760 (C): This course focused on several cases in higher education and student affairs, where an individual professional, group, or institutions’ ethics were called into investigation or question. I learned about strategies and responses that work well due to their commitment to the professional and personal practice of ethics.

Social Justice in Professional Practice EDUC 5200 (C): In this course, I am continuing to learn about injustice and ways I, as a student affairs professional, am called to be aware of my biases, prejudices, and privileges in order to act in the most just (morally, ethically, etc.) way possible.

Future Improvement & Development Maintain personal commitment to my values and ethics through my daily professional practices and interactions Recognize the lack of ethics or presence of ethical dilemmas and act accordingly

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ACPA/NASPA Competency Area

Skill

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 one’s 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 competency area incorporate the philosophy and values of the ensures that our present profession. and future practices are Explain the public role and societal benefits of informed by an student affairs and of higher education generally. understanding of our Articulate an understanding of the ongoing nature history, philosophy, and of history and one’s 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 0 1 2 3 4 5 contribute to sustainable practices.

History, Philosophy, & Values

Specific Rating

(√) (√) (√) (√) (√) (√) (√) (√) (√) (√) (√) (√) (√) (√) (√)

Evidence of Learning

Future Improvement & Development

Foundations of the Student Affairs Profession SDAD 5300 (C): This course introduced me to the foundational history, philosophy, and values underlying the student affairs profession.

Actively search for opportunities to continue learning about the best or promising practices in applying history, philosophy, an values to the field of student affairs

Leadership and Governance in PostSecondary Education SDAD 5760 (C): In this course experience, I learned more about the history, philosophy, and values of the student affairs profession and how they have changed over time. It provided insight into my role and responsibility in helping create those changes that are informed by these foundational elements.

Best Practices in Student Services SDAD 5750 (C): Through this summer course and the campus visits/interviews I conducted, I was able to learn about the application of student affairs history, philosophy, and values at different institutions.

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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.

Overall Rating: 0 1 2 3 4 5

Skill

Specific Rating

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 one’s work setting.

Design a professional development plan in one’s current professional position that assesses one’s strengths and weaknesses in one’s 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 one’s work.

Describe environmentally sensitive issues and explain how one’s 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 one’s work.

(√) (√) (+) (√) (+) (√) (√) (∆) (√) (√) (√) (√) (√) (√) (√) (√) (√)

Evidence of Learning

Future Improvement & Development

Graduate Assistantship (W): Part of my responsibilities is assisting with the selection, recruitment, training, and ongoing support, management, and evaluation of our resident assistants, desk staff, and professional staff members. I have participated in conducting interviews, giving feedback, helped to mediate arising conflicts and concerns, and how to maximize the human, financial, and other resources that we have in order to best serve our students.

Look for more opportunities to manage or oversee a budget

Leadership and Governance in PostSecondary Education SDAD 5760 (C): Through the case studies and lectures in this course, I learned about effective and promising strategies and practices for recognizing, utilizing, and maximizing the human and organizational resources of an institution, particular in times o crisis or innovation (restructure or reorganization).

Continue participating in future recruitment, selection, and evaluation projects to broaden experience and skills in this competency area

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ACPA/NASPA Competency Area

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 one’s professional practice.

Overall Rating: 0 1 2 3 4 5

Skill

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 student–institution 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 one’s 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 one’s department and institution, as well as the local, state/province, and federal levels of government.

Identify the major policy makers who influence one’s 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 one’s institution, including the governance structures for faculty, staff, and students.

Describe the system used to govern or coordinate one’s 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.

Specific Rating

(√)

(∆) (∆) (∆) (√) (∆) (∆)

(∆) (∆) (∆) (√) (∆) (∆)

Evidence of Learning

Future Improvement & Development

Summer 2015 Internship (I): In the projects I completed for Saint Mary’s College of California, I learned about the political structure and policies that served as challenges to particular changes my work would lead to.

Enroll in SDAD 5800 (Higher Education Law) course

Leadership and Governance in PostSecondary Education SDAD 5760 (C): In this course, I learned about the influence of law, policy, and governance on the structures of institutions and programs. I also learned how current standards influence crisis response and institutional changes and their impact on student’s learning and development.

Work on future projects or initiatives that involve reviewing and adapting to law, policy, and/or governance standards and structures Seek positions and/or roles that will empower me to gain hands-on experience with the legal processes and structures that influence the work I can do

9

ACPA/NASPA Competency Area

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: 0 1 2 3 4 5

Skill

Specific Rating

Describe how one’s personal values, beliefs, histories, and perspectives inform one’s view of oneself as an effective leader.

Identify one’s strengths and weaknesses as a leader and seek opportunities to develop one’s 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 one’s 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 one’s 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.

(+) (+) (√) (√) (√) (√)

Evidence of Learning

Future Improvement & Development

Graduate Assistantship (W): Throughout my assistantship experience, I have taken on leadership roles on projects and have worked with diverse groups of colleagues and students in order to ensure the safety, well-being, development, and learning of my students.

Continue pursuing leadership roles and opportunities to develop skills, knowledge, and experiences further

Seattle University Student Development Administration Student Organization SUSDA (O): As the Professional Development Chair, I am taking initiative and working with a team to help to provide development and resources to my peers.

Leadership in Education I EDAD 5700 (C): This course introduced me to different leadership styles, allowing for exploration of my own.

10

ACPA/NASPA Competency Area

Skill

Identify key elements of one’s 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 one’s primary work responsibilities Foundations and, with appropriate ongoing feedback, craft a competency area realistic, summative self-appraisal of one’s involves the strengths and limitations. knowledge, skills, and Describe the importance of one’s 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, one’s attitudes, values, beliefs, assumptions, and intellectual biases, and identity as it impacts one’s work wellness; be selfwith others; and take responsibility to develop directed and selfpersonal cultural skills by participating in reflective; maintain activities that challenge one’s 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 one’s 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 one’s work.

Identify positive and negative impacts on Overall Rating: psychological wellness and, as appropriate, seek assistance from available resources.

0 1 2 3 4 5 Recognize the importance of reflection in personal and professional development.

Specific Rating

Evidence of Learning

Future Improvement & Development

Graduate Assistantship (W): My assistantship has challenged me to learn how to manage my time, do self-care, and has given me ample opportunity to explore my interests and commitment to students’ learning, leadership, development, and success.

Seek out future opportunities to challenge me and my foundations in order to create opportunities to learn and grow

Foundations of the Student Affairs Profession SDAD 5300 (C): The final project for this course challenged me to explore who I am and what my mission is as a student development practioner. I learned much about myself, ways to self-care, and be the student affairs leader I aspire to be.

11

ACPA/NASPA Competency Area

Skill

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 4 5 incorporate the results into practice.

Specific Rating

Evidence of Learning

Future Improvement & Development

Graduate Assistantship (W): In my everyday work, I engage with students as an assistant resident director, hall council advisor, student staff supervisor, and so on. Through the programs and projects I play a role in coordinating and facilitating, I am consistently applying the theories and practices I have learned.

Review and reread books and articles from courses to maintain my knowledge and ability to apply in my work

Student Development Theory, Research, and Practice SDAD 5400 (C): This course provided me with the foundational knowledge about theories, research, concepts, and practices that now inform my own practices.

Continue to apply theory to practice in my work with intent and awareness of impact and success

Adult Learning EDUC 5130 (C): This course introduced specific theories, research, and practices that allow me to work with diverse student populations and understand their needs. I also apply much of my learning to my everyday work as a student affairs professional.