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 Area

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.

Specific Rating ! ! " ! " ! " ! !

Evidence of Learning
C- Counseling 510, EQ, Capstone O- SUSDA I- Seattle U W, I, C- almost all of each O- SUSDA O- SUSDA I- Seattle U C- Counseling 510, EQ, Capstone W- Seattle U O- SUSDA I- Seattle U W- MSU, I- Seattle U W- UM, MSU, Seattle U I- Seattle U W- MSU I- Seattle U W- UM, MSU, Seattle U I- Seattle U W- Seattle U O- SUSDA I- Seattle U

Future Improvement & Development

Seek opportunities to be in facilitator roles in a professional position or through volunteer work

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.

I do not see direct interaction with students to be a major part of my next professional step, but will revist this competency if that is the case Build on the skills and strategies from CAP-C if in a role to do this work with students/colleagues

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W- UM, MSU

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W- UM, MSU, Seattle U

Overall Rating: 2

I do not envision crisis management will be a major part of my next professional step, but will revist this competency if that is the case I do not envision confidential interactions with students will be a major part of my next professional step, but will revist this competency if that is the case

Overall Rating: 2
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).
Continue to seek profressional W- UM, MSU, Seattle U I- Seattle U development oppportunities to practive C- Theory, Lead I, Social Justice this communication- perhaps SJI or O- SUSDA, WPC other in-depth training Once key populations of next position are appartent, seek opporuntities to interact with them and do further research to explore specific concerns or development needs in this population

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C- Theory, O- SUSDA, WPC

Overall Rating:

0 1 2 3 4 5

ACPA/NASPA Competency Area

Skill
Differentiate among assessment, program review, evaluation, planning, and research and the methodologies appropriate to each. Effectively articulate, interpret, and use results of AER reports and studies, including professional literature. Facilitate appropriate data collection for system/department-wide assessment and evaluation efforts using up-to-date technology and methods. Assess trustworthiness and other aspects of quality in qualitative studies and assess the transferability of these findings to current work settings. Assess quantitative designs and analysis techniques, including factors that might lead to measurement problems, such as those relating to sampling, validity, and reliability. Explain the necessity to follow institutional and divisional procedures and policies (e.g., IRB approval, informed consent) with regard to ethical assessment, evaluation, and other research activities. Explain to students and colleagues the relationship of AER processes to learning 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. Align program and learning outcomes with organization goals and values.

Specific Rating ! " " "

Evidence of Learning
C- Intro to Ed Research W- Seattle U I- Highline O-SU ACP C- Intro to Ed Research, Theory, Best Practices I- Highline W- Seattle U O- SU ACP I- Highline, Seattle U W- Seattle U O- SUSDA W- Seattle U C- Theory, Best Practices, Ed Research I- Highline OSU ACP W- Seattle U C- Theory, Best Practices, Ed Research I- Highline

Future Improvement & Development

Assessment, Evaluation, & Research The Assessment, Evaluation, and Research competency area (AER) focuses on the ability to use, design, conduct, and critique qualitative and quantitative AER analyses; to manage organizations using AER processes and the results obtained from them; and to shape the political and ethical climate surrounding AER processes and uses on campus. Overall Rating: 4

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W- Seattle U O- SU ACP W- Seattle U I- Highline O- SU ACP, NASPA presentation W- Seattle U I- Highline W- Seattle U I- Highline O- SU ACP, NASPA presentation

ACPA/NASPA Competency Area

Skill
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.

Specific Rating ! ! !

Evidence of Learning
W-Seattle U I- Seattle U, Highline O- NASPA, PS Colloquium W- Seattle U I- Highline C- Social Justice, Theory, Lead I C- Multicultural Perspectives, Theory, Lead I, EQ, Social Justice O- SUSDA, WPC, Seattle Race Conference, Race Exhibit O- SUSDA, WPC, Seattle Race Conference, Race Exhibit, People's Institute Undoing Institutional Racism W- Internalized Sexism and White Privilege Discussion group

Future Improvement & Development

Equity, Diversity, & Inclusion

Demonstrate personal skills associated with EDI by participating in activities that challenge ones beliefs.

The Equity, Diversity, and Facilitate dialogue effectively among disparate audiences. Inclusion (EDI) competency area includes Interact with diverse individuals and implement programs, the knowledge, services, and activities that reflect an understanding and skills, and attitudes appreciation of cultural and human differences needed to create learning environments that are Recognize the intersectionality of diverse identities enriched with diverse possessed by an individual. views and people. It is also designed to create an Recognize social systems and their influence on people of institutional ethos that diverse backgrounds. accepts and celebrates Articulate a foundational understanding of social justice differences among and the role of higher education, the institution, the people, helping to free department, the unit, and the individual in furthering its goals them of any Use appropriate technology to aid in identifying misconceptions individuals with diverse backgrounds as well as assessing and prejudices. Overall Rating: 3
progress towards successful integration of these individuals into the campus environment.

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Need to seek more opporunities to O- SUSDA Discussion groups, WPC facilitate dialogue, especially outside W- Solid Ground of identity caucus groups Seek opportunities to colloaborate with diverse individuals to W- Seattle U O- SUSDA implement programming/activities in new professional role C- Theory, Multicultural Perspectives, Lead I, Social Justice O- SUSDA, WPC C- Theory, Multicultural Perspectives, Lead I, Social Justice O- SUSDA, WPC C- Theory, Multicultural Perspectives, Lead I, Social Justice O- SUSDA, WPC

W- Seattle U I- Seattle U, Highline

misconceptions and prejudices. Overall Rating: 3

Design culturally relevant and inclusive programs, services, policies, and practices. Demonstrate fair treatment to all individuals and 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.
Need to keep in mind when designing programs and policies, havent had enough experience to feel competent here Interrupting privilege and fighting for change is very challenging and requires continual work and attention

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I- Seattle U W- MSU

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W- MSU, Seattle U I- Seattle U O- SUSDA C- UM History of International Human Rights, Social Justice O-WPC

Overall Rating:

0 1 2 3 4 5

ACPA/NASPA Competency Area

Skill

Specific Rating !

Evidence of Learning

Future Improvement & Development

Articulate ones personal code of ethics for student affairs practice, which reflects the ethical statements of professional student affairs associations and their foundational ethical principles. Describe the ethical statements and their foundational principles of any professional associations directly relevant to ones working Ethical Professional context. Practice Explain how ones behavior embodies the ethical statements of the profession, particularly in relationships with students and colleagues, in the The Ethical Professional use of technology and sustainable practices, in Practice competency area professional settings and meetings, in global pertains to the relationships, and while participating in job search knowledge, skills, and processes. attitudes needed to understand and apply Identify ethical issues in the course of ones job. ethical standards to ones Utilize institutional and professional resources to work. While ethics is an assist with ethical issues (e.g., consultation with integral component of all more experienced supervisors and/or colleagues, the competency areas, consultation with an associations Ethics this competency area Committee). focuses specifically on the integration of ethics Assist students in ethical decision making and into all aspects of self make referrals to more experienced professionals and professional practice. when appropriate. Overall Rating: 2 Demonstrate an understanding of the role of beliefs and values in personal integrity and professional ethical practices. Appropriately address institutional actions that are not consistent with ethical standards.

C-Foundations, Lead I, Capstone

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C- Foundations, Lead & Gov

Not really sure all the professional associations that are connected to my functional areas of interest--need to explore more as part of job search

C- Adult Learning, Capstone, Internship O- SUSDA

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W- Seattle U O- SUSDA

Become more attuned to potential ethical issues Develop the professional network necessary to have resources available when ethical issues arise Most of my experience in this was before starting the program-would need more direct interaction with students to gain experience in this competency

C- Internship O-SUSDA

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W- UM, MSU

C- Foundations, Lead I, Capstone W- Seattle U O- SUSDA I have rarely confronted this issue, I think it will be part of my overall development as a professional and gaining familiarity with my insitution and the ethical issues that could potentially arise

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O-SUSDA

ACPA/NASPA Competency Area History, Philosophy, & Values

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 education and student affairs. Describe the various philosophies that define the profession. Demonstrate responsible campus citizenship. Demonstrate empathy and compassion for student needs. Describe the roles of both faculty and student affairs educators in the academy. Explain the importance of service to the academy and to student affairs professional associations. Articulate the principles of professional practice. Articulate the history of the inclusion and exclusion of people with a variety of identities in higher education.

Specific Rating ! ! ! ! ! ! ! ! ! ! ! ! ! " "

Evidence of Learning
C- Foundations, Lead & Gov C- Foundations, Lead & Gov C- Foundations, Lead & Gov, Best Practices W- Seattle U W- Seattle U I- SU Career/PM O- SUSDA W- Seattle U W- Seattle U C- Lead & Gov O- NASPA member/journal C- Foundations, Best Practices C- Social Justice, Theory, Multicultural, V- WPC, Table talks C- Foundations, Best Practices O- PS Colloquium, NASPA, SUSDA C- Foundations, Ed Research, Theory O- NASPA W- Seattle U C- Best Practices O- SUSDA C- Lead & Gov, Mgmt of People, History Undergrad major O- SUSDA C- Higher Ed Finance, Social Justice

Future Improvement & Development

The History, Philosophy, and Values competency area involves knowledge, skills, and attitudes that connect the history, philosophy, and values of the profession to ones current professional practice. This competency area embodies the foundations of the profession from which current and future research and practice will grow. The commitment to Explain the role and responsibilities of the student affairs professional associations. demonstrating this competency area ensures Explain the purpose and use of publications that incorporate the philosophy and values of the that our present and profession. future practices are informed by an Explain the public role and societal benefits of understanding of our student affairs and of higher education generally. history, philosophy, and Articulate an understanding of the ongoing nature 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: 3 colleagues and supervisees. Explain how the values of the profession contribute to sustainable practices.

This is always an area of improvement, must be kept at forefront of mind to be effective Work to understand this competency further

Overall Rating:

0 1 2 3 4 5

ACPA/NASPA Competency Area

Skill
Describe appropriate hiring techniques and institutional hiring policies, procedures, and processes. Demonstrate familiarity in basic tenets of supervision and possible application of these supervision techniques.

Specific Rating ! ! ! ! ! " # ! ! # ! ! # # ! " "

Evidence of Learning
W- Seattle University, Montana State W- Seattle U C- Management of People W- Seattle U W- Seattle U, CRG Events (Performance Goals/SMART goals)

Future Improvement & Development

Human & Organizational Resources

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.

The Human and Organizational Resources the application of introductory motivational techniques competency area includes Explain with students, staff, and others. knowledge, skills, Describe the basic premises that underlie conflict in organizational and attitudes used in the and student life and the constructs utilized for facilitating conflict selection, supervision, resolution in these settings. motivation, and formal Effectively and appropriately use facilities management procedures evaluation of as related to operating a facility or program in a facility. staff; conflict resolution; Articulate basic accounting techniques for budgeting, monitoring, and processing expenditures. management of the politics of organizational Demonstrate effective stewardship and use of resources (i.e., financial, human, material) discourse; and the effective application of Use technological resources with respect to maximizing the strategies and techniques efficiency and effectiveness of ones work. associated with financial Describe environmentally sensitive issues and explain how ones resources, facilities work can incorporate elements of sustainability. management, fundraising, technology Develop and disseminate agendas for meetings. use, crisis management, Communicate with others using effective verbal and nonverbal risk management, and strategies appropriate to the situation in both one-on-one and sustainable resources. small group settings. Overall Rating: 4
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.

C- Lead I, MBA 510, Adult Learning W- UM, MSU C- Theory, Lead I, Lead & Gov, More training in conflict Counseling 510 resolution to become even more I- SU Career/Premajor adept W- Seattle U, CRG Events O- SUSDA W- Seattle U, CRG Events O- SUSDA W- Seattle U, CRG Events O- SUSDA W- Seattle U, CRG Events O- SUSDA, I- SU Career/Premajor W- Seattle U, Solid Ground V- Advising SU SEED, Marra Farm/Lettuce Link W- Seattle U, CRG Events O- SUSDA W, I, C- almost all of each W- Seattle U I- Highline, SU Career/Premajor W, I, C- almost all of each W- Seattle U C- Higher Education Law W- Seattle University Attend public safety training to brush up on emergency response Focus on attending risk/liability management training

ACPA/NASPA Competency Area

Skill

Specific Rating !

Evidence of Learning
C- Higher Ed Law

Future Improvement & Development

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. Law, Policy, & Describe how national constitutions and laws influence the Governance rights that students, faculty, and staff have on public and private college campuses. Explain the concepts of risk management and liability The Law, Policy, and reduction strategies. Governance competency Explain when to consult with ones immediate supervisor and campus legal counsel about those matters that may have legal area includes the knowledge, skills, and ramifications. attitudes relating to policy Act in accordance with federal and state/province laws and development processes institutional policies regarding nondiscrimination. Describe how policy is developed in ones department and used in various contexts, institution, as well as the local, state/province, and federal the levels of government. application of legal Identify the major policy makers who influence ones constructs, and the professional practice at the institutional, local, state/province, understanding of and federal levels of government. governance structures Identify the internal and external special interest groups that and their impact on ones influence policy makers at the department, institutional, local, professional practice. state/province, and federal levels. Describe the public debates surrounding the major policy issues in higher education, including access, affordability, accountability, and quality. Overall Rating: 3 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.

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C- Higher Ed Law C- Higher Ed Law, Leadership and Governance C- Leadership and Governance C- Higher Ed Law C- Higher Ed Law W- SU HR Policy manual W- Seattle University O- Chronicle of Higher Ed C- Leadership and Governance W- Seattle University O- Chronicle of Higher Ed O- Chronicle of Higher Ed, Inside Higher Ed, NASPA newsletters/journals W- Seattle University Make sure to use incumbents for that C- Foundations of Student Affairs knowledge at a new institution C- Community College, Higher Education Finance I- Highline, work with SSAO C- Leadership and Governance, Higher Education Finance Make sure to stay current with changing policies Find some journal articles to enhance knowledge here

ACPA/NASPA Competency Area

Skill
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.

Specific Rating ! ! " " " " " " " " " " " " " " #

Evidence of Learning
C- Mgmt of People, EQ, Capstone, Lead I, Social Justice W- Seattle U, MSU I- SU Career/PM C- EQ, MBA 510, Lead I, Mgmt of People O- SUSDA W- SU C- Theory, Lead I, Mgmt of People C- MBA 510, EQ, Mgmt of People, Lead I I- SU Career/Major C- Theory, Lead I, Mgmt of People W- Seattle U I- Highline W- Seattle U I- Highline, SU C- Theory, Community College W- Seattle U I- Highline C- Mgmt of People W- Seattle U W- Seattle U C- Lead & Gov, Higher Ed Finance C- Lead I, Social Justice, Lead & Gov W- Seattle U C- Mgmt of People, Social Justice W- Seattle U C- Mgmt of People, Social Justice W- Seattle U C- Mgmt of People, Social Justice W- Seattle U O- SUSDA C- Lead I, Social Justice, Lead & Gov I- HCC, O- NASPA Regional

Future Improvement & Development

Leadership

The Leadership Describe and apply the basic principles of community building. competency area Use technology to support the leadership process (e.g., seeking addresses the knowledge, feedback, sharing decisions, posting data that support decisions, using group-support website tools). skills, and attitudes Understand campus cultures (e.g., academic cultures, student required of a leader, cultures) and collaborative relationships, applying that whether it be a positional understanding to ones work. leader or a member of the Articulate the vision and mission of the primary work unit, the division, and the institution. staff, in both an Explain the values and processes that lead to organizational individual capacity and improvement. within a process of how Identify institutional traditions, mores, and organizational structures individuals work together (e.g., hierarchy, networks, governing groups, nature of power, effectively to envision, policies, goals, agendas and resource allocation processes) and how they influence others to act in the organization. plan, effect change in Explain the advantages and disadvantages of different types of organizations, and decision-making processes (e.g., consensus, majority vote, and respond to internal and decision by authority). external constituencies Think critically and creatively, and imagine possibilities for solutions that do not currently exist or are not apparent. and issues. Overall Rating: 4
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.

Discuss how to make space for these discussions to occur regularly

ACPA/NASPA Competency Area

Skill

Specific Rating !

Evidence of Learning
C- Multicultural, Lead I, Social Justice, EQ, Mgmt of People O- SUSDA V- WPC

Future Improvement & Development

Identify key elements of ones set of personal beliefs and commitments (e.g., values, morals, goals, desires, self-definitions), as well as the source of each (e.g., self, peers, family, or one or more larger communities). Personal Foundations Identify ones primary work responsibilities and, with appropriate ongoing feedback, craft a realistic, The Personal summative self-appraisal of ones strengths and Foundations competency limitations. area involves the Describe the importance of ones professional and knowledge, skills, and personal life to self, and recognize the intersection attitudes to maintain of each. emotional, physical, Articulate awareness and understanding of ones social, environmental, attitudes, values, beliefs, assumptions, biases, and relational, spiritual, and identity as it impacts ones work with others; and intellectual wellness; be take responsibility to develop personal cultural self- directed and self- skills by participating in activities that challenge reflective; maintain ones beliefs. excellence and integrity Recognize and articulate healthy habits for better in work; be comfortable living. with ambiguity; be aware Articulate an understanding that wellness is a broad of ones own areas of concept comprised of emotional, physical, social, strength and growth; have environmental, relational, spiritual, and intellectual a passion for work; and elements. remain curious. Identify and describe personal and professional responsibilities inherent to excellence. Overall Rating: 4 Articulate meaningful goals for ones work. Identify positive and negative impacts on psychological wellness and, as appropriate, seek assistance from available resources. Recognize the importance of reflection in personal and professional development.

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W- Seattle U (excellent supervisors)

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C- Lead I, Social Justice, EQ, Mgmt of People, O- SUSDA I- SU

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C- Multicultural, Social Justice, EQ, Capstone O- SUSDA V- WPC, Seattle Race Conference W- Seattle U (Wellness Challenege) O- SUSDA W- Seattle U (Wellness Challenege) O- SUSDA C- EQ W- Seattle U C- Mgmt of People W- Seattle U, CRG Events O- SUSDA, Group Health, EAP C- EQ C- Foundations, EQ, Social Justice I- Class, SU Career/PM O-SUSDA Discuss how to make goals more meaningful in upcoming review

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ACPA/NASPA Competency Area

Skill

Specific Rating !

Evidence of Learning
C- Theory, Adult Learning, Foundations, Social Justice, Best Practices C- Theory, Foundations, Social Justice O- WPC, Table Talks C- Theory, Adult Learning I- SU Career/PM C-Theory, Adult Learning

Future Improvement & Development

Continue to explore the literature, keep up to date in the field Take advantage of professional development/trainings; examine the literature

Articulate theories and models that describe the development of college students and the conditions and practices that facilitate holistic Student Learning & development. Development Articulate how differences of race, ethnicity, nationality, class, gender, age, sexual orientation, gender identity, disability, and religious belief can The Student Learning influence development during the college years. and Development Identify and define types of theories (e.g., learning, competency area psychosocial and identity development, cognitiveaddresses the concepts structural, typological, and environmental). and principles of student Identify the limitations in applying existing theories development and learning and models to varying student demographic theory. This includes the groups. ability to apply theory to Articulate ones own developmental journey and improve and inform identify ones own informal theories of student student affairs practice, development and learning (also called theories-inas well as understanding use) and how they can be informed by formal teaching and training theories to enhance work with students. theory and practice. Generate ways in which various learning theories and models can inform training and teaching practice. Overall Rating: 2 Identify and construct learning outcomes for both daily practice as well as teaching and training activities. Assess teaching, learning, and training and incorporate the results into practice.

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Continue to explore the literature, keep up to date in the field

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C- Theory, EQ, Internship Class, Capstone O- SUSDA C- Theory, Adult Learning I- SU Career/PM C- Adult Learning, I- SU Career/PM O- SU ACP W- SU I- Highline, O- SU ACP Look for opportunities to develop learning outcomes in work roles

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