1

Amy Clawson

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

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.

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

Specific
Rating

Evidence of
Learning

Future Improvement
& Development

W, C, V

Because I have not

been in my graduate
assistantship for very
long, I feel I do not
know all of the
available resources on
campus for my
advisees to utilize. I
would like to improve
on my knowledge of
the campus resources
and be able to make
meaningful referrals.

+
+
+

I have gained
knowledge on advising
and helping students
through my graduate
assistantship as an
academic advisor in
the Albers School of
Business and
Economics. I have
helped students set
academic goals, career
goals, and have been
able to utilize the
counseling skills I
gained during my
undergraduate
experience as a
Psychology major. I
also underwent FERPA
training, which has
given me insight into
confidentiality issues
and the legal aspects
of confidentiality.
Through my pervious

I feel as though once I

start internships, I will
be able to develop
more in my ability to
actively seek out
opportunities to
expand my own skills,
and I will gain
knowledge of other
resources on campus.

Overall Rating:
0 1 2 3 4 5

protect the student or others.

Recognize the strengths and limitations
of ones own worldview on
communication with others (e.g., how
terminology could either liberate or
constrain others with different gender
identities, sexual orientations, abilities,
cultural backgrounds).
Actively seek out opportunities to expand
ones own knowledge and skills in
helping students with specific concerns
(e.g., suicidal students) and as well as
interfacing with specific populations
within the college student environment
(e.g., student veterans).

volunteer work, I have

come to an
understanding of how
to develop trusting
relationships that do
not diminish others
identities and
backgrounds.

ACPA/NASPA
Competency
Area

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

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

Specific
Rating

Evidence of
Learning

Future Improvement
& Development

C, W

Although I feel
proficient in research,
there are many areas
of assessment that I
can improve upon. I am
not very familiar with
educational
assessments, so my
coursework in the
program will help me
to gain a broader sense
of understanding about
this topic. I am hoping
to work with AER
reports in a potential
internship in order to
improve my
development in this
area. I believe
coursework and
internships are the two
prominent ways in
which I can improve
my skills in this
category.

My previous
coursework in
Psychology gave me a
highly competent
sense of functions of
research,
implementing
research,
understanding results,
and also issues
relating to the IRB.
I also have previous
work experience in
aging and
neurocognition
research; this job
helped me to
understanding the
sensitive nature of
data.

ethical climate
surrounding
AER processes
and uses on
campus.

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.

Overall Rating:
0 1 2 3 4 5
ACPA/NASPA
Competency
Area

Equity,
Diversity, &
Inclusion
The Equity,
Diversity, and
Inclusion
(EDI)
competency
area includes
the knowledge,
skills, and
attitudes
needed to
create
learning

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 ones own awareness
of EDI, and articulate ones own
differences and similarities with others.
Demonstrate personal skills associated
with EDI by participating in activities
that challenge ones beliefs.
Facilitate dialogue effectively among
disparate audiences.
Interact with diverse individuals and
implement programs, services, and
activities that reflect an understanding
and appreciation of cultural and
human differences.
Recognize the intersectionality of diverse
identities possessed by an individual.
Recognize social systems and their

+
+

Evidence of
Learning

C, O, V

Future Improvement
& Development

I need to improve on
learning ways to
The sociology classes I
integrate individuals
have taken have
with a marginalized
helped shape my
background into
awareness of cultural
campus. I feel as
differences and issues
though I can improve
on inclusion. Also, the
on this with
classroom is a place
internships, and also
where I have been able class based discussions
to interact with
on these issues.
diverse individuals
about topics relating
I also need to become
to EDI and ways we
better at making my
can improve the
voice heard within the
classroom setting.
classroom and campus
These sociology
so that my cultural
classes have also
capitol can be utilized.

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
misconception
s
and
prejudices.

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.
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.

encouraged me to
examine my own
differences and
similarities with
others.
Volunteer work has
helped me to work
positively with people
who come from
different backgrounds
than myself. I have
also realized the
importance of social
justice issues acting as
a team for a greater
cause.

Overall Rating:
0 1 2 3 4 5
ACPA/NASPA
Competency
Area

Ethical
Professional
Practice

Skill

Articulate ones personal code of

ethics for student affairs practice,
which reflects the ethical
statements of professional student
affairs associations and their
foundational ethical principles.

Specific
Rating

Evidence of Learning

Future Improvement &

Development

W,C

I feel I need to develop

in my knowledge on
ethical statements
within the profession. I
believe there are

My previous research
work helped me gain
competency in ethical

Describe the ethical statements and

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

professional practice. I
have an understanding
of integrity and ethical
issues that may arise
on the job.
I am also learning how
to address institutional
actions that do not go
along with ethical
standards through the
Higher Ed. Law class.

specific courses that

will help me to
understand more on
ethics and how to
describe its
foundational principles.
Upon completion of
Higher Ed. Law, I think
I will have an even
greater understanding
of the ethical
professional practice.

Overall Rating: to just and sustainable practices.

0 1 2 3 4 5
ACPA/NASPA
Competency
Area
History,
Philosophy, &
Values
The History,
Philosophy, and
Values
competency
area involves
knowledge,
skills, and
attitudes that
connect the
history,
philosophy, and
values of the
profession to
ones current
professional
practice. This
competency
area embodies
the foundations
of the
profession from
which current
and future
research and
practice will

Skill

Specific
Rating

Describe the foundational

philosophies, disciplines, and values
on which the profession is built.
Articulate the historical contexts of
institutional types and functional
areas within higher education and
student affairs.
Describe the various philosophies
that define the profession.
Demonstrate responsible campus
citizenship.
Demonstrate empathy and
compassion for student needs.
Describe the roles of both faculty and
student affairs educators in the
academy.
Explain the importance of service to
the academy and to student affairs
professional associations.
Articulate the principles of
professional practice.
Articulate the history of the inclusion
and exclusion of people with a variety
of identities in higher education.
Explain the role and responsibilities
of the student affairs professional
associations.
Explain the purpose and use of
publications that incorporate the

+
+
+

Evidence of Learning

Future Improvement &

Development

W,C

I still need to gain

knowledge on the
various philosophies,
professional
associations. I also
need to develop on my
understanding of how
the values of the
profession contribute
to sustainable
practices. The best way
I believe I will develop
these skills is through
coursework and
implementing them
into practice through
my internships and
assistantship.

The courses I am
currently taking are
helping me to learn
the historical
background of higher
education and the
different institution
types. I have learned
how pivotal of a role
student affairs has in
higher education and
the benefits
institutions receive
from practicing
various philosophies.
My assistantship as an
academic advisor has
helped me to show
empathy and
compassion for
students and the
issues they are facing.

philosophy and values of the

profession.
Explain the public role and societal
benefits of student affairs and of
higher education generally.
Articulate an understanding of the
ongoing nature of history and ones
role in shaping it.
Model the principles of the profession
and communicate the expectation of
the same from colleagues and
supervisees.
Explain how the values of the
profession contribute to sustainable
Overall Rating: practices.
grow. The
commitment to
demonstrating
this competency
area ensures
that our present
and future
practices are
informed by an
understanding
of our history,
philosophy, and
values.

0 1 2 3 4 5
ACPA/NASPA
Competency
Area
Human &
Organizational
Resources
The Human and
Organizational
Resources
competency
area includes
knowledge,
skills,
and attitudes
used in the
selection,
supervision,

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 ones
work setting.
Design a professional development plan in
ones current professional position that
assesses ones strengths and weaknesses in
ones current position, and establishes action
items for fostering an appropriate level of
growth.
Explain the application of introductory
motivational techniques with students, staff,
and others.
Describe the basic premises that underlie

Evidence of Learning

Future Improvement &

Development

I believe my
assistantship and
internships will help
me develop in the
areas that I am not
entirely experienced in.
I will need to develop
more supervision skills
and learn procedures
and processes around
hiring.

My previous work
experience has helped
me to learn how to
create agendas for
meetings, set goals,
use technology
resources, and use
effective verbal and
nonverbal strategies.
My current
assistantship has also

10
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:

conflict in organizational and student life and

the constructs utilized for facilitating conflict
resolution in these settings.
Effectively and appropriately use facilities
management procedures as related to
operating a facility or program in a facility.
Articulate basic accounting techniques for
budgeting, monitoring, and processing
expenditures.
Demonstrate effective stewardship and use of
resources (i.e., financial, human, material)
Use technological resources with respect to
maximizing the efficiency and effectiveness of
ones work.
Describe environmentally sensitive issues and
explain how ones work can incorporate
elements of sustainability.
Develop and disseminate agendas for
meetings.
Communicate with others using effective
verbal and nonverbal strategies appropriate
to the situation in both one-on-one and small
group settings.
Recognize how networks in organizations
play a role in how work gets done.
Understand the role alliances play in the
completion of goals and work assignments.
Describe campus protocols for responding to
significant incidents and campus crises.
Explain the basic tenets of personal or
organizational risk and liability as they relate
to ones work.

Skill

Specific
Rating

+
+
+

helped me to further
my skills in these
areas and also begin
learning how to make
budgets and maximize
the efficiency of my
work. I have also been
able to utilize my
previous
communication skills.

+
+

0 1 2 3 4 5
ACPA/NASPA
Competency
Area

Evidence of
Learning

Future Improvement
& Development

11

Law, Policy, &

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

Explain the differences between public and

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

W,C
My job experience has
given me an
understanding of when
I need to speak with
my supervisor about a
particular issue that I
cannot handle on my
own. I am also aware
of the major policy
makers, and evolving
legal theories due to
the Higher Ed. Law
class.

I believe that I still

need to develop in my
understanding of
higher education
governance systems. I
will be able to do this
through future
coursework.

12

Overall Rating:
0 1 2 3 4 5
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

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.

Skill

Specific
Rating

Describe how ones personal values, beliefs,

histories, and perspectives inform ones view of
oneself as an effective leader.
Identify ones strengths and weaknesses as a
leader and seek opportunities to develop ones
leadership skills.
Identify various constructs of leadership and
leadership styles that include but are not limited
to symbolic, expert, relational, and inspirational.
Identify basic fundamentals of teamwork and
teambuilding in ones work setting and
communities of practice.
Describe and apply the basic principles of
community building.
Use technology to support the leadership
process (e.g., seeking feedback, sharing
decisions, posting data that support decisions,
using group-support website tools).
Understand campus cultures (e.g., academic
cultures, student cultures) and collaborative
relationships, applying that understanding to
ones work.
Articulate the vision and mission of the primary
work unit, the division, and the institution.
Explain the values and processes that lead to
organizational improvement.
Identify institutional traditions, mores, and
organizational structures (e.g., hierarchy,
networks, governing groups, nature of power,
policies, goals, agendas and resource allocation
processes) and how they influence others to act
in the organization.
Explain the advantages and disadvantages of
different types of decision-making processes
(e.g., consensus, majority vote, and decision by

Evidence of Learning

Future Improvement &

Development

W,C

I need to gain more

experience in
community building,
organizational
improvement, and
making informed
decisions with other
parties in the
workplace. I believe I
can make this
development happen
through internship
experience and
through future events
that will happen during
my graduate
assistantship.

My coursework has
given me the
opportunity to think
critically about
solutions to problems
and what it means to
be an effective leader.
The mission on the
Seattle University
campus is very clear, I
have been able to
understand the vision
and mission of my
assistantship because
of this.

13

envision, plan,
effect change
in
organizations,
and respond to
internal and
external
constituencies
and issues.

Overall Rating:
0 1 2 3 4 5
ACPA/NASPA
Competency
Area

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.

Skill

Identify key elements of ones set of

personal beliefs and commitments
(e.g., values, morals, goals, desires,
Personal
self-definitions), as well as the
Foundations
source of each (e.g., self, peers,
The Personal
family, or one or more larger
Foundations
communities).
competency
Identify ones primary work
area involves
responsibilities and, with
the knowledge, appropriate ongoing feedback, craft
skills, and
a realistic, summative self-appraisal
attitudes to
of ones strengths and limitations.
maintain
Describe the importance of ones
emotional,
professional and personal life to
physical,
self, and recognize the intersection
social,
of each.

Specific
Rating

Evidence of Learning

Future Improvement &

Development

C,O,W

Throughout the
program, I am hoping
to develop my
professional identity
and understanding
myself and my role in
the student
development
profession.

My sociology and
psychology courses at
the undergraduate
level helped me to
articulate awareness
of my values and
beliefs, and also that
the term wellness has
different meanings for
each person and is a
very broad concept.
My Catholic identity

14

environmental,
relational,
spiritual, and
intellectual
wellness; be
self- directed
and selfreflective;
maintain
excellence and
integrity in
work; be
comfortable
with
ambiguity; be
aware of ones
own areas of
strength and
growth; have a
passion for
work; and
remain
curious.

Articulate awareness and

understanding of ones attitudes,
values, beliefs, assumptions, biases,
and identity as it impacts ones
work with others; and take
responsibility to develop personal
cultural skills by participating in
activities that challenge ones
beliefs.
Recognize and articulate healthy
habits for better living.
Articulate an understanding that
wellness is a broad concept
comprised of emotional, physical,
social, environmental, relational,
spiritual, and intellectual elements.
Identify and describe personal and
professional responsibilities
inherent to excellence.
Articulate meaningful goals for
ones work.
Identify positive and negative
impacts on psychological wellness
and, as appropriate, seek assistance
Overall Rating: from available resources.
Recognize the importance of
0 1 2 3 4 5 reflection in personal and
professional development.
ACPA/NASPA
Skill
Competency
Area
Articulate theories and models that
describe the development of college
students and the conditions and

has helped me form

personal beliefs,
morals, and values
that I can carry into
practice.

My graduate
assistantship has given
me the opportunity to
set goals and
understand my job
function and
responsibilities.

+
+

Specific
Rating

Evidence of
Learning

Future Improvement
& Development

C,W

I need to improve my
knowledge of the

15

practices that facilitate holistic

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

My sociology classes
have allowed me to
articulate differences
in ethnicity, race,
nationality, class,
gender, etc. I am able
to articulate my own
developmental journey.
My work as a
preschool teacher
allowed me to assess
teaching styles and
how students learn. I
have been able to use
these skills and apply
them to the higher
education model.

theories used in higher

education and what
this means for
development. I feel I
will be able to improve
upon this by taking the
theory course. I am
hoping to have a much
greater understanding
of the limitations in
applying theories and
how I can use theories
in my professional
practice.

16

0 1 2 3 4 5

training and incorporate the results

into practice.

My Three-Year Professional Development Plan

Objective 1: Student Learning & Development- Understanding Theories

2013 Strategy: Take the Theory course and gain an understanding of the basic theories associated with these
topics
2014 Strategy: Implement the learned theories into internships and my graduate assistantship
2015 Strategy: Take the lessons I have learned and knowledge of theories into the workforce, turn theory into
practice

Objective 2: Improve Leadership Skills

2013 Strategy: Improve upon leadership skills

2014 Strategy: Take these leadership skills with me into my internships and assistantship
2015 Strategy: Taking on some sort of leadership role within my profession

Objective 3: Law, Policy, & Governance- Apply Legal Constructs

2013 Strategy: Continue to learn the policies and laws that govern higher education
2014 Strategy: Make notice of opportunities to point out issues in policy
2015 Strategy: Carry the appropriate information with me into my professional career, help others who may not
know the policies as well

Objective 4: History, Philosophy, and Values-Connect These Concepts to Professional Practice

2013 Strategy: Connect the history, philosophy, and values to my assistantship

2014 Strategy: Connect the history, philosophy, and values of student development into higher education as a
whole
2015 Strategy: Use my awareness of the history, philosophy, and values to create programs in the workplace

Objective 5: Assessment, Evaluation, & Research- Gain Understanding and Use Assessments

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2013 Strategy: Learn the different types of assessments and their beneficial purposes
2014 Strategy: Use information from assessments to enhance the workplace and practices
2015 Strategy: Carry my knowledge of assessments into the workplace and utilize evaluations to improve
organizational effectiveness in my future institution