Artifact H1: ACPA/NASPA Competencies (Year 1)

1
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.
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 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
Specific
Rating
Evidence of Learning
Future Improvement &

Development
W, C. Experience mentoring as an
undergrad, and took classes that
required active listening.
Continue to actively connect

with people to fine-tune
listening skills.
Continue to collaborate w/
students and staff.
W. Peer mentoring led me

to connect with students and staff.
W. Some minimal reflection in
work.
W, C. Used in interaction
w/coworkers & classmate.
W. Achieved multiple outcomes w/
students.
W, C. Mentoring undergraduates.
W, C. Professional & educ. goals.
Reflect more in class/work

Be more aware of NV comm. in
future interactions.
Continue to think of big picture
objectives.
Work w/ supervisors.
Continue to push myself.
W, C. Present new ideas and

strategies in class/work.
Continue to be open about new

ideas/strategies in work/school.
Referred students to other resources

when I was a peer mentor.
n/a.
Learn more about resources available

for students at SU.
Learn more about strategies for
handling crisis situations.
W. FERPA training as an
undergraduate.
Continue to maintain confidentiality

to build trust with
students/coworkers.
W, C. Constantly learning new

theories and ideas about education
and multiculturalism.
Communicate in ways that are

accessible for various groups.
W, C. Learned basics of how to

handle students of concern.
Push myself to learn about resources

in and outside of campus
community.
3
student environment (e.g., student veterans).
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
W. Currently learning to
implement assessment and
evaluations to programs.
C. Currently learning steps

in Ed. Research.
n/a

Development
Continue to build
knowledge at work and in
class.
Continue to build knowledge in

class & apply to work.
Reach out to supervisors for

assistance in this area.
C. Learned to use scholarly sources

for accurate information.
Continue to use scholarly

journals for my own knowledge.
C. Currently working on
this in Ed. Research.
Use Ed. Research to continue to

build knowledge.
n/a
Connect with faculty/staff in

SDA to learn what this means.
n/a
Connect with faculty/staff in

SDA to learn what this means.
C. Learning the basics of this in Ed.

Research.
Read more about this and discuss

with my Ed. Research instructor.
W, C. Discussed in work/class how

to appropriately do so.
Continue to discuss how to

further my skills in this area with
supervisors/instructors.
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 ones own awareness of EDI, and
articulate ones own differences and similarities with
others.
Demonstrate personal skills associated with EDI by
participating in activities that challenge ones beliefs.
Facilitate dialogue effectively among disparate
audiences.
Interact with diverse individuals and implement
programs, services, and activities that reflect an
understanding and appreciation of cultural and
human differences.
Recognize the intersectionality of diverse identities
possessed by an individual.
Recognize social systems and their influence on people
of diverse backgrounds.
Articulate a foundational understanding of social
justice and the role of higher education, the institution,
the department, the unit, and the
individual in furthering its goals.
Use appropriate technology to aid in identifying
individuals with diverse backgrounds as well as
assessing progress towards successful integration
of these individuals into the campus environment.
Design culturally relevant and inclusive programs,
services, policies, and practices.
change aspects of the environment that do not

promote fair treatment.
Analyze the interconnectedness of societies worldwide
and how these global perspectives impact institutional
learning.
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
W, C. OMA work, as well as

feminist background.
W, C. Reflection on working with
diverse groups.

W, C. Roundtables, discussion
groups.





Development
Continue to learn about
diversity in education.
Learn about the specific
environment of SU issues.
Continue to think critically
about diversity.
Continue to learn more about
diversity.
Work to communicate more
openly and effectively.
Continue to learn more about
diversity.
Push myself to learn more
about unfamiliar identities.
Read and discuss more about
the influence of social systems.
Learn how to navigate issues
of SJ in higher education.
Learn more effective ways of
using current technology to
reach new populations.

Push myself to reach a wider variety of

intersecting identities.

Challenge myself to think outside of

a Western context more often.
Push myself to reach a wider variety

of intersecting identities.
ACPA/NASPA
Competency Area
Skill
Articulate ones personal code of ethics for

student affairs practice, which reflects the
Ethical Professional ethical statements of professional student
Practice
affairs associations and their foundational
ethical principles.
Describe the ethical statements and their
The Ethical
foundational principles of any professional
Professional Practice associations directly relevant to ones working
competency area
context.
pertains to the
Explain how ones behavior embodies the
knowledge, skills, and ethical statements of the profession, particularly
attitudes needed to
in relationships with students and colleagues, in
understand and apply the use of technology and sustainable practices,
ethical standards to in professional settings and meetings, in global
ones work. While
relationships, and while participating in job
ethics is an integral
search processes.
component of all the Identify ethical issues in the course of ones job.
competency areas,
Utilize institutional and professional resources
this competency area to assist with ethical issues (e.g., consultation
focuses specifically
with more experienced supervisors and/or
on the integration of colleagues, consultation with an associations
ethics into all aspects Ethics Committee).
of self and
Assist students in ethical decision making and
professional practice. make referrals to more experienced
professionals when appropriate.
Demonstrate an understanding of the role of
beliefs and values in personal integrity and
Overall Rating:
professional ethical practices.
Appropriately address institutional actions that
0 1 2 3 4 5
are not consistent with ethical standards.
Demonstrate an ethical commitment to just and
sustainable practices.
Specific
Rating
C. Touched on this in Foundations

and other Ed. Courses.
n/a
n/a
W, C. Touched on this in
Foundations and other Ed. Courses.
Continue to research more.

Research Student Affairs
ethical standards.

Development
Research ethical standards and

figure out how I apply them in
work.
ethical standards.
Refer students to other
campus resources.
Continue to investigate ethical
decision making practices.
n/a
n/a

ethical standards.
ethical standards.
W.
Continue to research more.
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
ones current
affairs educators in the academy.
professional practice.
This competency area Explain the importance of service to the academy
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
commitment to
student affairs professional associations.
demonstrating this
Explain the purpose and use of publications that
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 ones role in shaping it.
values.
Model the principles of the profession and
communicate the expectation of the same from
Overall Rating:
colleagues and supervisees.
Explain how the values of the profession
0 1 2 3 4 5
contribute to sustainable practices.
History,
Philosophy, &
Values
Specific
Rating

Development

Further explore professional

history and values.

W. Touched on this in Foundations

history and values.
history and values.
history and values.
Research faculty/staff
collaboration in higher ed.
Research more on
service.
history and values.
Continue to research inclusion.
C, W. Touched on this in
Explore roles with my

supervisor.

Read more higher ed.

publications about values.

W. Use values daily at work.
W. Use values daily at work.
Research more ed. theory

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

Development
W. Undergraduate peer mentor

supervisor.
supervisor.
supervisor.
supervisor.


supervisor.

supervisor.

supervisor.
n/a

supervisor.
supervisor.
supervisor.
supervisor.
supervisor.
supervisor.
supervisor.
supervisor.
supervisor.

Take finance course.
ACPA/NASPA
Competency Area
Law, Policy, &

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

Development
n/a
Take higher education law

course.
n/a

course.
n/a
n/a

course.
course.
course.
course.
course.
course.
course.
W. Peer mentor, OMA.
W. Peer mentor.
n/a
n/a
n/a
W. OMA.
W. Peer mentor, OMA.
n/a

course.
course.
course.
10
Describe the federal and state/province role in higher
education.
ACPA/NASPA
Competency Area
Leadership
The Leadership
competency area
addresses the
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:
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.
W. OMA, peer mentor.
n/a
Reflect on personal experiences in

regard to development.
Reflect on personal experiences in
regard to development.
Take leadership course.

n/a
Facilitate team building in OMA.

Use technology to assess leadership

in OMA.
Strongly evaluate campus culture and

apply to my own work.
Use technology to support the leadership process (e.g., seeking

feedback, sharing decisions, posting data that support decisions,
using group-support website tools).
Understand campus cultures (e.g., academic cultures, student
cultures) and collaborative relationships, applying that
understanding to ones work.
Articulate the vision and mission of the primary work unit, the
division, and the institution.
Explain the values and processes that lead to organizational
improvement.
Identify institutional traditions, mores, and organizational
structures (e.g., hierarchy, networks, governing groups, nature
of power, policies, goals, agendas and resource allocation
processes) and how they influence others to act in the
organization.
Explain the advantages and disadvantages of different types of
decision-making processes (e.g., consensus, majority vote, and
decision by authority).
Think critically and creatively, and imagine possibilities for
solutions that do not currently exist or are not apparent.
Identify and then effectively consult with key stakeholders and
those with diverse perspectives to make informed decisions.
Explain the impact of decisions on diverse groups of people,
other units, and sustainable practices.
Articulate the logic used in making decisions to all interested
parties.
Exhibit informed confidence in the capacity of ordinary people
to pull together and take practical action to transform their
communities and world.

Development
n/a
n/a
n/a


Bring new perspective to leadership
in OMA.
Collaborate with staff in and outside
of OMA.
Continue to think intersectionally in
my work.
Continue to build leadership abilities
in OMA.
11
0 1 2 3 4 5
ACPA/NASPA
Competency Area
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,
Personal
goals, desires, self-definitions), as well as the
Foundations
source of each (e.g., self, peers, family, or one
or more larger communities).
The Personal
Identify ones primary work responsibilities
Foundations
and, with appropriate ongoing feedback, craft a
competency area
realistic, summative self-appraisal of ones
involves the
strengths and limitations.
knowledge, skills, and Describe the importance of ones professional
attitudes to maintain and personal life to self, and recognize the
emotional, physical, intersection of each.
social, environmental, Articulate awareness and understanding of
relational, spiritual,
ones attitudes, values, beliefs, assumptions,
and intellectual
biases, and identity as it impacts ones work
wellness; be selfwith others; and take responsibility to develop
directed and selfpersonal cultural skills by participating in
reflective; maintain activities that challenge ones beliefs.
excellence and
Recognize and articulate healthy habits for
integrity in work; be better living.
comfortable with
Articulate an understanding that wellness is a
ambiguity; be aware broad concept comprised of emotional,
of ones own areas of physical, social, environmental, relational,
strength and growth; spiritual, and intellectual elements.
have a passion for
Identify and describe personal and professional
work; and remain
responsibilities inherent to excellence.
curious.
Articulate meaningful goals for ones work.
Identify positive and negative impacts on
Overall Rating:
psychological wellness and, as appropriate, seek
Specific
Rating

Development
Continue to advocate for my beliefs.
W, C. OMA, peer mentor, Gender

Studies.
Studies.

Studies.

Studies.

Studies.

Ask for supervisory feedback.
Identify whats necessary for selfcare.

Reflect on my behaviors and actions
at work and in class.
Make time for self-care.

Approach wellness from a holistic
perspective.
Establish non-negotiable personal
objectives.
Establish non-negotiable personal
objectives.
12
0 1 2 3 4 5
ACPA/NASPA
Competency Area
assistance from available resources.

Recognize the importance of reflection in
personal and professional development.
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 ones own developmental journey
student affairs
and identify ones own informal theories of
practice, as well as
student development and learning (also called
understanding
theories-in-use) and how they can be
teaching and training informed by formal theories to enhance work
theory and practice. with students.
Generate ways in which various learning
theories and models can inform training and
teaching practice.
Identify and construct learning outcomes for
both daily practice as well as teaching and
Overall Rating:
training activities.
Specific
Rating
C, Foundations.

Development
Actively engage in Theory course.
Continue to read about diversity and

intersectionality.
Studies.
n/a
Studies.
Monitor personal growth and

development.
W. Peer mentor.
W, C. OMA, Peer mentor,

Foundations.
n/a
Thinking critically about theory

application.
Set work expectations around
learning outcomes.
13
0 1 2 3 4 5
Assess teaching, learning, and training and

incorporate the results into practice.
My Three-Year Professional Development Plan

Objective 1: Actively learn more student development theories.
2013 Strategy: Take Theory course.

2014 Strategy: Continue to dissect theories, while constantly researching and learning more ideas.
2015 Strategy: Repeat previous steps, while continuing to learn and process in different styles.
Objective 2: Actively apply learned concepts to work.
2013 Strategy: Bring new information learned and apply theories to practice.
2014 Strategy: Assess the ways in which I have previously applied theories. Revamp if necessary.
2015 Strategy: Reinvent methodology to foster new techniques and learning.
Objective 3: Diversify student affairs experience.
2013 Strategy: Utilize my graduate assistantship in OMA to its fullest.

2014 Strategy: Intern in new departments so that I can learn new skills.
2015 Strategy: Constantly collaborate with other departments and offices to broaden my scope.
Objective 4: Broaden my knowledge of legal issues in higher education.
2013 Strategy: Take a Higher Education Law course for an introduction.

2014 Strategy: Apply legal issues in higher education to my personal work, as well as the university community as a whole.
2015 Strategy: Connect with faculty and staff who are knowledgeable in higher education law so that I can learn from my peers.
Objective 5: Develop leadership skillset.
2013 Strategy: Work with OMA coworkers to develop leadership skills.

2014 Strategy: Take a Leadership course.
2015 Strategy: Collaborate with other offices to participate in leadership development.

Artifact H1: ACPA/NASPA Competencies (Year 1)

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1

Artifact H: Knowledge, Skills, and Competencies Analysis

Exhibit active listening skills (e.g., appropriately

Future Improvement &

Continue to actively connect

W. Peer mentoring led me

Reflect more in class/work

W, C. Present new ideas and

Continue to be open about new

Referred students to other resources

Learn more about resources available

Continue to maintain confidentiality

W, C. Constantly learning new

Communicate in ways that are

W, C. Learned basics of how to

Push myself to learn about resources

Differentiate among assessment, program review,

C. Currently learning steps

Future Improvement &

Continue to build knowledge in

Reach out to supervisors for

C. Learned to use scholarly sources

Continue to use scholarly

Use Ed. Research to continue to

Connect with faculty/staff in

Connect with faculty/staff in

C. Learning the basics of this in Ed.

Read more about this and discuss

W, C. Discussed in work/class how

Continue to discuss how to

Equity, Diversity, &

Identify the contributions of similar and diverse

change aspects of the environment that do not

W, C. OMA work, as well as

W, C. OMA work, as well as

W, C. OMA work, as well as

W, C. OMA work, as well as

W, C. OMA work, as well as

W, C. OMA work, as well as

Future Improvement &

W, C. OMA work, as well as

Push myself to reach a wider variety of

W, C. OMA work, as well as

Challenge myself to think outside of

Push myself to reach a wider variety

Articulate ones personal code of ethics for

C. Touched on this in Foundations

Continue to research more.

Future Improvement &

Research ethical standards and

Research Student Affairs

Continue to research more.

Describe the foundational philosophies,

Future Improvement &

C. Touched on this in Foundations

Further explore professional

C. Touched on this in Foundations

Further explore professional

Explore roles with my

C. Touched on this in Foundations