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
student environment (e.g., student veterans).

Specific
Rating

+
+
+
+
+
+
+
+
+
+

Evidence of Learning

Future Improvement &

Development

W: Through my graduate
assistantship at Trinity Lutheran
College I have been able to direct
and hone my skills in advising and
helping students. Specifically, I had
this opportunity with SEAT, the
Student Events and Activities Team,
an organization I created and
directly advise to put on the main
events at Trinity. With SEAT I
incorporated 1:1 weekly advising
sessions to help the SEAT students
feel supported and heard as they go
through any personal struggles.
C: Through the SDA program I
took classes in counseling and
leading with emotional intelligence.
Both of these classes have given me
practical and applicable skills to use
when advising students. I feel that
because of these classes I am more
confident in my abilities to
empathize and truly help students
that are in transitions.
I: Through my internship at Cornish
College of the Arts I applied and
further developed my advising skills
while working 1:1 with the student
leader for all of the student
organizations on campus.

I do some seeking in furthering my

knowledge to support students but
could do much more. More
experience, reflection, and
supportive supervision will help me
to grow as a professional. Knowing
the systems and resources provided
by an institution will allow me to be
a more resourceful and affective
professional. If an institution lacks
some vital resources or specific
resources a student needs than it is
my professional duty to seek these
out and provide students with
direction and help accessing
alternatives.

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

C: Through my independent study

work in the Leading with Emotional
Intelligence course I have developed
qualitative assessment to frame my
research topic. Through this
research I have a developed a basic
understanding of the ethical
practices involved with assessment.
I have also performed selfassessment through the EQ course
in order to understand my bias I
may be bringing into the research.
W: At Trinity Lutheran College I
have done evaluations of students,
their satisfaction, and created a safe
space for continuing conversations.
I: At Cornish College of the Arts I
performed program evaluation while
simultaneously adapting leadership
programing to fit the needs of the
students. I have also created an endof-the-year assessment to determine
overall satisfaction and effectiveness
of the programming.
O: Currently (Spring 2015) I am in
the Divisional Assessment Working
Group Assessment Certification
Program at Seattle University. ACP
is helping me build a solid
foundation for understanding
assessment. It is providing me with
much needed clarification on
assessment issues.

As I move into my professional

career I want to continue exploring
assessment, evaluation, and research.
Each are key to my success as a
professional and understanding
students current issues. Through
ACP training I will be much better
equipped and confident to
implement more assessment in my
future. I will also strive to seek out
professional development
opportunities that entail assessment.

ACPA/NASPA
Competency Area

Equity, Diversity, &

Inclusion

Skill

Specific
Rating

Evidence of Learning

Future Improvement &

Development

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.

C: Through courses such as

Multicultural Perspectives,
Foundations of the Student
Development Professional, and
Social Justice I have gained a great
deal of knowledge around equity,
diversity, and inclusion; particularly
with identity, power, privilege, and
oppression. Through the SDA
program I have critically explored
my identities and developed a basic
understanding of how they (I) relate
to the world around me.
W: Through my work a Trinity
Lutheran College I have had the
opportunity to observe and address
critical issues on campus related to
EDI. While the college is addressing
the issues, particularly around
LGBTQ, there is more foundational
work that needs to be done in order
to prepare the community for such
action.

I am aware that I do not know

everything about the cultures around
me and how my students identify but
I am aware that I do not know. I
need to actively engage more in EDI
competency by seeking professional
and personal development through
reflection so that I may better serve
all students.

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

+
+

+
+
+
+

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

+
+

+
+

Evidence of Learning

Future Improvement &

Development

C: Through course work such as

Leadership and Governance, Higher
Education Law, and Higher
Education Finance I have been able
to make informed decisions around
my ethical practices. Knowing the
policies and norms of the Student
Development profession I have
been able to direct my ethical
standards and practices in the
profession.
W: Observing the ethical practices
of my supervisor and colleagues at
Trinity Lutheran College has
allowed me to gain an in-practice
representation for ethical standards
and norms. I have been able to
personally reflect on these practices
in order to differentiate where I fall
in the line of the standards while
determining whether or not I think
some practices are ethical.

I need to become more confident in

my ethical beliefs and uphold those
of the institution and profession
even when my peers and colleagues
do not. I am constantly working on
being a better advocate for myself.
As I gain confidence in doing this I
was inherently become a better
advocate for students.

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.
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
incorporate the philosophy and values of the
competency area
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

Evidence of Learning

Future Improvement &

Development

C: The course, Student

Development Theory, helped me
develop foundational knowledge
related to the field with
philosophies, disciplines, and values.
The SDA programs Capstone
course also allowed me to better
analyze and understand the various
functional areas of the profession
and gain a better understanding for
the purpose of professional
organizations.
O: Being involved in professional
organizations like NASPA, NODA,
and ACUHO-I has provided me the
opportunity to further explore the
principles of the profession and be
up to dating of the emerging nature
of best practices.
W: Through my graduate
assistantship I have been able to
bring in the foundational principles
of the profession to my coworkers
that are curious about the
profession but have a very limited
background.

I need to work on understanding the

roles of professional organizations &
how they contribute consistently
through sustainability. I think I can
do this by presenting at
regional/national conferences,
participating in committees, and just
generally being apart of the
conversations.

+
+
+
+
+
+
+
+
+
+
+
+
+

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

Evidence of Learning

Future Improvement &

Development

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.

W: At Trinity Lutheran College I

have been able to create 4 paid
student leadership positions,
conduct interviews, and respond
appropriately to each candidate with
our hiring decision. Understanding
the role of the students and their
paraprofessional indent has allowed
me to affectively implement
appropriate payment plans. With the
creation of these positions I have
guided the students through
personal, professional and
leadership development, created
opportunities for self-exploration
and practices in coordinating
meetings and delegating.
With residence life and my
involvement in campus protocols I
have developed an understanding
for crisis response protocols and
provided feedback on response
procedures.
Through event programming and
planning I have been diligent in
making sure that the students, and
myself, I advise are making
sustainable choices both
environmentally and financially.

Investigate and learn how an

institution does their hiring
processes.
Look more into environmental
impact the college/university has and
how they can develop into a
community leader for sustainable
practices.

+
+
+
+
+
+
+
+
+
+
+
+
+
+

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
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.
Describe the federal and state/province role in higher
education.

Specific
Rating

+
+
+
+
+

+
+
+

Evidence of Learning

Future Improvement &

Development

C: Through the course Higher

Education Law I gained a
foundational understanding for
federal and local laws that govern
higher education institutions, both
public and private.
The course Leadership and
Governance gave me more
perspective on the political nature of
higher education and the ways in
which policy and ethics function
within an institution.
The course Higher Education
Finance gave a better understanding
of what the federal and states role in
higher education is, especially
financially. The pull that funding has
on institutions drives the decision
making and many of the
developments colleges proceed with.
O: At Texas A&M University I was
able to observe some of the
practices related to governance and
funding. To receive funding the
college is constantly developed and
re-inventing their infrastructure. The
college is always growing, requiring
that funding be retained.

I do not have knowledge of the

public debates, interest groups,
specific policies, etc. I have a much
broader understanding of what Law
means in higher education. It is my
responsibility to continue to learn
the procedures and policies that
influence higher education now and
after completion of my masters
program.

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

Evidence of Learning

Future Improvement &

Development

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.

O: Prior to the SDA program I had

a strong foundation for who I am as
a leader and what theories inform
my practices. I gained this from
leadership positions I held in
undergrad and from my major, Ag
Leadership and Development.
Moving into Student Development
was a natural transition for me
because I understood the factors
that drive me.
C: Through all of my classes that I
have taken while in the SDA
program I have had the opportunity
to practice and develop my
leadership capabilities. By exploring
avenues like using technology and
research to found a claim I have
become a more well rounded
professional.
W: Working at Trinity Lutheran
College has given me the
opportunity to learn how I identify
myself as a leader, especially in a
small college setting. Being totally
outside of my comfort zone has
been a rewarding challenge.

I am always learning and growing as

a person and as a leader. I need to be
more intentional about incorporating
the use and help of technology. I
want to involve myself in more
aspects of whichever college I work
for so that I become a more invested
stakeholder in the success of the
institution.

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.
Identify and introduce conversations on potential issues and
developing trends into appropriate venues such as staff
meetings.

+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+

10

ACPA/NASPA
Competency Area

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
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

For this competency area I think it

is important to note that my
learning of this section has come
from everything I have been
involved with throughout my time
in the SDA program (and before).
There is intersection from every
aspect of my life for the
development of this section so
picking out specifics almost makes it
seem like I do not understand the
intersectionalities of my growth and
development. However
C: In the course Leading with
Emotional Intelligence (EQ) I
developed a greater understanding
of how to take care of myself and
the relationships I engage in. This is
foundational to my personal and
professional life. Without having a
very solid understanding of how my
emotions influence me and those
around me I would not be able to
create such strong relationships.
W: I have been able to practice EQ
in my role at Trinity Lutheran
College. It has helped me improve
upon 1:1 conversations with
students and make them more
intentionally developmental.

This competency area is going to be

a life long learning process because it
always depends on the situations,
student affairs is not consistent in
work load, and the level of
involvement we have with students
can vary. I know what things I
should be doing to fulfill my
personal and professional wellness
areas but it is a matter of making it
all happen. Which I am not sure if I
will ever be a master of the balance,
but I must try.

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 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.
Assess teaching, learning, and training and
0 1 2 3 4 5
incorporate the results into practice.

Specific
Rating

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Evidence of Learning

Future Improvement &

Development

C: Student Development Theory,

Social Justice, Multicultural
Perspectives, and Adult Learning all
contributed to my understanding of
theory, developing students, and
how intersectionalities of race,
ethnicity, nationality, class, gender,
age, sexual orientation, gender
identity, disability, and religious
belief can influence my work. I have
been able to explore to my
development in this area by selfassessing my learning as related to
the various theories.
W: At Trinity Lutheran College I
developed 4 paid student leadership
positions and based them on
learning outcomes. I had previous
experience in doing this at Texas
A&M University Career Center
where I helped advise the Aggies
Career Team. In order to perform
that function at A&M I had the help
of a mentor and consulted the textLearning Reconsidered 2.

It is important for me as a
professional to stay up to date on the
best practices especially those related
to theory. Having a good
understanding of the emerging
nature of student affairs will enable
me to be a better professional for my
students.