1

Artifact H: Knowledge, Skills, and Competencies Analysis

Marie Johnston
SDAD 5900: Student Development Capstone
Erica Yamamura
10/27/2015

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:

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

Specific
Rating

Evidence of Learning

W: International Student
Center Graduate
Assistantship (SU) (1)
Listening to concerns and
voices of different populations
of international students to
implement programming and
support services that match the
needs of the student
population. (2) Leading staff
meetings to help student staff
create programs that fit the
institutional mission, vision,
values, and personal interests
to increase level of passion and
drive
(3) Acknowledging personal
identities and experiences in
relation to international
student community
I: Queer Ally Network Intern
(PLU) (1) Collaborating with
campus community to make
sure work effectively supports
queer students, faculty, and
staff. This developed critical
listening skills and being able
to take conversations to utilize
towards the internship
(2) Acknowledging personal
identities and experiences and
the benefits and limitations
towards supporting queer
students, faculty, and staff
I: International Student
Services (ISS): Working with
prospective students on the
application and visa process

Future Improvement
& Development

Expanding personal
understanding of Title
IX, At-Risk Students, and
Crisis Management and
Intervention.
Working with colleagues
to receive check-ins on
nonverbal
communication when
working with students or
presenting.

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).

and advising students on

timelines around the
immigration process

V: Seattle Music Partners

Working with the needs of the
children, parents, school, and
program towards lesson
planning and discussions.

ACPA/NASPA
Competency
Area

Skill

Differentiate among assessment,

program review, evaluation, planning,
and research and the methodologies
Assessment,
Evaluation, & appropriate to each.
Effectively articulate, interpret, and
Research
use results of AER reports and
studies, including professional
The Assessment, literature.
Evaluation, and Facilitate appropriate data collection
for system/department-wide
Research
assessment and evaluation efforts
competency
using up-to-date technology and
area (AER)
methods.
focuses on the
Assess trustworthiness and other
ability to use,
aspects of quality in qualitative
design, conduct,
studies and assess the transferability
and critique
of these findings to current work
qualitative and settings.
quantitative
Assess quantitative designs and
AER analyses; to analysis techniques, including factors
manage
that might lead to measurement
organizations
problems, such as those relating to
using AER
sampling, validity, and reliability.
processes and
Explain the necessity to follow
the results
institutional and divisional
obtained from
procedures and policies (e.g., IRB
them; and to
approval, informed consent) with
shape the
regard to ethical assessment,
political and
evaluation, and other research
ethical climate activities.
Explain to students and colleagues
surrounding
the relationship of AER processes to

Specific
Rating

Evidence of Learning

Future Improvement &

Development

W: International
Student Center-SU
Creating assessments of
all programs occurring
within the International
Student Center. Next is
following up on how to
better improve programs
in the following year or
to decide the types of
programs that should be
featured within the office
to match the needs of
the student population.

Finding opportunities
to further develop
knowledge of the
research process

I: Queer Ally Network

Intern- PLU (1)
Developing assessment
of safe zone training and
process for
analyzing/utilizing the
data so that the program
can continue to develop
with the needs of the
student population (2)
Conducting research to
gather best practices on
national safe zones
C: SDAD 5990- MA
Project Maintaining
confidentiality of

Attending professional
development
conferences or
workshops on
assessment and
research
Developing intentional
connections between
the collection of
assessments and
improving the quality
of services provided
from the office

AER processes
and uses on
campus.
Overall Rating:

4
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
environments
that are
enriched with
diverse views
and people. It is

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.

Students with
Disabilities for MA
project. The interview
process and finding
participants required
careful balance between
outing students, making
assumptions, and
protecting their
information to maintain
anonymity.

Skill

Specific
Rating

Evidence of Learning

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.

W: International Student
Center Graduate
Assistantship (SU)(1) The creation of
programs for international
students to share elements
of their culture to
overcome stereotypes.
(2)Rewording programs
and conversations to match
the needs of the
international student
populations range of
perspectives

I: Queer Ally Network

Intern (PLU) (1) Creating
a module on exploring the
intersectionality of
identities in relationship to
Allyship. Students need to
work on recognizing how
their salient identities
relate with one another and
the privileges they hold. (2)

Future Improvement &

Development

Continuing to keep upto-date with current

events.
Expanding my
knowledge of the needs
of Native American and
Veteran students.
Attending conferences
to expand my
knowledge of the needs
of student populations
and changing
demographics

also designed to
create an
institutional
ethos that
accepts and
celebrates
differences
among people,
helping to free
them of any
misconceptions
and prejudices.
Overall Rating:

5
ACPA/NASPA
Competency
Area

Ethical
Professional
Practice
The Ethical
Professional
Practice
competency
area pertains to

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.

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.
Describe the ethical statements and
their foundational principles of any
professional associations directly
relevant to ones working context.
Explain how ones behavior
embodies the ethical statements of

Assessing personal
privileges and making sure
the program includes the
voices of the underserved
community
V: Seattle Music
Partners Utilizing Yossos
Cultural Wealth to
recognize the injustice
within the educational
system that limits low-SES
and children of color from
receiving access to a
quality music education.
Each child is recognized for
their cultural wealth rather
than seen as having a
deficit within the
educational system.

Specific
Rating

Evidence of Learning

W/I: International
Student Center
Graduate
Assistantship (SU)(1) Discussing with
students their roles
around protesting in
relation to campus
policies so that they
are able to maintain
their status.
(2 includes

Future Improvement &

Development

Assist in campus jobsearch processes to

develop stronger
understanding of the
hiring process and the
ethical decision-making
process that occurs
Serve on campus
committees that work
with ethical issues (ex:

the knowledge,
skills, and
attitudes needed
to understand
and apply
ethical
standards to
ones work.
While ethics is
an integral
component of all
the competency
areas, this
competency
area focuses
specifically on
the integration
of ethics into all
aspects of self
and professional
practice.

Overall Rating:

3
ACPA/NASPA
Competency
Area
History,

the profession, particularly in

relationships with students and
colleagues, in the use of technology
and sustainable practices, in
professional settings and meetings,
in global relationships, and while
participating in job search
processes.
Identify ethical issues in the course
of ones job.
Utilize institutional and professional
resources to assist with ethical
issues (e.g., consultation with more
experienced supervisors and/or
colleagues, consultation with an
associations Ethics Committee).
Assist students in ethical decision
making and make referrals to more
experienced professionals when
appropriate.
Demonstrate an understanding of
the role of beliefs and values in
personal integrity and professional
ethical practices.
Appropriately address institutional
actions that are not consistent with
ethical standards.
Demonstrate an ethical commitment
to just and sustainable practices.
Skill

Describe the foundational

philosophies, disciplines, and values

Internship at
International
Student Services at
SPSCC)
(2) Understanding the
role of an immigration
office in relation to the
students individual
situation and the
governmental
obligations
implemented through
policies

at-risk students, crisis

management)

C: SDAD 576
Leadership in
Governance: In-class
discussions on the
Presidential search
process, and the
confidentiality and
ethical decisionmaking that occur
within the job search.

Specific
Rating

Evidence of Learning

W: International Student
Center Graduate

Future Improvement &

Development

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 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.

Overall Rating:

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
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

Assistantship (SU)(1) The creation of

programs for international
students to share elements
of their culture to
overcome stereotypes.
(2)Rewording programs
and conversations to match
the needs of the
international student
populations range of
perspectives
I: Queer Ally Network
Intern (PLU) (1) Creating
a module on exploring the
intersectionality of
identities in relationship to
Allyship. Students need to
work on recognizing how
their salient identities
relate with one another and
the privileges they hold. (2)
Assessing personal
privileges and making sure
the program includes the
voices of the underserved
community
V: Seattle Music
Partners Utilizing Yossos
Cultural Wealth to
recognize the injustice
within the educational
system that limits low-SES
and children of color from
receiving access to a
quality music education.
Each child is recognized for
their cultural wealth rather

Revisiting the readings

and coursework around
the historical
foundations of higher
education.
Take the time for a
critical analysis of the
role and
responsibilities of the
different student affairs
professional
associations from a
historical perspective

4
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

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
practices.
Skill

Describe appropriate hiring techniques and

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

than seen as having a

deficit within the
educational system.

Specific
Rating

Evidence of Learning

W: International Student
Center Graduate
Assistantship (SU)Lead the hiring process of
programming assistants of
international students by
creating a rating matrix
and bringing in student
staff to help with interviews
to assess fit.

O: Western Washington
University Reflected on my
role with assisting on the
hiring process of
administrators and how the
process has compared at
Seattle University. This
gave me insight on the
differences between state
schools and private
schools.

Future Improvement &

Development

Find opportunities to
serve on more
professional-level
search committees.
Develop stronger
supervisory identity
around leadership and
find opportunities to
supervise staff.

10
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:

2
ACPA/NASPA
Competency
Area
Law, Policy, &
Governance

The Law, Policy,

and Governance
competency
area includes
the knowledge,

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

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.

Specific
Rating

Evidence of Learning

Future
Improvement &
Development

W/I: International
Student Center Graduate
Assistantship (SU) and
International Student
Services Internship
(SPSCC)
Understanding the policies
around immigration around
government regulations for
credit load, course type and
seeing how online courses

Attend conferences
to stay up-to-date
with legal changes
around Title IX, Atrisk students,
Gender Identity,
and International
Student
Immigration

11

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:

3
ACPA/NASPA
Competency
Area
Leadership

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.

Skill

Describe how ones personal values, beliefs,

histories, and perspectives inform ones view of
oneself as an effective leader.
Identify ones strengths and weaknesses as a leader

are causing complications

for international students
C: SDAD 5800 Higher
Education Law Analyzing
case studies to see the
differences in policy
implementation and
regulations between state
and private institutions of
higher education

Continue reading
current events and
seeing how court
cases and protests
are shaping
institutional
practices around
policies

Specific
Rating

Evidence of Learning

W: International Student
Center Graduate
Assistantship (SU)-

Future
Improvement &
Development
Attend leadership
conferences or find

12

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:

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 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

(1) Creating and facilitating

International Student
Orientation Leader
Trainings to help students
develop their identities as
leaders (2) Facilitating
weekly student staff
meetings to help develop
personal and professional
identities and utilize their
strengths to implement
programs within our office

sessions on
developing
managerial
identities and styles

I: Queer Ally Network

Intern (PLU) Working
with campus stakeholders
to not assign my opinions
and leadership identity, but
to form my identity and
leadership role alongside
the community I was
representing.

Collaborate with
colleagues on
finding different
ways to support my
students so that
they can establish
their leadership
identity

V: Seattle Music
Partners Having a
leadership role while
working with children by
creating inclusive
classroom environments
that recognized each
childs gift and individual
pace rather than holding
them to typical standards
of how quickly people
should learn instruments

Read texts and

articles on
developing my own
personal identity of
leadership

13

4
ACPA/NASPA
Competency
Area
Personal
Foundations
The Personal
Foundations
competency
area involves
the knowledge,
skills, and
attitudes to
maintain
emotional,
physical, social,
environmental,
relational,
spiritual, and
intellectual
wellness; be
self- directed
and selfreflective;
maintain
excellence and
integrity in
work; be
comfortable
with ambiguity;

such as staff meetings.

Skill

Identify key elements of ones set of

personal beliefs and commitments (e.g.,
values, morals, goals, desires, selfdefinitions), as well as the source of
each (e.g., self, peers, family, or one or
more larger communities).
Identify ones primary work
responsibilities and, with appropriate
ongoing feedback, craft a realistic,
summative self-appraisal of ones
strengths and limitations.
Describe the importance of ones
professional and personal life to self,
and recognize the intersection of each.
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,

Specific
Rating

Evidence of Learning

W: International Student
Center Graduate
Assistantship (SU)(1) Collaborating with
student population to have
conversations on the
different needs beyond
general programming. This
has led to specific
programs based around the
campus climate. If it is
around the time of
midterms, then our office
responds with self-care or
relaxing activities at
accessible hours. (2)
Developing my identity as a
supervisor and mentor in
relation to the needs of my
student population. After
having meaningful
discussions with my
student staff, I have
learned that one of the best
things I can do to support
them is to be present at
their events and some
evenings/weekends. This
has enabled me to
understand the balance
between my own personal
life and taking time to

Future
Improvement &
Development
I believe that I can
continue to improve
and develop by
finding outlets for
constant reflection.
This may be by
journaling or
managing a blog
where I can
continue to monitor
my growth and
development. One
mentor said that
journaling enabled
them to maintain
their goals of
supporting students
and to not lose
touch with what
they felt was why
they were in the
work.

14

be aware of
ones own areas
of strength and
growth; have a
passion for
work; and
remain curious.
Overall Rating:

5
ACPA/NASPA
Competency
Area

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 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 conditions and
Student
practices that facilitate holistic
Learning &
development.
Development
Articulate how differences of race,
ethnicity, nationality, class, gender, age,
The Student
sexual orientation, gender identity,
Learning and
disability, and religious belief can
Development
influence development during the
competency
college years.
area addresses Identify and define types of theories
the concepts
(e.g., learning, psychosocial and
and principles of identity development, cognitive-

Specific
Rating

incorporate my student
population into part of my
personal life (i.e. grabbing
lunch, coffee, dinner,
studying outside of hours)
C: MA in Student
Development
Administration in Higher
Education This MA has
enabled me to have
opportunities to reflect
within nearly every single
one of my classes. Through
this reflection, I have been
able to establish my
personal identity and
discover needs that I have
and areas for me to grow.

Evidence of
Learning
W: International Student
Center Graduate
Assistantship (SU)Finding outlets for student
involvement and utilizing
theories to help students
begin to make meaning of
their experiences.
I: Queer Ally Network
Intern (PLU) Researching
best practices as well as
theories around how
students develop their
identity as allies. I also
researched the identity

Future
Improvement &
Development
I believe that I can
continue to make
sure that I am
staying informed as
I design programs
and facilitate
dialogues with
different student
groups. At my
internship I had
done this by
revisiting Theory
Matrices and re-

15

student
development
and learning
theory. This
includes the
ability to apply
theory to
improve and
inform student
affairs practice,
as well as
understanding
teaching and
training theory
and practice.
Overall Rating:

structural, typological, and

environmental).
Identify the limitations in applying
existing theories and models to varying
student demographic groups.
Articulate ones own developmental
journey and identify ones own informal
theories of student development and
learning (also called theories-in-use)
and how they can be informed by
formal theories to enhance work 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 training activities.
Assess teaching, learning, and training
and incorporate the results into
practice.

development of queer
students to better inform
my work.

I: International Student
Services (SPSCC) Utilized
theories of student
development, meaningmaking, and identities to
create a Conversation
Partner Program that
would enable students to
develop their English skills
and become connected
with the campus
V: Seattle Music
Partners Utilizing Yossos
Cultural Wealth to
recognize the injustice
within the educational
system that limits low-SES
and children of color from
receiving access to a
quality music education.
Each child is recognized for
their cultural wealth rather
than seen as having a
deficit within the
educational system.

reading chapters to
our textbooks. I
believe that I can
continue to develop
by re-doing this for
every theorists and
having an
accessible guide to
different theorists
to keep myself
informed.