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 = moderate experience in this competency != experience in this competency "= much experience in this competency# basic master has been achie$ed Specific Skill Rating: %&'= hi(hly competent %)'= competent %*'= area o+ impro$ement,experience needed Evidence of Learning: -= -or. /= /nternship 0= 0ourse1or. 2= 2olunteer 1or. 3= 3ther

4Note5 All competency descriptions are ta.en +rom the ACPA and NASPA Professional Competency Areas for Student Affairs Practitioners %2010'

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A06A,NAS6A 0ompetency Area

S.ill Exhibit acti$e listenin( s.ills %e>(># appropriately establishin( interpersonal contact# paraphrasin(# perception chec.in(# summari?in(# =uestionin(# encoura(in(# a$oid interruptin(# clari+yin('> Establish rapport 1ith students# (roups# collea(ues# and others> 9acilitate re+lection to ma.e meanin( +rom experience> @nderstand and use appropriate non$erbal communication> Strate(ically and simultaneously pursue multiple obBecti$es in con$ersations 1ith students> 9acilitate problemCsol$in(> 9acilitate indi$idual decision ma.in( and (oal settin(> 0hallen(e and encoura(e students and collea(ues e++ecti$ely> Kno1 and use re+erral sources %e>(># other o++ices# outside a(encies# .no1led(e sources'# and exhibit re+erral s.ills in see.in( expert assistance> /denti+y 1hen and 1ith 1hom to implement appropriate crisis mana(ement and inter$ention responses> Maintain an appropriate de(ree o+ con+identiality that +ollo1s applicable le(al and licensin( re=uirements# +acilitates the de$elopment o+ trustin( relationships# and reco(ni?es 1hen con+identiality should be bro.en to protect the student or others> 7eco(ni?e the stren(ths and limitations o+ oneDs o1n 1orld$ie1 on communication 1ith others %e>(># ho1

Speci+ic 7atin(

E$idence o+ 8earnin(

9uture /mpro$ement : ;e$elopment / 1ould li.e to continue to ta.e (raduate le$el courses and attend 1or.shops in counselin( related s.ills in order to de$elop my critical listenin( s.ills and to practice see.in( to understand> As a pro+essional in student a++airs# / 1ill need to continue pro+essional de$elopment in crisis mana(ement areas and 1or.in( 1ith students o+ concern> This is the competency area / +eel most com+ortable 1ith and am most excited to continue to use and de$elop in my 1or. 1ith students> / also need to be sure to continue to read research and best practices concernin( ad$isin( and helpin( students and collea(ues

Advising

Helping

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"ork • •

The Ad$isin( and <elpin( competency area addresses the .no1led(e# s.ills# and attitudes related to pro$idin( counselin( and ad$isin( support# direction# +eedbac.# criti=ue# re+erral# and (uidance to indi$iduals and (roups>

Admissions Ad$isor at @ni$ersity o+ -estern States 8ynn 0olle(ium 0oordinator at Seattle @ni$ersity

#nterns$ip • 0areer Ser$ices /ntern • 7etention /ntern Co%rsework • 03@N "10 • MAA "10 • 03@N "12

3$erall 7atin(5 0 1 2 ! "

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terminolo(y could either liberate or constrain others 1ith di++erent (ender identities# sexual orientations# abilities# cultural bac.(rounds'> Acti$ely see. out opportunities to expand oneDs o1n .no1led(e and s.ills in helpin( students 1ith speci+ic concerns %e>(># suicidal students' and as 1ell as inter+acin( 1ith speci+ic populations 1ithin the colle(e student en$ironment %e>(># student $eterans'> A06A,NAS6A 0ompetency Area S.ill

&

Speci+ic 7atin(

E$idence o+ 8earnin(

9uture /mpro$ement : ;e$elopment

E&%ity, 'iversity, #ncl%sion The E=uity# ;i$ersity# and /nclusion %E;/' competency area includes the .no1led(e# s.ills# and attitudes needed to create learnin( en$ironments that are enriched 1ith di$erse $ie1s and people> /t is also desi(ned to create an institutional ethos that accepts and celebrates di++erences amon( people# helpin( to +ree them o+ any misconceptions and preBudices> 3$erall 7atin(5 0 1 2 ! "

/denti+y the contributions o+ similar and di$erse people 1ithin and to the institutional en$ironment> /nte(rate cultural .no1led(e 1ith speci+ic and rele$ant di$erse issues on campus> Assess and address oneDs o1n a1areness o+ E;/# and articulate oneDs o1n di++erences and similarities 1ith others> ;emonstrate personal s.ills associated 1ith E;/ by participatin( in acti$ities that challen(e oneDs belie+s> 9acilitate dialo(ue e++ecti$ely amon( disparate audiences> /nteract 1ith di$erse indi$iduals and implement pro(rams# ser$ices# and acti$ities that re+lect an understandin( and appreciation o+ cultural and human di++erences> 7eco(ni?e the intersectionality o+ di$erse identities possessed by an indi$idual> 7eco(ni?e social systems and their in+luence on people o+ di$erse bac.(rounds> Articulate a +oundational understandin( o+ social Bustice and the role o+ hi(her education# the institution# the department# the unit# and the indi$idual in +urtherin( its (oals> @se appropriate technolo(y to aid in identi+yin( indi$iduals 1ith di$erse bac.(rounds as 1ell as assessin( pro(ress to1ards success+ul inte(ration o+ these indi$iduals into the campus en$ironment> ;esi(n culturally rele$ant and inclusi$e pro(rams# ser$ices# policies# and practices>

! ) ! ! ) ) ! ! ! "ork • • Admissions Ad$isor at @ni$ersity o+ -estern States 8ynn 0olle(ium 0oordinator at Seattle @ni$ersity This is an area 1here / ha$e to hold mysel+ responsible +or see.in( pro+essional de$elopment opportunities> /t is easy +or me to ne(lect or a$oid this 1or.I ho1e$er that does not ser$e my interests# the interests o+ the students / ser$e# or hi(her education as an institution> /n the Bob search process# / ha$e been care+ul to ta.e the time to learn about an institutionDs commitment to di$ersity and the ad$ancement o+ social Bustice be+ore / apply> / ha$e done this by loo.in( at the structural di$ersity o+ the leadership# loo.in( +or student de$elopment or academic pro(rams that are con(ruent 1ith these topics# read the mission and the $ision o+ the institution# and loo. at the student body demo(raphics> My strate(ies +or continued de$elopment in this area include continuin( to read boo.s and articles on the topic# attend 1or.shops# lectures# and

#nterns$ip • 0areer Ser$ices /ntern • 7etention /ntern Co%rsework • S;A; "EE • S;A; "EF • S;A; ""G • E;A; "E0 • E;@0 "20 • 03@N "10 • S;A; "EH • E;@0 "1" • MAA "10 • 03@N "12 • S;A; "EG • S;A; "F0

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;emonstrate +air treatment to all indi$iduals and chan(e aspects o+ the en$ironment that do not promote +air treatment> Analy?e the interconnectedness o+ societies 1orld1ide and ho1 these (lobal perspecti$es impact institutional learnin(> S.ill ) * Speci+ic 7atin( E$idence o+ 8earnin( 9uture /mpro$ement : ;e$elopment My areas +or impro$ement and +uture de$elopment are primarily ad$ocacy related> / 1ill continue to learn ho1 to na$i(ate political structures 1ithin the community and institution to call attention to unethical policies and practices and +ind 1ays to chan(e or circum$ent them> / also need to be more +or1ard in brin(in( matters o+ ethics into my con$ersations 1ith students so that they too can de$elop better critical thin.in( s.ills and ma.e more ethically sound decisions> My strate(y +or de$elopment in this area includes reachin( out to pro+essional mentors to as. them about their o1n ethical decision ma.in( s.ills and strate(ies> 8earnin( +rom the experiences o+ others> Ot$er • NAS6A 7e(ion 2 0on+erence pro+essional de$elopment e$ents# and listen to others and see. to understand their stories

A06A,NAS6A 0ompetency Area

Et$ical (rofessional (ractice The Ethical 6ro+essional 6ractice competency area pertains to the .no1led(e# s.ills# and attitudes needed to understand and apply ethical standards to oneDs 1or.> -hile ethics is an inte(ral component o+ all the competency areas# this competency area +ocuses speci+ically on the inte(ration o+ ethics into all aspects o+ sel+ and pro+essional practice>

3$erall 7atin(5 0 1 2 ! "

Articulate oneDs personal code o+ ethics +or student a++airs practice# 1hich re+lects the ethical statements o+ pro+essional student a++airs associations and their +oundational ethical principles> ;escribe the ethical statements and their +oundational principles o+ any pro+essional associations directly rele$ant to oneDs 1or.in( context> Explain ho1 oneDs beha$ior embodies the ethical statements o+ the pro+ession# particularly in relationships 1ith students and collea(ues# in the use o+ technolo(y and sustainable practices# in pro+essional settin(s and meetin(s# in (lobal relationships# and 1hile participatin( in Bob search processes> /denti+y ethical issues in the course o+ oneDs Bob> @tili?e institutional and pro+essional resources to assist 1ith ethical issues %e>(># consultation 1ith more experienced super$isors and,or collea(ues# consultation 1ith an associationDs Ethics 0ommittee'> Assist students in ethical decision ma.in( and ma.e re+errals to more experienced pro+essionals 1hen appropriate> ;emonstrate an understandin( o+ the role o+ belie+s and $alues in personal inte(rity and pro+essional ethical practices> Appropriately address institutional actions that are not consistent 1ith ethical standards> ;emonstrate an ethical commitment to Bust and sustainable practices>

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"ork • •

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Admissions Ad$isor at @ni$ersity o+ -estern States 8ynn 0olle(ium 0oordinator at Seattle @ni$ersity

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#nterns$ip • 0areer Ser$ices /ntern • 7etention /ntern Co%rsework • E;@0 "00 • S;A; "EE • E;A; "E0 • E;@0 "20 • 03@N "10 • S;A; "EH • E;@0 "1" • MAA "10 • 03@N "12 • S;A; "F0

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A06A,NAS6A 0ompetency Area History, ($ilosop$y, )al%es The <istory# 6hilosophy# and 2alues competency area in$ol$es .no1led(e# s.ills# and attitudes that connect the history# philosophy# and $alues o+ the pro+ession to oneDs current pro+essional practice> This competency area embodies the +oundations o+ the pro+ession +rom 1hich current and +uture research and practice 1ill (ro1> The commitment to demonstratin( this competency area ensures that our present and +uture practices are in+ormed by an understandin( o+ our history# philosophy# and $alues> 3$erall 7atin(5 0 1 2 ! " S.ill Speci+ic 7atin( E$idence o+ 8earnin( 9uture /mpro$ement : ;e$elopment

;escribe the +oundational philosophies# disciplines# and $alues on 1hich the pro+ession is built> Articulate the historical contexts o+ institutional types and +unctional areas 1ithin hi(her education and student a++airs> ;escribe the $arious philosophies that de+ine the pro+ession> ;emonstrate responsible campus citi?enship> ;emonstrate empathy and compassion +or student needs> ;escribe the roles o+ both +aculty and student a++airs educators in the academy> Explain the importance o+ ser$ice to the academy and to student a++airs pro+essional associations> Articulate the principles o+ pro+essional practice> Articulate the history o+ the inclusion and exclusion o+ people 1ith a $ariety o+ identities in hi(her education> Explain the role and responsibilities o+ the student a++airs pro+essional associations> Explain the purpose and use o+ publications that incorporate the philosophy and $alues o+ the pro+ession> Explain the public role and societal bene+its o+ student a++airs and o+ hi(her education (enerally> Articulate an understandin( o+ the on(oin( nature o+ history and oneDs role in shapin( it> Model the principles o+ the pro+ession and communicate the expectation o+ the same +rom collea(ues and super$isees> Explain ho1 the $alues o+ the pro+ession contribute to sustainable practices>

! Co%rsework • S;A; "EH • S;A; "EE • S;A; "F0 Ot$er • • NAS6A con+erences The 0hronicle o+ <i(her Education /n order to continue to impro$e in this competency area# / must commit to my pro+essional de$elopment in the +ield to remain current in understandin( student concerns and the chan(in( landscape o+ hi(her education> /t is also my responsibility to read historical articles# documents# and texts to understand the +oundation upon 1hich the practice o+ modern student a++airs is built> Strate(ies +or de$elopment include readin( The 0hronicle o+ <i(her Education online e$eryday to stay in+ormed# and loo.in( +or opportunities to 1rite and publish industry related opinions

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A06A,NAS6A 0ompetency Area

S.ill

Speci+ic 7atin(

E$idence o+ 8earnin(

9uture /mpro$ement : ;e$elopment

6
H%man Organi*ational Reso%rces The <uman and 3r(ani?ational 7esources competency area includes .no1led(e# s.ills# and attitudes used in the selection# super$ision# moti$ation# and +ormal e$aluation o+ sta++I con+lict resolutionI mana(ement o+ the politics o+ or(ani?ational discourseI and the e++ecti$e application o+ strate(ies and techni=ues associated 1ith +inancial resources# +acilities mana(ement# +undraisin(# technolo(y use# crisis mana(ement# ris. mana(ement# and sustainable resources> 3$erall 7atin(5 0 1 2 ! "
;escribe appropriate hirin( techni=ues and institutional hirin( policies# procedures# and processes> ;emonstrate +amiliarity in basic tenets o+ super$ision and possible application o+ these super$ision techni=ues> Explain ho1 Bob descriptions are desi(ned and support o$erall sta++in( patterns in oneDs 1or. settin(> ;esi(n a pro+essional de$elopment plan in oneDs current pro+essional position that assesses oneDs stren(ths and 1ea.nesses in oneDs current position# and establishes action items +or +osterin( an appropriate le$el o+ (ro1th> Explain the application o+ introductory moti$ational techni=ues 1ith students# sta++# and others> ;escribe the basic premises that underlie con+lict in or(ani?ational and student li+e and the constructs utili?ed +or +acilitatin( con+lict resolution in these settin(s> E++ecti$ely and appropriately use +acilities mana(ement procedures as related to operatin( a +acility or pro(ram in a +acility> Articulate basic accountin( techni=ues +or bud(etin(# monitorin(# and processin( expenditures> ;emonstrate e++ecti$e ste1ardship and use o+ resources %i>e># +inancial# human# material' @se technolo(ical resources 1ith respect to maximi?in( the e++iciency and e++ecti$eness o+ oneDs 1or.> ;escribe en$ironmentally sensiti$e issues and explain ho1 oneDs 1or. can incorporate elements o+ sustainability> ;e$elop and disseminate a(endas +or meetin(s> 0ommunicate 1ith others usin( e++ecti$e $erbal and non$erbal strate(ies appropriate to the situation in both oneC onCone and small (roup settin(s> 7eco(ni?e ho1 net1or.s in or(ani?ations play a role in ho1 1or. (ets done> @nderstand the role alliances play in the completion o+ (oals and 1or. assi(nments> ;escribe campus protocols +or respondin( to si(ni+icant incidents and campus crises> Explain the basic tenets o+ personal or or(ani?ational ris. and liability as they relate to oneDs 1or.>

) ! ) ! * ! ! ) ! ! ! ! ! ! ! ) ! Co%rsework • MAA "10 • S;A; "E0 • S;A; "F0 "ork • 8ynn 0olle(ium 0oordinator at Seattle @ni$ersity <irin(# trainin(# and super$isin( others is a passion o+ mine as / am a $ery team oriented person> / li.e to 1or. in a social atmosphere in collaboration 1ith others and ha$e the opportunity to aid in the pro+essional de$elopment o+ my super$isees> Areas 1here / ha$e the most room +or impro$ement are around bud(etin( and mana(in( +inancial resources in a or(ani?ed 1ay and thin.in( critically about the most e++ecti$e and ethical use o+ technolo(y in the 1or. place> Strate(ies +or impro$ement in this area are ta.in( on more mana(erial and administrati$e responsibilities as / ha$e time>

A06A,NAS6A 0ompetency Area

S.ill

Speci+ic 7atin(

E$idence o+ 8earnin(

9uture /mpro$ement : ;e$elopment

7
Explain the di++erences bet1een public and pri$ate hi(her education 1ith respect to the le(al system and 1hat they may mean +or students# +aculty# and sta++ at both types o+ institutions> ;escribe the e$ol$in( le(al theories that de+ine the studentK institution relationship and ho1 they a++ect pro+essional practice> ;escribe ho1 national constitutions and la1s in+luence the ri(hts that students# +aculty# and sta++ ha$e on public and pri$ate colle(e campuses> Explain the concepts o+ ris. mana(ement and liability reduction strate(ies> Explain 1hen to consult 1ith oneDs immediate super$isor and campus le(al counsel about those matters that may ha$e le(al rami+ications> Act in accordance 1ith +ederal and state,pro$ince la1s and institutional policies re(ardin( nondiscrimination> ;escribe ho1 policy is de$eloped in oneDs department and institution# as 1ell as the local# state,pro$ince# and +ederal le$els o+ (o$ernment> /denti+y the maBor policy ma.ers 1ho in+luence oneDs pro+essional practice at the institutional# local# state,pro$ince# and +ederal le$els o+ (o$ernment> /denti+y the internal and external special interest (roups that in+luence policy ma.ers at the department# institutional# local# state,pro$ince# and +ederal le$els> ;escribe the public debates surroundin( the maBor policy issues in hi(her education# includin( access# a++ordability# accountability# and =uality> ;escribe the (o$ernance systems at oneDs institution# includin( the (o$ernance structures +or +aculty# sta++# and students> ;escribe the system used to (o$ern or coordinate oneDs state,pro$ince system o+ hi(her education# includin( community colle(e# +orCpro+it# and pri$ate hi(her education> ;escribe the +ederal and state,pro$ince role in hi(her education> S.ill

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Law, (olicy, +overnance The 8a1# 6olicy# and Jo$ernance competency area includes the .no1led(e# s.ills# and attitudes relatin( to policy de$elopment processes used in $arious contexts# the application o+ le(al constructs# and the understandin( o+ (o$ernance structures and their impact on oneDs pro+essional practice>

"ork • •

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Admission Ad$isor at @ni$ersity o+ -estern States 8ynn 0olle(ium 0oordinator at Seattle @ni$ersity

8eadership in policy modi+ication and de$elopment is an area that / ha$e little to no pro+iciency in> / belie$e this 1ill come in time as / pro(ress up1ard and assume more responsibility and authority in my career> / also 1ould li.e to continue de$elopment in my understandin( o+ ho1 my state representati$es can be a resource in my 1or. in hi(her education As /D$e been as pri$ate institutions +or most o+ my career# / ha$e much to learn about the (o$ernance o+ public institutions includin( 0ommunity 0olle(e and +our year> Strate(ies +or de$elopment include collaboratin( 1ith others 1ho ha$e this in+ormation in my 1or.

Co%rsework • S;A; "F0 • S;A; "EH

) & )

3$erall 7atin(5 0 1 2 ! "

* ) Speci+ic 7atin( ! ! "ork • E$idence o+ 8earnin( 9uture /mpro$ement : ;e$elopment / 1ould li.e to be better read on studies and best practices re(ardin( leadership# especially 1ith re(ards

A06A,NAS6A 0ompetency Area

Leaders$ip

;escribe ho1 oneDs personal $alues# belie+s# histories# and perspecti$es in+orm oneDs $ie1 o+ onesel+ as an e++ecti$e leader> /denti+y oneDs stren(ths and 1ea.nesses as a leader and see. opportunities to de$elop oneDs leadership s.ills>

8eadership ;e$elopment 0oordinatorCSeattle @ni$ersity

8
The 8eadership competency area addresses the .no1led(e# s.ills# and attitudes re=uired o+ a leader# 1hether it be a positional leader or a member o+ the sta++# in both an indi$idual capacity and 1ithin a process o+ ho1 indi$iduals 1or. to(ether e++ecti$ely to en$ision# plan# e++ect chan(e in or(ani?ations# and respond to internal and external constituencies and issues>
/denti+y $arious constructs o+ leadership and leadership styles that include but are not limited to symbolic# expert# relational# and inspirational> /denti+y basic +undamentals o+ team1or. and teambuildin( in oneDs 1or. settin( and communities o+ practice> ;escribe and apply the basic principles o+ community buildin(> @se technolo(y to support the leadership process %e>(># see.in( +eedbac.# sharin( decisions# postin( data that support decisions# usin( (roupCsupport 1ebsite tools'> @nderstand campus cultures %e>(># academic cultures# student cultures' and collaborati$e relationships# applyin( that understandin( to oneDs 1or.> Articulate the $ision and mission o+ the primary 1or. unit# the di$ision# and the institution> Explain the $alues and processes that lead to or(ani?ational impro$ement> /denti+y institutional traditions# mores# and or(ani?ational structures %e>(># hierarchy# net1or.s# (o$ernin( (roups# nature o+ po1er# policies# (oals# a(endas and resource allocation processes' and ho1 they in+luence others to act in the or(ani?ation> Explain the ad$anta(es and disad$anta(es o+ di++erent types o+ decisionCma.in( processes %e>(># consensus# maBority $ote# and decision by authority'> Thin. critically and creati$ely# and ima(ine possibilities +or solutions that do not currently exist or are not apparent> /denti+y and then e++ecti$ely consult 1ith .ey sta.eholders and those 1ith di$erse perspecti$es to ma.e in+ormed decisions> Explain the impact o+ decisions on di$erse (roups o+ people# other units# and sustainable practices> Articulate the lo(ic used in ma.in( decisions to all interested parties> Exhibit in+ormed con+idence in the capacity o+ ordinary people to pull to(ether and ta.e practical action to trans+orm their communities and 1orld> /denti+y and introduce con$ersations on potential issues and de$elopin( trends into appropriate $enues such as sta++ meetin(s>

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Admissions Ad$isor at @ni$ersity o+ -estern States 8ynn 0olle(ium 0oordinator at Seattle @ni$ersity

#nterns$ip • 0areer Ser$ices /ntern • 7etention /ntern Co%rsework • S;A; "EE • E;A; "E0 • E;@0 "20 • S;A; "EH • E;@0 "1" • MAA "10 Ot$er • 0ollaboration on interdepartmental committees

to super$ision> / am also uncom+ortable 1ith the 1ord Lacti$istM# and / ha$e little understandin( o+ 1hat that 1ould mean to me or ho1 / 1ould exhibit (i$en my s.ills# ability# and personality> <o1e$er# / understand acti$ism is an important part o+ leadership# and it is also imperati$e to chan(e> Strate(ies +or de$elopment include continued exploration o+ my o1n leadership styles# ta.in( EN courses# and continuin( to 1or. on teams>

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3$erall 7atin(5 0 1 2 ! "

A06A,NAS6A 0ompetency Area

S.ill

E$idence o+ 8earnin(

9uture /mpro$ement : ;e$elopment

9
/denti+y .ey elements o+ oneDs set o+ personal belie+s and commitments %e>(># $alues# morals# (oals# desires# sel+Cde+initions'# as 1ell as the source o+ each %e>(># sel+# peers# +amily# or one or more lar(er communities'> /denti+y oneDs primary 1or. responsibilities and# 1ith appropriate on(oin( +eedbac.# cra+t a realistic# summati$e sel+Cappraisal o+ oneDs stren(ths and limitations> ;escribe the importance o+ oneDs pro+essional and personal li+e to sel+# and reco(ni?e the intersection o+ each> Articulate a1areness and understandin( o+ oneDs attitudes# $alues# belie+s# assumptions# biases# and identity as it impacts oneDs 1or. 1ith othersI and ta.e responsibility to de$elop personal cultural s.ills by participatin( in acti$ities that challen(e oneDs belie+s> 7eco(ni?e and articulate healthy habits +or better li$in(> Articulate an understandin( that 1ellness is a broad concept comprised o+ emotional# physical# social# en$ironmental# relational# spiritual# and intellectual elements> /denti+y and describe personal and pro+essional responsibilities inherent to excellence> Articulate meanin(+ul (oals +or oneDs 1or.> /denti+y positi$e and ne(ati$e impacts on psycholo(ical 1ellness and# as appropriate# see. assistance +rom a$ailable resources> 7eco(ni?e the importance o+ re+lection in personal and pro+essional de$elopment> Skill "ork • • / o+ten +or(et to extend 1ellness outside o+ physical 1ellness 1hen / am participatin( in or encoura(in( my students to participate in 1or.C li+e balance> Strate(ies +or impro$ement include practicin( mind+ulness# Bournalin(# participatin( in re+lection# and bein( more strate(ic about the responsibilities / ta.e on>

(ersonal ,o%ndations The 6ersonal 9oundations competency area in$ol$es the .no1led(e# s.ills# and attitudes to maintain emotional# physical# social# en$ironmental# relational# spiritual# and intellectual 1ellnessI be sel+C directed and sel+C re+lecti$eI maintain excellence and inte(rity in 1or.I be com+ortable 1ith ambi(uityI be a1are o+ oneDs o1n areas o+ stren(th and (ro1thI ha$e a passion +or 1or.I and remain curious> 3$erall 7atin(5 0 1 2 ! "

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8eadership ;e$elopment 0oordinatorCSeattle @ni$ersity 8ynn 0olle(ium 0oordinator at Seattle @ni$ersity

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#nterns$ip • 0areer Ser$ices /ntern Co%rsework • 03@N "10 • 03@N "12 Ot$er • Seattle @ni$ersity <ealth and -ellness 0hallen(e

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A06A,NAS6A 0ompetency Area

Evidence of Learning

,%t%re #mprovement 'evelopment / o+ten +eel o$er1helmed by all the di++erent theories and models o+ learnin( and student de$elopment# and / need to perhaps +ind a +e1 that resonate 1ith me and spend some time really understandin( them and ho1 they can be applied>

St%dent Learning 'evelopment The Student 8earnin(

Articulate theories and models that describe the de$elopment o+ colle(e students and the conditions and practices that +acilitate holistic de$elopment> Articulate ho1 di++erences o+ race# ethnicity# nationality# class# (ender# a(e# sexual orientation# (ender identity# disability# and reli(ious belie+ can in+luence de$elopment durin( the colle(e years>

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"ork • •

8eadership ;e$elopment 0oordinatorCSeattle @ni$ersity 8ynn 0olle(ium

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and ;e$elopment competency area addresses the concepts and principles o+ student de$elopment and learnin( theory> This includes the ability to apply theory to impro$e and in+orm student a++airs practice# as 1ell as understandin( teachin( and trainin( theory and practice> /denti+y and de+ine types o+ theories %e>(># learnin(# psychosocial and identity de$elopment# co(niti$eC structural# typolo(ical# and en$ironmental'> /denti+y the limitations in applyin( existin( theories and models to $aryin( student demo(raphic (roups> Articulate oneDs o1n de$elopmental Bourney and identi+y oneDs o1n in+ormal theories o+ student de$elopment and learnin( %also called LtheoriesCinC useM' and ho1 they can be in+ormed by +ormal theories to enhance 1or. 1ith students> Jenerate 1ays in 1hich $arious learnin( theories and models can in+orm trainin( and teachin( practice> /denti+y and construct learnin( outcomes +or both daily practice as 1ell as teachin( and trainin( acti$ities> Assess teachin(# learnin(# and trainin( and incorporate the results into practice> ) ! 0oordinator at Seattle @ni$ersity #nterns$ip • 0areer Ser$ices /ntern • 7etention /ntern Co%rsework • S;A; "EF • 03@N "10 • 03@N "12 Ot$er • ;i$ision o+ Student ;e$elopment /nCSer$ice# Seattle @ni$ersity -ith re(ards to theory# / 1ould li.e to be(in 1ith depth o$er breadth as a ne1 pro+essional> My strate(ies +or (ro1th in this area include en(a(in( in opportunities +or partnership 1ith academic sta++ and also understandin( that continued de$elopment in assessment 1ill assist me in this area>

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