Escolar Documentos
Profissional Documentos
Cultura Documentos
*Note: All competency descriptions are taken from the ACPA and NASPA Professional Competency Areas for Student
Affairs Practitioners (2010)
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.
Specific
Rating
Evidence of Learning
W: ARD, RA
I: ACLU intake counselor
C: Politics classes
I am currently the
supervisor of 21 RAs
which will help me
develop my skills in
advising and helping.
The one-on-one
meetings that I
continue to have with
my RAs will prepare me
to be able to help them
think more in depth
about the things they
want to achieve. In
addition, I advise the
Campion Hall Council
which will help me in
advising everyday
students who do not
have many leadership
skills. Woeking with
such a diverse group of
students will allow me
to think about how I
show up in meetings
and how this needs to
adapted to each student
I come into contact
with.
W: ARD, RA
W: ARD
W: ARD
W: As an ARD in conduct
meetings, but I dont do it
well.
W: ARD, RA
W: ARD, RA
W: ARD;C: Politics classes
W: ARD, RA
I: ACLU intake counselor
W: ARD, RA
W: ARD
C: Politics classes, SDA
classes
ACPA/NASPA
Competency Area
Assessment,
Evaluation, &
Research
The
Assessment,
Evaluation,
and Research
competency
Skill
Specific Rating
W: RA
C: Sociology classes, RA
class
Evidence of Learning
Future Improvement
& Development
I believe that doing
some research around
students throughout
my time in graduate
school will help me
with assessment. If I
do not get the
opportunity to do my
own research, I will
get to read different
assessments about
the department that I
W: ARD
W: ARD
C: RA class, politics
classes
W: ARD
O: Clubs and
organizations
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 also
designed to
Specific Rating
Evidence of Learning
V: volunteer at events in
school
W: ARD, RA, diversity
office
O: Club events
W: ARD, RA, diversity
office
C: Soc. And SDA Classes
Future Improvement
& Development
I will continue to read
about different aspects
of diversity in and
outside of class. Also I
will do research around
identities that I do not
have much knowledge
in so that I can best
serve all students that I
may work with. In
addition, I will attend
programs on and off
campus that further my
learning about diverse
groups of studnets. I
will work on many
programs that allow me
to see put into practice
my knowledge around
different identities.
6
Classes
W: ARD, RA, diversity
office
C: Soc. And SDA Classes
O: club events
0 1 2 3 4 5
ACPA/NASPA
Competency
Area
Ethical
Professional
Practice
Skill
Specific
Rating
Evidence of Learning
C: SDA classes
W: ARD
W: ARD
W: ARD
W: ARD
W: ARD
W: ARD, RA
W: ARD
C: SDA classes
W: ARD
W: ARD
C: Undergrad classes
conversations with
higher level
professionals to see
what they may deem
as ethical in my
department and in
the division. I will
also tailor my
behavior to fit that of
the ethics of my
department.
0 1 2 3 4 5
ACPA/NASPA
Competency
Area
History,
Philosophy, &
Values
The History,
Philosophy, and
Values
competency
area involves
knowledge,
skills, and
attitudes that
connect the
history,
philosophy, and
values of the
profession to
ones current
professional
practice. This
Skill
Specific
Rating
Evidence of Learning
C: SDA classes
C: RA class
C: SDA classes
W: ARD
W:ARD, RA
C: SDA classes
W: ARD
C: Service learning
class
W: ARD
C: SDA classes
C: SDA classes
W: ARD
Skill
W: ARD
C: SDA classes
C: SDA classes
W: ARD
C: SDA classes
W: ARD
C: SDA classes
W: ARD classes
C: SDA classes
Specific
Rating
Evidence of Learning
W: ARD, RA
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
10
W: ARD
W: ARD
W: ARD
C: SDA classes
W: ARD
W: ARD, RA
W: ARD, RA
W: ARD
W: ARD
+
+
W: ARD
W: ARD
C: undergrad classes
W: ARD; O: BSU meetings
W: ARD, RA
O: club meetings
W: ARD
W: ARD
W: ARD
W: ARD
Overall Rating:
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.
11
0 1 2 3 4 5
ACPA/NASPA
Competency
Area
Skill
Specific
Rating
Evidence of Learning
C: undergrad classes
C: politics classes
C: politics classes
C: politics classes
W: ARD
W: ARD
C: politics classes
W: ARD
W: ARD
Overall Rating:
0 1 2 3 4 5
ACPA/NASPA
Competency
Area
Leadership
12
C: politics classes
C: politics classes
C: politics classes
O: news
C: politics classes
job. I will do
research on which
big cases have had a
huge impact on the
ways higer education
works and question
how they may work
in the future.
C: politics classes
Skill
Specific
Rating
Evidence of Learning
W: ARD, RA
O: organization president
W: ARD, RA
O: organization president
W: ARD, RA
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.
13
O: organization president
C: undergrad and SDA classes
W: ARD, RA
O: organization president
W: ARD, RA O: organization
president
W: ARD, RA
O: organization president
W: ARD, RA
O: organization president
W: ARD, RA
O: Jesuit knowledge
W: ARD, RA
O: organization president
W: ARD, RA
O: Jesuit knowledge
C: SDA classes
W: ARD, RA
O: organization president
W: ARD, RA
O: organization president
W: ARD, RA
O: organization president
W: ARD, RA
C: SDA classes
W: ARD, RA
C: SDA classes
W: ARD, RA
O: organization president
W: ARD, RA
O: Judicial Action Team
Overall Rating:
0 1 2 3 4 5
ACPA/NASPA
Competency
Area
Skill
14
Specific
Rating
Evidence of Learning
W: ARD, RA
C: soc., SDA, politics
classes
I will continue to
think about how I
feel about things and
what beliefs I have
that are important to
my job. I will
continue to talk with
different people in
the division to see
how they decided
what things were
important to them. I
will identify my ideal
work place and space
by researching
things that happen
in various
institutions. I will
O: SJTI
W: ARD, RA
C: soc., SDA, politics
classes
O: SJTI
W: ARD, RA
C: soc., SDA, politics
classes
W: ARD, RA
15
W: ARD, RA
O: wellness events
W: ARD, RA
O: wellness events
W: ARD, RA
W: ARD, RA
C: Jesuit education
Skill
Specific
Rating
Evidence of
Learning
Future Improvement
& Development
C: Theory
W: ARD
16
knowledge I am
learning in my
C: Theory, Sociology
theory class and try
classes, Politics classes
to apply it to
everything I do. I will
W: ARD
see how theories fit
O: SJTI
into different aspects
of my job and how
C: Theory
they affect students.
I will see how theory
W: ARD
relates to each
aspect of my journey
to professionalism. I
C: Theory
will do research on
W: ARD
how my identities
O: SJTI
can affect how I
C: Theory
interact with others
and how others
W: ARD
perceive me when I
O: SJTI
walk into a room.
C: Theory
W: ARD
C: Theory
W: ARD
17
C: Theory
W: ARD
2013 Strategy: I will interact with students in my typical manner and examine the affect it has on my
relationship with students.
2014 Strategy: I will do research around my identities and how people perceive them upon first interacting
with me.
2015 Strategy: I will work to tailor the way I act to the needs of each student I interact with.
2013 Strategy: I will do research around students with disabilities; both mental and physical in roder to better
serve students.
2014 Strategy: I will attend 2 conferences where I go to sessions about how to interact with students with
different identities than me.
2015 Strategy: I will do research around students who identify as white to better understand the majority of
students I work with.
Objective 3: I will put theory to practice in my day to day interactions with students and in the programs I plan for
them.
2013 Strategy: I will study different student development theories and see how they may relate to my work.
2014 Strategy: I will put at least 2 theories to practice in my planning to better serve students.
2013 Strategy: I will read many different research articles put forth that are meant to strengthen student
development.
2014 Strategy: I will engage myself in a piece of research in order to better understand the research process.
2015 Strategy: I will continue to read research and see how I can put it to practice in my job each day.
Objective 5: Come up with my philosophy for student development and how I engage with students.
2013 Strategy: I will learn about others philosophies and decide what my preliminary philosophy is.
2014 Strategy: I will redefine my philosophy by taking into consideration the experiences I have with students
as well as what I learn in classes.
2015 Strategy: I will continue to redefine my philosophy by thinking about what I consider to be important in
how I engage students each day.