Professional Development Plan

Traci Stewart
November 2013
Foundations of Student Affairs









Introduction
Winston Churchill once said, There will stretch out before you an ever-lengthening,
ever-ascending, ever-improving path. But this, far from discouraging, only adds to the joy and
the glory of the climb. It was a brisk, but sunny day in the Colca Canyon deep in the heart of
the Andes Mountains. My body was tired from a long challenging day of hiking at an altitude
that my lungs could barely handle. When I reached my destination, and gazed upon the vastness
of the canyon, I felt as though I was on top of the world. I was awaiting the arrival of the historic
8-10 foot wing-spanned Andean condor, the bird of the Incas. To the Incas, the condor was
associated with the sun deity, and was a symbol of hope and strength. As I sat and waited for the
infamous condor, my aspirations and dreams ran quickly through my mind. I thought to myself
how comfortable I felt in that place at that moment. As my thoughts soared through my head, I
saw a shadow on my skin. My heart dropped as I looked up to see the beautiful and enormous
soaring symbol of Peru in front of my awestruck eyes. To the natives of Peru, the condor
symbolized their country, but to me, the magnificent bird symbolized the enormity of this world.
It was then I realized that there is a lot more to this world than just the United States of America.
This awakening showed me that I wanted to explore the grandeur of our world more in depth.
When I saw the condor in perfect harmony with its home, I knew that I was meant to explore
places other than just my own home of Summerfield, North Carolina. As I sat atop of the Andes
Mountains, I knew I wanted to invest my studies and my life into knowing more about the
colossal world around us.
To me, the most important aspect of life is finding a passion and taking that passion into
the world to make a difference in the lives of as many people as possible. My passion has come
to me in the form of study abroad and international higher education. Study abroad has enabled
me to uncover my intrapersonal skills by changing my sense of self in the world. There is one
world with thousands of cultures yet to be discovered, explored, and valued. My hope for each
student in higher education is to have the opportunity to step outside of themselves and see the
world in a different light. If there ever came a day when every student recognized they have the
powerful ability to see from other perspectives while striving to become interculturally
competent, the world would be a better place. If there ever came a day when every student
valued cross cultural awareness and in turn, became better global citizens, the world would not
only be a better place, the world would be changed forever. These aspirations of mine are what
motivates me to have a professional development plan; to plan how I am going to achieve my
goal of telling and advising as many students as I can how important international higher
education proves to be.

Plan
Below are the professional development knowledge areas that my International Studies
colleagues and I narrowed down and researched since the Association of International Educators
(NAFSA) decided to take their professional competencies down days before we started this plan.
Although this was a frustration, it was very useful for my colleagues and I to individually
research the areas of 1) advocacy 2) equity, diversity, and inclusion 3) professional
skills/networking 4) advising/counseling 5) program design and implementation 6)
admissions/recruiting 7) intercultural understanding and training 8) institutional understanding 9)
internationalization of campus 10) academic systems. We were able to become more familiar
with each of these areas by being forced to research them and develop them ourselves.
The knowledge areas that I decided to explore more in depth are 1) advocacy 2) equity,
diversity, and inclusion 3) program design and implementation 4) admissions/recruiting 5)
intercultural understanding and training. The five knowledge areas that I chose are highlighted in
yellow and I have added a description in each evaluation box that I chose so that I could see why
I feel not competent, somewhat competent, or very competent in each area. This will help me
when I return back to this professional development plan and want to reevaluate if I have
improved in each knowledge area down the road.

Advocacy
I have always been aware of social justice advocacy and have always thought highly of
those that are so passionate about something that it makes them want to step out of their comfort
zones and act. However, until taking this class, I have not been forced to think as much about
what can I do in my community or around the world to make a difference. For whom am I
advocating? About who/what am I passionate? This class has forced me to reflect upon these
questions and that is why I chose advocacy as one of the knowledge areas I wanted to further
explore.
Based upon my advocacy assessment below, I answered somewhat confident for the
majority of questions. I think it is necessary for international educators to advocate for the
importance of educations abroad as well as international students.

Advocacy Short Term Goals:
1) Find a specific group of people or aspect of international education that I want to
advocate for. Write a reflection upon why I have want to advocate for the specific cause.
Then, have someone who works in the field read my reflection and give me feedback and
specific action steps on how I could move forward advocating for the specific group I
choose.
2) Read NAFSAs Advocacy Handbook
(http://www.nafsa.org/uploadedFiles/NAFSA_Home/Resource_Library_Assets/Public_P
olicy/advocacy_handbook.pdf)
3) Attend a NAFSA conference.

Advocacy Long Term Goals
1) Continue to advocate for and attend meetings, events, and one on one conversations
pertaining to the group that I choose to advocate for.
2) Mobilize a grassroots community of individuals to take action to support international
education.
3) Actively identify my state representatives and seek to build relationships with them.
4) Become a member of NAFSA.

Advocacy

The advocacy competency area addresses the knowledge, skills, and attitudes required of an
advocate for social justice in international higher education specifically. According to NAFSAs
Advocacy Handbook, Grassroots Advocacy is the process by which an organization empowers
its member to contact their elected officials to influence their views on an issue of importance of
international education and exchange. This area incorporates the leadership and personal
foundations of the SAHE Basic Competencies, as well as NAFSAs Advocacy Handbook.

Not competent Somewhat
competent
Very competent
Describe how ones personal values,
beliefs, histories, and perspectives
inform ones view of oneself as an
effective advocate.
* It is easy for
me to describe
my personal
beliefs, values,
and history since
my foundations
are why I chose
to pursue
International
Higher
Education.
Identify ones strengths and
weaknesses as an advocate and seek
opportunities to develop ones
advocacy practice.


* I am better at
explaining my
weaknesses
instead of my
strengths.

Understand campus cultures (e.g.
academic cultures, student cultures)
and collaborative relationships,
applying that understanding to ones
work.
* At this point, I
am more
competent in the
campus culture
at my
undergraduate
institution then
NC State but am
continuing to
learn.

Think critically and creatively, and
imagine possibilities for solutions that
do not currently exist or are not
apparent.


* I am pretty
competent in
trying to think of
creative ideas to
solve solutions,
but I dont think
I will ever be
fully competent
in mastering this
skill, as it is an
ongoing process.






Actively identifying your state
representatives and seek to build
relationships with them.
* I have never
thought about
building
relationships
with state
representatives
because I have
felt they are
out of my
reach.

Empowering individual international
education advocates to make a
difference in their community on
issue that impact international
education at the local or state level.
* I am just
beginning to
build my
knowledge on
international
education
advocacy.

Mobilizing a grassroots community of
individuals to take action to support
international education.
* I have never
done this
before besides
in my jobs in

international
education, but
am excited to
begin taking
action to
support
international
education.
Connecting individuals worldwide in
conversation about the power and
potential of international education.


* Everywhere I
travel and work,
I continue to
share my passion
and the power of
international
education.









Equity, Diversity, and Inclusion

I chose to keep the Equity, Diversity, and Inclusion from the Higher Education
professional competencies because to me, this is one of the most important professional
competencies to master. It encompasses having the knowledge, skills, attitudes suitable to
making every student feel equal despite ongoing discrimination or injustices.
Due to my heart for making all diverse people feel equal and my appreciation for cultural
and human differences, this professional competency is something I am better at than others. I
noticed the difference between when I would answer somewhat competent and very competent
was because I felt very competent in identifying my own actions and awareness of diverse
groups but only somewhat confident when it came to actually changing my entire environment
and other people for the sake of diverse people groups. My goals and responses can be seen
below.

EDI Short Term Goals
1) Interview and build relationships with 2-3 international students to get their perspective
on the challenges they face.
2) Research the services and programs offered by NC States Office for Institutional Equity
& Diversity.
3) Contact the Office for Institutional Equity & Diversity and find out what ways I can get
involved.
4) Attend the American Conference on Diversity
(http://americanconferenceondiversity.org/higher-education-conference/)
EDI Long Term Goals
1) Help coordinate and facilitate an event that promotes equity and diversity of one student
group on campus, more specifically international students or those students who cant
afford to study abroad and desire to.
2) Participate in a National Diversity Advisory Board Meeting. Contact one of these board
members for more information (http://oied.ncsu.edu/oied/NDAB.php).


Equity, Diversity, and 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 create an institutional ethos that accepts and celebrates differences among
people, helping to free them of any misconceptions and prejudices.

Not competent Somewhat
competent
Very Competent
Identify the contributions of similar and
diverse people within and to the
institutional environment.
* One of my
greatest strengths
and I believe
greatest
weaknesses is
caring so much
for diverse
people groups
that I sometimes
can worry too
much.
Integrate cultural knowledge with * I am most
specific and relevant diverse issues on
campus.
knowledge-able
of Spanish
speaking cultures
but want to grow
in my knowledge
of other cultures
as well.
Assess and address ones own awareness
of EDI, and articulate ones own
differences and similarities with others.
* I am aware of
EDI but do not
articulate it as
often as I should.
Demonstrate personal skills associated
with EDI by participating in activities
that challenge ones beliefs.
* I am aware
and accepting of
environments
that challenge
my beliefs but I
dont always
seek out those
environments.

Facilitate dialogue effectively among
disparate audiences.
* I usually dont
start the dialogue
but can join in
the conversation
and support
various sides.

Interact with diverse individuals, and
implement programs, services, and
activities that reflect an understanding
and appreciation of cultural and human
differences.
* Besides work,
I have not
implemented any
services or
activities with
diverse people.
* At work, I am
able to
implement
programs and
services that
show my
understanding of
cultural
differences and
my appreciation
of them as well.
Recognize the intersectionality of diverse
identities possessed by an individual.
* I believe that
although we are
all diverse, our
human nature
makes us all
living, breathing,
heart-beating
individuals.
Recognize social systems and their
influence on people of diverse
backgrounds.
Study abroad
has enabled my
to identify social
systems and the
effect they have
on individuals.
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.
* My
foundations class
has helped me
truly know what
social justice
means.
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.
* Technology is
a go-to tool in
seeking out
diverse people
and helping them
become
accustomed to
the campus
environment.
Design culturally relevant and inclusive
programs, services, policies, and
practices.
* I am not to
the point where
I have done
this myself but
would like to
know how to
get to this
point.

Demonstrate fair treatment to all
individuals and change aspects of the
environment that do not promote fair
treatment.
* I am not
familiar with
how to change
the environment
as a whole
but
* I myself
demonstrate fair
treatment to all
people.
Analyze the interconnectedness of
societies worldwide and how these global
perspectives impact institutional learning.
* Researching
why and how
higher education
in different
countries
operates
differently is key
to gaining a
greater global
perspective.



Program Design and Implementation

Due to my desire to be an education abroad professional, I thought choosing Program
Design and Implementation would be helpful for me to explore. A main professional competency
in the international education field is to be able to design and effectively implement study abroad
programs.
After evaluation, I tended to be more knowledgeable in the program design and
implementation knowledge area since that is part of my current graduate assistantship at the
Poole College of Management at NC State. However, there were many components that I
answered somewhat competent for since I just started this job in September and am continuing
to learn new things each day.


Program Design and Implementation Short Term Goals
1) Learn the ins and outs of student learning theories such as the student development
theory. Perhaps, I could ask some of my classmates in Higher Education who have taken
the student development theory class and gain their perspectives on the subject.
2) Read Evans, N.J. (2011). Psychosocial, cognitive-structural perspectives on student
development. In J.H. Schuh, S.R. Jones, S.R. Harper, & Associates, Student services: A
handbook for the profession (5
th
ed.) (pp.168-186) (Jossey-Bass Higher and Adult
Education Series) San Francisco, CA: Jossey-Bass, A Wiley Imprint. ISBN 978-
0470454985
3) Read Torres, V. (2011). Perspectives on identity development. In J.H. Schuh, S.R. Jones,
S.R. Harper, & Associates, Student services: A handbook for the profession (5
th
ed.,
pp.187-206) (Jossey-Bass Higher and Adult Education Series) San Francisco, CA:
Jossey-Bass, A Wiley Imprint. ISBN 978-0470454985
4) Read King, P.M, and Baxter Magolda, M.B. (2011). Student learning. In J.H. Schuh, S.R.
Jones, S.R. Harper, & Associates, Student services: A handbook for the profession (5
th

ed., pp.207-225) (Jossey-Bass Higher and Adult Education Series) San Francisco, CA:
Jossey-Bass, A Wiley Imprint. ISBN 978-0470454985
5) Read Rodman, R. and M. Merrill. (2010). Unlocking study abroad potential: Design
models, methods and masters. In Hoffa, W. and DePaul, S. (Eds.), A history of U.S. study
abroad: 1965-present. (pp. 199-251). Carlisle, PA: Frontiers The Interdisciplinary
Journal of Study Abroad.


Program Design and Implementation Long Term Goals
1) Design and implement my own study abroad program at wherever I work, whether that
be for a university or for a study abroad provider.
2) Research and contact the study abroad offices at universities such as Elon University,
UNC, and Duke with high study abroad numbers and find out the specific aspects of their
programs (marketing, recruitment, evaluation, learning objectives and goals).
3) Schedule a meeting with someone who works at the study abroad office at Duke (due to
their esteemed global culture) to ask about further professional development
opportunities in the international education field.



Program Design and Implementation

The Program Design and Implementation competency area includes the knowledge, skills, and
attitudes needed to create effective international education programming, assess program
outcomes, and design and implement curricula with diverse audiences that bridge the gap
between an international education-focused experience with personal, curricular, cultural, and
global learning, growth, and action.

Not competent Somewhat
competent
Very
competent
Ability to facilitate diverse groups in
reflective and sometimes
uncomfortable discussions.
* I am better at
talking to diverse
people one-on-
one or in smaller
group settings.

Knowledge and experience with
program assessment and evaluation.
* I have not had
to evaluate a
program yet, but
will have to for
my job at the end
of the year after a
couple of study
abroad programs
run.


Knowledge about theories of student
learning, and the ability to
implement programs that involve
these theories and engage multiple
levels of student learning.
* I am not
familiar with
theories of
student learning
besides student
development
theory that was
touched on in
one of my
classes.

Ability to involve intentionality in
all elements of program design to
attain learning goals
* I believe
programs
shouldnt be
run unless
there are
intentional and
specific
purposes for
learning on
each program.
Commitment to decolonizing the
cross-cultural experience through
intentional program design that
incorporates ethics and a respect and
* Study abroad
is where I first
learned what
mutuality
deep engagement (mutuality) with
all parties.
meant and
developed a
heart to respect
all people
despite their
cultural
background.
Ability to create and work within a
budget.
* I am learning
through my grad
assistantship how
to manage
budgets for
education abroad
programs but
have not mastered
the skill yet.

Ability to create and work within
partnerships with diverse groups

* I believe
working with
diverse people
enriches
opportunities
to grow.
Knowledge and experience with
several specific models of program
design.

* This is my first
year working with
models of
program design so
I do not feel very
competent yet.

Ability to evaluate and adjust
programs based on empirically
measured outcomes and data.
* I am in the
process of
learning about
different data that
measures study
abroad programs
and their
effectiveness.

Knowledge about established
resources for international education
program design
* Still in the
process of
learning.

Knowledge and ability to implement
learning theories and models from
* I need to learn
more about

outside the international education
field when relevant.
theories and
models from
outside of
international
education so I
can be more
broadly
knowledgeable.
Ability to support students through
reflective exercises and programs
that take them out of their comfort
zones.
* Reflection
and stepping
out of ones
comfort zone
and what has
motivated me
to be a study
abroad
advocator and I
want to show
students the
same thing.



Admissions/Recruiting
A major aspect of study abroad programs is recruitment. Study abroad programs cannot
run without recruiting. While working as a graduate assistant in the international programs
department of the Poole College of Management at NC State, I have learned the importance of
recruitment. Programs need money to run, and most importantly they need students who will
benefit from the life-changing programs that force them to step out of their comfort zone and see
the world through a different lens.
The evaluation questions for admissions/recruiting tended to be more focused on
admission than recruiting. Therefore, I did not seem to be as competent as I thought I should be.
I am more knowledgeable in recruiting, but not all of the details that go with admissions.
Short Term Admissions/Recruiting Goals
1) Read Brockington, J. (2006). Marketing your institution. In The AED Guide to
Welcoming U.S. Students to Your Campus (pp. 99-104). Washington, DC: Academy for
Educational Development. No ISBN available
2) Read Musick, C. (Spring 2006). Study abroad superhero search: A practical approach to
marketing study abroad on campus. IIE Networker, 46-47.
3) Read Keteku, N. (Fall 2008). Recruiting African students. IIE Networker, 42-44.
4) Read Martinez, M., et. al. (2009). Creating study abroad opportunities for first-generation
college students. In Lewin, R. (Ed.), The handbook of practice and research in study
abroad: Higher education and the quest for global citizenship (pp.527-542). New York,
NY: Routledge. ISBN 978-0415991612

Long Term Admissions/Recruiting Goals
1) Schedule an appointment with an admissions counselor to learn the guidelines and
procedures that go into admissions.
2) Take part in the admissions/recruitment process for International Business Dual Degree
seeking students at the Poole College of Management( for a case study). Seek counseling
from Director of International Programs at Poole College, Rob Sandruck about the
admissions/recruitment ongoing process for International Business Dual Degree seeking
students.



Admissions/Recruiting

The Admissions/Recruiting Competency area focuses on the knowledge, skills and attitudes
necessary in the recruiting and admitting of international students to institutes of higher
education in the U.S. and is based on the NAFSA Guidelines for Ethical Practice in International
Recruiting.

Not competent Somewhat
competent
Very
competent
Ability to evaluate foreign academic
credentials
* I have only
recruited for
American students
to study abroad.

Broad knowledge of institution (history,
academic programs, tuition, financial
aid, support services, employment
opportunities)
* I am more
familiar with
the broad
knowledge of
the institution
than I was at

the beginning
of the year but
am continuing
to grow in my
knowledge.
In depth knowledge of institutions
admissions policies, including English
proficiency requirements
* I do not know
the English
proficiency
requirements.

Basic knowledge about student visa
regulations
* I know the
basic student
visa
requirements
for some
countries, not
all.

Ability to assess whether students
educational goals align with institutional
offerings
* I have never
had to look at a
students goals
before being
admitted, but
only have had
to assess them
while a part of
the institution.

Effective verbal and non-verbal
communication skills
* I would say I
have effective
verbal skills,
but would need
to know what
non-verbal
skills means.

In depth knowledge of at least one other
cultural region of the world.
* I have
studied abroad
twice in Latin
America and
am passionate
about this
region of the
world.
Ability to speak and understand at least * Spanish
one foreign language




Intercultural Understanding and Training

The true essence of cross-cultural knowledge starts with having an understanding about
the lens through which we view the world. My interest and commitment to better equipping
myself to understand foreign cultures, business perspectives, and innovative ideas has driven my
passion for international higher education. Many students view the world singularly in black
and white, but I feel it is ultimately important to exhibit diversity of thought. An individual
must understand that every person and culture is different and unique in his or her own way. I
believe in respecting the views of other people in different cultures and am willing and prepared
to further my research to close the gap of worldwide prejudice and bigotry through my education
and practice in international education.
Intercultural Competence and understanding is something I have been researching since I
began my Masters in International Studies. It is something I think is so crucial for international
educators to learn and for students who are participating in study abroad to be aware of and
improve upon. I have learned Intercultural Competence is an ongoing process and although I
marked very competent for many of the categories, I will always be learning and striving to
become more interculturally competent than I am right now.

Short Term Intercultural Understanding Goals
1) Place myself in places of differing worldviews and cultures to improve my intercultural
understanding and training skills.
2) Mentor an international student and gain their insight on their own culture and how it
differs from mine.
3) Read Deardorff, D. (2006). Identification and Assessment of Intercultural Competence as
a Student Outcome of Internationalization. Journal of Studies in International Education,
10(241), 241-266.

Long Term Intercultural Understanding Goals
1) Participate in another study abroad program while being mindful of the evaluation
conducted below and what I can improve upon.
2) Deardorff, D. K. (2009). The Sage handbook of intercultural competence. Thousand
Oaks, Calif: Sage Publications.
3) Meet with Darla Deardorff (she is my idol!!) on how she became so passionate and
knowledgeable on Intercultural Competence.



Intercultural Understanding and Training

The Intercultural Understanding and Training competency area focuses on the knowledge, skills,
and attitudes necessary for creating environments in which intercultural learning can take place
and is based partly upon the AACU Intercultural Knowledge and Competence VALUE Rubric.

Not competent Somewhat
competent
Very
competent
Understand how cultural biases may be
reflected in institutional structures and
policies.
* From
studying
abroad, I have
learned of
highly present
cultural biases.
Describe and assess ones own process
and level of intercultural competence by
using appropriate, recognized methods
of assessment.
* I have
evaluated
myself
multiple times
by Darla
Deardorffs
Intercultural
Competence
Process
Evaluation
Diagram.
Identify how programming can
contribute to the development of
intercultural understanding.
* I know the
reasons in
general but
would need to
back it up with
facts.

Develop programming that increases
intercultural competence of participants.
* Study abroad
should always
seek to
increase
students
intercultural
competence.
Facilitate reflection on intercultural
competence development.
* Reflection is
the key to
learning more
about yourself.
Articulate insights into own cultural
rules and
biases
* I can articulate
these more when
I am abroad and
out of my
element rather
than in the US
and comfortable.

Demonstrate understanding of the
complexity of elements important to
members of
another culture in relation to its history,
values,
politics, communication styles,
economy, or beliefs
and practices
* I am more
knowledgeable
on some of these
aspects than
others.

Recognize intellectual and emotional
dimensions
of more than one worldview

* Studying
abroad in Peru,
Costa Rica,
and Turkey
helped me to
recognize the
emotional
dimensions of
those cultures.
Recognize and participate in cultural
differences
in verbal and nonverbal communication

* I need to
surround myself
more with
culturally diverse
people rather
than just doing
that while
abroad.

Suspend judgment in valuing
her/his interactions with culturally
different others
* I am more
knowledgeable
of my judgment
through
reflection and
then am able to
recognize and
suspend my
judgment.


Professional Skills / Networking

The Professional Skills/Networking competency area involves the knowledge, skills, and
attitudes to maintain excellence and integrity in work, have a passion for work, and create and
maintain an effective network for professional growth and stability.

Not competent Somewhat
competent
Very
competent
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



---------------



Advising / Counseling

The Advising / Counseling 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.
Not
Competent
Somewhat
Competent
Very
Competent
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.

----------
challenge ones beliefs.
Identify and describe personal and
professional responsibilities inherent to
excellence.

---------------

Articulate meaningful goals for ones
work.
--------------
Know and participate in regional and
national associations to better ones
knowledge of current practices in the
profession.
-----------
NAFSA

Recognize the importance of reflection in
personal and professional development.
---------------
Recognize the need for and make goals
towards greater integral work with other
professionals

------------
Identify basic fundamentals of teamwork
and teambuilding in ones work setting
and communities of practice.

------------
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, etc.).


--------
Actively seek out opportunities to expand ones own
knowledge and skills in helping students with specific
concerns (e.g., LGBT students) and as well as
interfacing with specific populations within the
college student environment (e.g., student veterans).


---------

Exhibit understanding of the regulations concerning
visa requirements for international students or
students going abroad.

---------

Institutional Understanding

The Institutional Understanding Competency Area focuses on the abilities, knowledge and
attitudes necessary to understand the role of the International Education office within the larger
institution and how it connects to the institutional mission. These competencies are largely based
upon the SAHE Basic Competencies, specifically the Human and Organizational Resources
category.
Not
competent
Somewhat
competent
Very
competent
Ability to effectively work and collaborate with faculty ----------
Ability to effectively work and collaborate with other
university departments
-----------
Ability to effectively work and collaborate with
colleagues in own department
------------

Understand the role alliances play in the completion of
goals and work assignments
-----------
Demonstrate effective stewardship/use of resources
(financial, human, material)
-----------
Describe campus protocols for responding to significant
incidents and campus crises
-----------
Understand institutional mission and goals and your
role in fulfilling them
------------
Understand the role of your office/department within
the larger institution
-----------












Internationalization of Campuses

This competency involves knowledge and working towards the greater theme of
internationalization of college campuses. It is a current hot topic in the field, and something
many international education organizations are tackling with webinars and publications. These
competencies are based primarily on the NAFSA Leading Comprehensive Internationalization:
Strategy and Tactics for Action publication.


Not
competent
Somewhat
competent
Very
competent
Knowledge of internationalization best practices at
higher education institutes.
------------
Knowledge of design elements and theories of
curriculum integration initiatives
-----------
Knowledge of toolkits and literature around
internationalizing campuses.
-----------
Knowledge of campus structures and departments and
how and where internationalization might be
implemented.

------------

Understanding and actively participating in building
stakeholder engagement (cross-campus partnerships) in
internationalization.

-----------

Participate in dialogues and discussions with other IE
colleagues who are going through campus
internationalization processes.

------------

Become willing to challenge the status quo at your
university, and think innovatively.
-----------
Understand the missions and programs at your
institution to be better suited to integrate
internationalization.

-----------

Articulate a vision and clear goals for
internationalization.
-----------



Academic Systems

The Academic Systems competency area includes the knowledge, skills, and attitudes relating to
higher education in ones country, as well as the relationship between higher education and the
governing and policy-making components of the community.

Not competent Somewhat
competent
Very
competent
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 student-institution relationship
and how they affect professional practice.

------------------

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.

-----------------

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.
----------------





Assessment of Professional Development Plan

I plan to assessment my professional development plan by:
Ask my peers that are in the international education field to provide feedback for this
plan.
Ask my boss Rob Sandruck (Director of International Programs at Poole College of
Management) to provide his feedback of this plan.
Ask Kay Moore (former Higher Ed professor at NC State and International Education
advocate) to provide her feedback.
Ask Heidi Hobbs (Director of my MIS program at NC State) to provide her feedback.
Personal reflection
Personally, reflection is the most helpful way for me to gauge where my heart and head
are leaning towards in terms of circumstances, events, goals, passions, and desires.
Therefore, for each long term and short-term goal, if and when they are met or not met, I
plan to set a time for personal reflection. This reflection time for achieved goals will
answer questions such as:
1) What goal was accomplished and how did you go about achieving this goal?
2) Who were the people that helped you along the way in achieving this goal?
3) What were the challenges you faced when achieving this goal?
4) What was the most rewarding aspect of achieving this goal?



Conclusion

In Colca Canyon, the condors, known as a symbol of hope in Peru were circling above.
As I watched these magnificent creatures with such unfathomable wingspans, I was reminded of
how vast the world is. My hope was that my life really can make a difference. I want to impact
the lives of people in other countries by the presence of students who are pursuing international
study abroad. If I can help in some small way to make a difference in the world, one country and
one student at a time, I feel as though my hopes and dreams would be reached. This professional
development plan is the first stage in reaching my goals and my dreams.