ACPA/NASPA

Competency
Area
Advising &
Helping
The Advising
and Helping
competency
area addresses
the knowledge,
skills, and
attitudes
related to
providing
counseling and
advising
support,
direction,
feedback,
critique,
referral, and
guidance to
individuals and
groups.

Overall Rating:

0 1 2
5

Skill
Exhibit active listening skills (e.g.,
appropriately establishing interpersonal
contact, paraphrasing, perception
checking, summarizing, questioning,
encouraging, avoid interrupting,
clarifying).
Establish rapport with students, groups,
colleagues, and others.
Facilitate reflection to make meaning
from experience.
Understand and use appropriate
nonverbal communication.
Strategically and simultaneously pursue
multiple objectives in conversations with
students.
Facilitate problem-solving.
Facilitate individual decision making and
goal setting.
Challenge and encourage students and
colleagues effectively.
Know and use referral sources (e.g., other
offices, outside agencies, knowledge
sources), and exhibit referral skills in
seeking expert assistance.
Identify when and with whom to
implement appropriate crisis management
and intervention responses.
Maintain an appropriate degree of
confdentiality that follows applicable
legal and licensing requirements,
facilitates the development of trusting
relationships, and recognizes when
confdentiality 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

Specif
c
Rating

Evidence of Learning

Future Improvement &

Development

W: Assistant Resident
Director

+
+

Through 1:1s with RAs

and the Desk staff Ive
been able to really
challenge and grow in
my listening skills.
I have been able to
establish relationships
with students through
intentional
conversations in one on
one meetings, conduct
hearings, and
mentoring meetings. I
have also developed
rapport with student
groups and colleagues
by attending large and
small scale events on
campus, in the
residence halls, and in
in the community when
invited by students
and/or colleagues.
By supervising RAs Ive
had an unprecedented
amount of space to
reflect on my own
journey as a student
leader.
I have been able to
facilitate problem
solving by guiding the
desk staff and the
resident assistants in
my building to think
critically and come to
solutions on their own.
Mentoring meetings

Continue personal
reflection of 1:1
student interactions.
Continue to seek
further education on
evolution of inclusive
communication.

different gender identities, sexual

orientations, abilities, cultural
backgrounds).
Actively seek out opportunities to expand
ones own knowledge and skills in helping
students with specifc concerns (e.g.,
suicidal students) and as well as
interfacing with specifc populations
within the college student environment
(e.g., student veterans).

have been a great

space to pursue
multiple objectives
with students- holding
them accountable for
their actions while
setting goals of how to
holistically become a
better student and
community member.
Through supervisors
and classmates Ive
been able to grow in my
awareness of how I
show up in spaces.
I have been able to
challenge and support
students and colleagues
through one on one
meetings and
committee engagement.
Through experience as
Senior Team on Duty I
was able to implement
appropriate crisis
management responses
as well as maintain an
appropriate degree of
confdentiality.
Additionally, I was able
to expand on my
knowledge and skills
when supporting
students of concern.

C: EDUC5200: Social
Justice

In class I was able to

reflect on my western
view of effective
communication and how
language impacts daily
interactions.

ACPA/NASPA
Competency
Area
Assessment,
Evaluation, &
Research
The
Assessment,
Evaluation, and
Research
competency
area (AER)
focuses on the
ability to use,
design, conduct,
and critique
qualitative and
quantitative
AER analyses;
to manage
organizations
using AER
processes and
the results
obtained from
them; and to
shape the
political and
ethical climate
surrounding
AER processes
and uses on
campus.

Skill
Differentiate among assessment,
program review, evaluation,
planning, and research and the
methodologies appropriate to each.
Effectively articulate, interpret, and
use results of AER reports and
studies, including professional
literature.
Facilitate appropriate data collection
for system/department-wide
assessment and evaluation efforts
using up-to-date technology and
methods.
Assess trustworthiness and other
aspects of quality in qualitative
studies and assess the transferability
of these fndings to current work
settings.
Assess quantitative designs and
analysis techniques, including
factors that might lead to
measurement problems, such as
those relating to sampling, validity,
and reliability.
Explain the necessity to follow
institutional and divisional
procedures and policies (e.g., IRB
approval, informed consent) with
regard to ethical assessment,
evaluation, and other research
activities.
Explain to students and colleagues
the relationship of AER processes to
learning outcomes and goals.
Identify the political and educational
sensitivity of raw and partially

Specifc
Rating

Evidence of Learning
C: SDAD5990
Graduate Project
As challenging and
intense as the
graduate project
course is, I gained a
lot of experience in
this competency area.
Reading through
dozens of research
articles and
determining which
had the strongest
research designs was
a critical experience
in my graduate
experience. I was also
able to share the
importance and value
of research with the
students I currently
work with along with
the students who
participated in my
project. I was also
able to test the waters
with exploring the
political and
educational sensitivity
of research within a
department.

Future Improvement
& Development

Seek out
opportunities to
become assessment
certifed at
institutions of my
future employment.
Develop original
assessment measures
that are aligned with
institutional values.
Continue to seek out
emerging best
practices from
current research.

Overall Rating:
0 1 2 3

processed data and AER results,

handling them with appropriate
confdentiality and deference to the
organizational hierarchy.
Align program and learning
outcomes with organization goals
and values.

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

Skill

Specifc
Rating

Evidence of Learning

Future Improvement &

Development

Identify the contributions of similar and

diverse people within and to the
institutional environment.
Integrate cultural knowledge with specifc
and relevant diverse issues on campus.
Assess and address ones own awareness
of EDI, and articulate ones own
differences and similarities with others.
Demonstrate personal skills associated
with EDI by participating in activities that
challenge ones beliefs.
Facilitate dialogue effectively among
disparate audiences.
Interact with diverse individuals and
implement programs, services, and
activities that reflect an understanding
and appreciation of cultural and
human differences.
Recognize the intersectionality of diverse
identities possessed by an individual.
Recognize social systems and their
influence on people of diverse
backgrounds.
Articulate a foundational understanding of
social justice and the role of higher
education, the institution, the department,
the unit, and the
individual in furthering its goals.
Use appropriate technology to aid in
identifying individuals with diverse
backgrounds as well as assessing progress
towards successful integration
of these individuals into the campus
environment.
Design culturally relevant and inclusive
programs, services, policies, and
practices.
Demonstrate fair treatment to all

W: Assistant Resident
Director & C:
EDUC5200: Social
Justice
Through my
experience in the
professional
leadership committee
in HRL I have been
given many
opportunities to
expand my social
justice awareness.
Furthermore, I have
also been able to
grow in my
facilitation skills of
talking about equity,
diversity, and
inclusion with the
student leaders in my
building.

Seek out
opportunities to
continue to explore
my own identities
and privilege and
how I can advocate,
support and ally
students and
professionals I work
with.

Continue to seek
out social justice
education and how
social justice issues
intersect with the
mission of higher
education.

Continue to
challenge
institutions of
higher education to
create inclusive
environments for
the students they
were never
designed to support
and educate.

Overall Rating:
0 1

3 4 5

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.

ACPA/NASPA
Competency
Area

Skill

Articulate ones personal code of

ethics for student affairs practice,
which reflects the ethical statements
Ethical
of professional student affairs
Professional
associations and their foundational
Practice
ethical principles.
Describe the ethical statements and
The Ethical
their foundational principles of any
Professional
professional associations directly
Practice
relevant to ones working context.
competency
Explain how ones behavior
area pertains to embodies the ethical statements of
the knowledge, the profession, particularly in
skills, and
relationships with students and
attitudes
colleagues, in the use of technology
needed to
and sustainable practices, in
understand and professional settings and meetings,
apply ethical
in global relationships, and while
standards to
participating in job search
ones work.
processes.
While ethics is Identify ethical issues in the course
an integral
of ones job.
component of
Utilize institutional and professional
all the
resources to assist with ethical
competency
issues (e.g., consultation with more
areas, this
experienced supervisors and/or
competency
colleagues, consultation with an
area focuses
associations Ethics Committee).
specifcally on
the integration Assist students in ethical decision
of ethics into all making and make referrals to more
aspects of self experienced professionals when
appropriate.
and
Demonstrate an understanding of
professional
the role of beliefs and values in

Specifc
Rating

+
+

Evidence of Learning

Future Improvement &

Development

W: Assistant Resident
Director

I will continue to
seek mentorship
and insight on
higher education
politics.

Engage in on-going
dialogue with the
#SApro community
on social media
about higher
education news.

I will continue to
reflect on my
personal code of
ethics and how they
align with my
actions as a
professional as well
as within my
institutional
context.

Ethical decisions come up

every day in my
experience and it has
been an impactful
experience to lean in to
those decisions with
confdence from
supervisors and coworkers.
Through department
dynamics I have had
to reflect on my
personal code of
ethics and how those
intersect with my
professional duties.
I have been able to
explore ethical
decision making with
students during
mentoring meetings
and conduct hearings.
I frequently ask up the
chain of command
when needing
assistance with ethical
issues.

C:SDAD5400:Student
Development Theory,
Research, and
Practice
& SDAD5760:
Leadership &
Governance in PostSecondary Education
Exploring ethical decision
making theories in

practice.

Overall Rating:
0 1 2 3

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.

SDAD5400 and then

discussing the crisis
management of case
studies in SDAD5760
allowed me to explore and
develop my personal code
of ethics as a
professional.
Furthermore, how to
appropriately address
institutional actions that
are not consistent with
ethical standards.

ACPA/NASPA
Competency
Area
History,
Philosophy, &
Values

Skill

Describe the foundational

philosophies, disciplines, and values
on which the profession is built.
Articulate the historical contexts of
The History,
institutional types and functional areas
Philosophy, and
within higher education and student
Values
affairs.
competency area Describe the various philosophies that
involves
defne the profession.
knowledge, skills,
Demonstrate responsible campus
and attitudes
that connect the citizenship.
Demonstrate empathy and compassion
history,
for student needs.
philosophy, and
Describe the roles of both faculty and
values of the
profession to
student affairs educators in the
ones current
academy.
professional
Explain the importance of service to
practice. This
the academy and to student affairs
competency area professional associations.
embodies the
Articulate the principles of
foundations of
professional practice.
the profession
Articulate the history of the inclusion
from which
and exclusion of people with a variety
current and
of identities in higher education.
future research
and practice will Explain the role and responsibilities of
the student affairs professional
grow. The
commitment to
associations.
demonstrating
Explain the purpose and use of
this competency publications that incorporate the
area ensures that philosophy and values of the
our present and profession.
future practices
Explain the public role and societal
are informed by
benefts of student affairs and of
an understanding
higher education generally.

Specifc
Rating

Evidence of Learning

Future Improvement &

Development

O: Introduction
conversations with
others outside of the
higher education
feld- So what are
you studying in
graduate school?

+
+
+

+
+

My competency in this
area I attribute to
developing an elevator
speech of what my
degree is in and why its
important to have a
masters degree to do the
various tasks I do
throughout the day as
well as roles in other
departments.
Specifcally, sharing with
my parents the context of
my career, why it exists,
and what guides my
practice.

C: SDAD5300
Foundations of the
Student Affairs
Profession
& SDAD 5760
Leadership and
Governance
In both of these classes a
lot of time was spent
learning about the origins
of the student affairs

Continue to share
the importance of
student affairs
professionals with
others outside of
the feld.
Seek to learn the
history of each
institution I work at
and understand how
the past influences
the current
structures in place
today.

of our history,
philosophy, and
values.

Overall Rating:
0 1 2 3

Articulate an understanding of the

ongoing nature of history and ones
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.

profession. In SDAD 5760

by discussing case studies
I was able to explore the
historical roots of higher
education, the philosophy
and values, and the
societal impact of
decisions made by
universities.

ACPA/NASPA
Competency
Area
Human &
Organizationa
l Resources
The Human and
Organizational
Resources
competency area
includes
knowledge, skills,
and attitudes
used in the
selection,
supervision,
motivation, and
formal evaluation
of
staff; conflict
resolution;
management of
the politics of
organizational
discourse; and
the effective
application of
strategies and
techniques
associated with
fnancial
resources,
facilities
management,
fundraising,
technology use,
crisis
management,

Skill

Specifc
Rating

Evidence of Learning

Future Improvement &

Development

Describe appropriate hiring techniques and

institutional hiring policies, procedures, and
processes.
Demonstrate familiarity in basic tenets of
supervision and possible application of these
supervision techniques.
Explain how job descriptions are designed and
support overall staffing patterns in ones work
setting.
Design a professional development plan in
ones current professional position that
assesses ones strengths and weaknesses in
ones current position, and establishes action
items for fostering an appropriate level of
growth.
Explain the application of introductory
motivational techniques with students, staff,
and others.
Describe the basic premises that underlie
conflict in organizational and student life and
the constructs utilized for facilitating conflict
resolution in these settings.
Effectively and appropriately use facilities
management procedures as related to
operating a facility or program in a facility.
Articulate basic accounting techniques for
budgeting, monitoring, and processing
expenditures.
Demonstrate effective stewardship and use of
resources (i.e., fnancial, 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.

W: Assistant Resident
Director

+
+
+

Through my role as
the communication
lead on the Desk
Assistant hiring
process I have gained
experience in hiring
practices. * this also
extends back to my
internship with HRL*
I am familiar with the
basic tenants of
supervision and
balancing individual
needs with group
needs through direct
supervision of the
desk staff and indirect
supervision of the
resident assistant
staff.
With the Resident
Assistants forming a
coalition for change in
the department I have
been able to explore
the underlying
conflicts of the
department and see
how those have
affected the student
experience.
Through room
changes and key
changes I have gained
experience in facility
management.
By advising 2
Learning Communities

Continue to seek
out opportunities
for engagement in
staff hiring
practices and
processes.
Adapt to the crisis
management
protocol at the next
institution I am
employed at. I know
that protocols can
vary drastically
between institutions
and understanding
those differences is
essential when
managing crises
effectively (and
legally).
Continue to push
hiring practices to
be more
sustainable.

risk
management,
and sustainable
resources.

Overall Rating:
0 1 2 3

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
signifcant incidents and campus crises.
Explain the basic tenets of personal or
organizational risk and liability as they relate
to ones work.

I have been able to

manage the budget for
both communities
through signature
events each quarter.
By having RAs submit
a weekly report online
I have effectively used
technology to create
more sustainable
practices.
I have been able to
develop agendas for
monthly Desk Staff
meetings.
I am able to explain
the tenants of liability
to students when
overseeing the
development of
events.
In conjunction with my
coursework, I have
also been able to gain
insight on how
institutional politics
can have an important
role for networks,
projects, and protocol.

C: SDAD 5760
Leadership and
Governance &
SDAD5800 Higher
Education Law
From discussing case
studies and reading
case law I can explain
the basic tenets of
personal and
organizational risk and
liability as they relate
to my work.

ACPA/NASPA
Competency
Area
Law, Policy, &
Governance
The Law, Policy,
and Governance
competency
area includes
the knowledge,
skills, and
attitudes
relating to
policy
development
processes used
in various
contexts, the
application of
legal
constructs, and
the
understanding
of governance
structures and
their impact on
ones
professional
practice.

Overall Rating:

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
defne the studentinstitution relationship
and how they affect professional practice.
Describe how national constitutions and
laws influence the rights that students,
faculty, and staff have on public and private
college campuses.
Explain the concepts of risk management
and liability reduction strategies.
Explain when to consult with ones
immediate supervisor and campus legal
counsel about those matters that may have
legal ramifcations.
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

Specifc
Rating
+

+
+

Evidence of Learning

Future Improvement &

Development

C: SDAD 5760
Leadership and
Governance,
SDAD5800 Higher
Education Law,
SDAD5700
Leadership in
Education I, &
SDAD5990 The
American Community
College
W: Assistant Resident
Director
Through examining

campus crises in
SDAD 5760 (as well as
in SDAD 5800) I have
gained valuable
insight on the major
stakeholders
universities have.
Through case studies
in SDAD5700 I
understand how the
legal system
intersects with higher
education and how it
impacts the
relationships between
students, staff, and
faculty in private and
public institutions.
I understand how
national laws (Title IX,
Cleary Act, FERPA,
etc.) impact the rights
students, staff, and
faculty have on public

Seek out
opportunities to
meet with legal
counsel at the
institution.
Seek further
education on
changes in laws that
have direct effects
on student support
and institutional
policies.

0 1 2 3

higher education, including community

college, for-proft, and private higher
education.
Describe the federal and state/province role
in higher education.

and private campuses

from being a conduct
hearing officer.
I intentionally explain
risk management and
liability to student
staff when planning
events and/or
processing crisis
management while on
duty with student
staff.
Through SDAD5760
and my work as an
Assistant Resident
Director I am able to
analyze and describe
how policy is
developed in my own
department and how it
intersects with state
and federal laws.
In SDAD5990, I
learned how
community colleges
are governed
differently from
traditional 4 year
institutions.
Additionally, how
policies directly affect
the accessibility,
affordability, and the
quality of higher
education from federal
to state level.

ACPA/NASPA
Competency
Area
Leadership
The Leadership
competency
area addresses
the knowledge,
skills, and
attitudes
required of a
leader, whether
it be a
positional
leader or a
member of the
staff, in both an
individual
capacity and
within a
process of how
individuals
work together
effectively to
envision, plan,
effect change
in
organizations,
and respond to
internal and
external
constituencies
and issues.

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 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.

Specif
c
Rating

+
+
+

+
+

Evidence of Learning

Future Improvement &

Development

W: Assistant Resident
Director

*Waiting to take Lead 1*

I recognize that my
experience as a student
leader impacts how I
supervise my own student
leaders.
In working with my
supervisor I have
discovered my strengths
and weaknesses as a
leader and she has given
me opportunities to build
my leadership skills.
I have been able to
identify various
constructs of leadership
within the HRL
department and how I can
use each serve my
students.
I have facilitated
teambuilding activities
with my student staff and
how community is built on
several layers of
engagement.
I have been able to learn
from my students what
the traditions of SU are
and what the student
culture of SU is so that I
can be a better
professional for them.
Through the divisional
restructure I can share
limited processes that
lead to the organizational
improvement.

Overall Rating:
0 1 2

4 5

Articulate the logic used in making decisions to

all interested parties.
Exhibit informed confdence in the capacity of
ordinary people to pull together and take
practical action to transform their communities
and world.
Identify and introduce conversations on
potential issues and developing trends into
appropriate venues such as staff meetings.

I am able to challenge my
student staff by sharing
the advantages and
disadvantages of decision
making processes used
for the staff, department,
and division (when
applicable.)

I: ACUHO-I UMass
Boston

ACPA/NASPA
Competency Area

Personal
Foundations
The Personal
Foundations
competency area
involves the
knowledge, skills,

Skill

Identify key elements of ones set of

personal beliefs and commitments (e.g.,
values, morals, goals, desires, selfdefnitions), 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

With my direct supervisor

being the Director of
Housing, I was able to
attend meetings to
understand the logic
behind many university
decisions.
I had to critically and
creatively think of
potential solutions for
hypothetical problems of
implementing housing at
an institution that has no
on-campus population
currently.

Speci
fc
Ratin
g

Evidence of
Learning
W: Assistant
Resident Director

From moving back

on campus and
living where I work
I have been able to
critically reflect on
the personal
commitments I
chose to pursue and
the communities I

Future Improvement
& Development

Integrate the act

of self care more
effectively and
efficiently.
Continue to
recognize the
importance of
reflection in

and attitudes to
maintain emotional,
physical, social,
environmental,
relational, spiritual,
and intellectual
wellness; be selfdirected and selfreflective; maintain
excellence and
integrity in work; be
comfortable with
ambiguity; be aware
of ones own areas
of strength and
growth; have a
passion for work;
and remain curious.
Overall Rating:
0 1 2

4 5

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,
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.

am a part of.
My primary work
responsibilities have
been expanded and
challenged this year
through the loss of 2
full time staff
members but I have
been able to identify
responsibilities
inherent to
excellence.
Moving back on
campus has allowed
me to experience
the intersection of
the personal and
professional parts of
my life. This has
pushed me to
recognize the many
parts of wellness.
By integrating what
I have learned in
SDAD5400:Student
Development
Theory, Research,
and Practice I am
more aware of how
my identity impacts
my work and how to
further challenge
my beliefs.
After being on duty
and experiencing
secondary trauma
from supporting
survivors and
student staff
members I have
been able to identify
the positive and
negative impacts on
psychological
wellness.

professional
development.

ACPA/NASPA
Competency Area
Student
Learning &
Development
The Student
Learning and
Development
competency area
addresses the
concepts and
principles of
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.

Skill
Articulate theories and models
that describe the development of
college students and the
conditions and practices that
facilitate holistic development.
Articulate how differences of
race, ethnicity, nationality, class,
gender, age, sexual orientation,
gender identity, disability, and
religious belief can influence
development during the college
years.
Identify and defne types of
theories (e.g., learning,
psychosocial and identity
development, cognitivestructural, 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

Specific Evidence of Learning

Rating
C: SDAD5400
+
Student
Development Theory,
Research and
Practice, &
SDAD5990 Graduate
Project

SDAD5400 Gave an
essential overview of
the theories that
guide the student
affairs profession.
I was able to analyze
how their limitations
can be balanced
through a critical
intersectional lens.
Explore how research
on exclusive
populations limits
applicability to
diverse student
populations.
I was able to reflect
on my own
development as a
student leader and
how application of
formal theories
structure my
development.
I was able to explore
my own theories of
student leader
burnout in my
graduate inquiry

Future Improvement &

Development
Continued exploration
of student
development research
and sharing their
implications for best
practices.
Name and recognize
theories in use when
working with students
in their developmental
journeys.
Integrate student
development theory
into student
leadership training.

Overall Rating:
0 1 2 3

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.

project.

W: Assistant
Resident Director
I was able to share a
basic overview of
student development
theory with my
student staff and how
it can inform and
strengthen their
practice as student
leaders.
Through in service
presentations I have
been able to identify
and construct
learning outcomes for
my student staff.