Running head: ARTIFACT E 1

Artifact E

Hope Howard

Seattle University
ARTIFACT E 2

Artifact E: NASPA/ ACPA Competency 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
3= moderate experience in this competency
4= experience in this competency
5= much experience in this competency, basic master has been achieved

Specific Skill Rating:

(+)= highly competent
()= competent
()= area of improvement/experience needed

Evidence of Learning:

W= Work
I= Internship
C= Coursework
V= Volunteer work
O= Other

*Note: All competency descriptions are taken from the ACPA and NASPA Professional
Competency Areas for Student Affairs Practitioners (2015)
 ARTIFACT E 3

Artifact E: NASPA/ ACPA Competency Analysis

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area Rating Development

Articulate key elements of ones W: Wellness and Health Continue to work on

set of personal beliefs and Promotion - working identifying my personal
Personal and Ethical commitments (e.g., values, morals, with student leaders values and boundaries
Foundations goals, desires, self-definitions), as who want to lead between personal and
well as the source of each (e.g., themselves; UAA professional life.
self, peers, family, or one or more Advising;
Involves the larger communities). understanding of Work to attend professional
knowledge, skills, and FERPA with access to development webinars
Articulate ones personal code of personal information and/or conferences that
dispositions to
ethics for student affairs practice, focus on identity, inclusion,
develop and maintain
informed by the ethical statements I: Personal values and and wellness.
integrity in ones life
of professional student affairs ethical decisions /
and work; this
associations and their foundational professionalism in the Prioritize my self-care and
includes thoughtful
ethical principles. context of an art school maintaining balance by
development, critique,
and adherence to a scheduling time off and
Describe the ethical statements and C: Theory, Higher doing small breaks
holistic and
their foundational principles of any Education Law, throughout the day. Taking
comprehensive
professional associations directly Capstone helped walking meetings.
standard of ethics and
relevant to ones working context. identify professional
commitment to ones
own wellness and values Find an accountability
Identify ethical issues in the course
growth. partner in my fitness
of ones job.
V: HLI mentorship; journey, preferably a
SUSDA E-team colleague.
Explain how ones behavior
Professional
reflects the ethical statements of Development Chair Seek critical feedback on
the profession and address lapses
working with a variety ethical issues or decisions I
in ones own ethical behavior.
of people to create make in order to better
Appropriately question programming understand any mistakes
Overall Rating:
institutional actions which are not made.
0 1 2 3 4 5 consistent with ethical standards.

Utilize institutional and

professional resources to assist
with ethical issues (e.g.,
consultation with appropriate
mentors, supervisors, and/or
colleagues, consultation with an
associations ethics committee).

Articulate awareness and

understanding of ones attitudes,
values, beliefs, assumptions,
biases, and identity how they affect
ones integrity and work with
 ARTIFACT E 4

others.

Take responsibility to broaden

perspectives by participating in
activities that challenge ones +
beliefs.

Identify the challenges associated

with balancing personal and
professional responsibilities, and +
recognize the intersection of ones
personal and professional life.

Identify ones primary work

responsibilities and, with
appropriate, ongoing feedback,
craft a realistic, summative self-
appraisal on ones strengths and
limitations.

Articulate an understanding that

wellness is a broad concept
comprised of emotional, physical,
social, environment, relational, +
spiritual, moral and intellectual
elements.

Recognize and articulate healthy +

habits for better living.

Identify positive and negative

impacts on wellness and, as +
appropriate, seek assistance from
available resources.

Identify and describe personal and

professional responsibilities +
inherent to excellence in practice.

Recognize the importance of

reflection in personal, professional, +
and ethical development.

ACPA/NASPA Skill Specif Evidence of Future Improvement &

Competency Area ic Learning Development
Ratin
g
 ARTIFACT E
Describe the foundational
Values, philosophies, disciplines, and
Philosophy and values of the profession.
History
Articulate the historical
Involves contexts of institutional types
knowledge, skills, and functional areas within
and dispositions higher education and student
that connect the affairs.
history, philosophy
Describe the various research,
and values of the
philosophies, and scholars that
student affairs
defined the profession.
profession to ones
current
Demonstrate responsible
professional
practice. campus citizenship and
participation in the campus
community.
Describe the roles of faculty,
academic affairs, and student
affairs educators in the
institution.
Overall Rating: Explain the importance of
service to the institution and to
0 1 2 3 4 5 student affairs professional
associations.
Learn and articulate the
principles of professional
practice.
Articulate the history of the
inclusion and exclusion of
people with a variety of
identities in higher education.
Explain the role and
responsibilities of student
affairs professional associations.
Explain the purpose and use of
publications that incorporate the
philosophy and values of the
profession.
Explain the public role and
societal benefits of student
5
W: Wellness and Health Read articles that
Promotion; UAA critically analyze the
Advising - historical context of the
field of Student Affairs
I: My experience at in contrast to todays
Cornish required me to current events and/or
put my values into
state of higher
action in the context of
a new institutional type, education.
funcational type, and
new supervisory style Continue to model
professionalism and ethics
C: Foundations, Theory, and keep colleagues
Capstone, Leadership & accountable with direct
Governance communication in times of
+ coursework helped need.
deepen my scholarly
understanding of the Keep up-to-date on current
history, values, and events in Student Affairs
philosophy of higher and higher education by
+ education and student maintaining involvement
affairs in national associations.
Get involved in committee
O: My active work that allows me to
+ delve more deeply into
involvement in national
associations (ACPA, service at my institution.
NASPA, NODA) have
given me perspective Seek good working
and allowed relationships with
+ colleagues, especially
professional
faculty.
development via
seminars, sessions, and
webinars to consider my
role
+
 ARTIFACT E 6

affairs in particular and of

higher education in general.

Articulate an understanding of
the ongoing nature of the
history of higher education and
ones role in shaping it.

Be able to model the principles +

of the profession and expect the
same from colleagues and
supervisees.

Explain how the values of the

profession contribute to
sustainable practices.

Articulate the changing nature

of the global student affairs
profession and communicate the
need to provide a contextual
understanding of higher
education.

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area Rating Development

Differentiate among assessment, + W: Wellness and Health Attend conference

Assessment, program review, evaluation, Promotion with sessions/webinars to hone
Evaluation and planning, and research as well as evaluation of in on
Research the methods appropriate to each. programming and assessment/evaluation/resea
teaching my students on rch skills and knowledge.
Select AER methods, + the Health and Wellness
Focuses on the ability methodologies, designs, and tools Crew (HAWC) about Presented my research at
to design, conduct, that fit with research and assessment and research NASPA in November 2016
critique, and use evaluation questions and with at Western Regional
various AER assessment and review purposes. I: research prior to Conference. Continue to
methodologies and Orientation Leader (OL) submit proposals for future
Facilitate appropriate data + training was created, conferences.
the results obtained
collection for system/department- research on orientation
from them, to utilize
wide assessment and evaluation best practices, Read Student Affairs
AER processes and
efforts using current technology assessment of research to stay up to date
their results to inform
and methods. orientation once out of graduate school.
practice, and to shape
political and ethical Seek out supervision of
Effectively articulate, interpret, +
climate surrounding C: AEDT 5100 - course graduate assistants to stay
and apply results of AER reports
AER processes and design for adult learners in touch with the learnings.
and studies, including professional
uses in higher and Masters of Arts
literature
 ARTIFACT E 7

education. Assess the legitimacy, research project Continue learning how to

trustworthiness, and/ or validity of teach others (especially
studies of various methods and students) how to write good
Overall Rating: methodological designs (e.g. learning outcomes, and to
qualitative vs. quantitative, create assessments or
0 1 2 3 4 5 theoretical perspective, evaluations.
epistemological approach).

Consider rudimentary strengths

and limitations of various
methodological AER approaches
in the application of findings to
practice in diverse institutional
settings and with diverse student
populations

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.

Ensure all communications of

AER results are accurate,
responsible, and effective.

Identify the political and

educational sensitivity of raw and
partially processed data and AER
results, handling them with
appropriate confidentiality and
deference to organizational
hierarchies

Design program and learning +

outcomesthat are appropriately
clear, specific, and measureable,
that are informed by theoretical
frameworks and that align with
organizational outcomes, goals,
and values.

Explain to students and colleagues +

the relationship of AER processes
to learning outcomes and goals.
 ARTIFACT E 8

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area Rating Development

Describe the systems used to W: Wellness and Health Learn more about laws on
govern public, private, and for- Promotion advising the state, national, global
Law, Policy and profit institutions of all types (two- HAWC on legal levels. Self-study or attend
Governance year, four-year, graduate, contracts for outside conference
professional, vocational, etc.) in organizations to visit sessions/webinar.
ones state/province and nation campus; coordinated a
Includes the nationally-known Ask questions at work
Explain the differences between healthy relationships about laws and policies that
knowledge, skills and
public, private, and for-profit speaker to campus I may need to fully
dispositions relating
higher education with respect to understand.
to policy development
the legal system and what they I: Changes in leadership
processes used in
may mean for respective students, offered an opportunity Look into (study) risk
various contexts, the
faculty, and student affairs to experience policy and management, reasonable
application of legal
professionals. governance first-hand at accommodation, and enact
constructs,
compliance/ policy Cornish during my liability reduction
Describe how national and internship strategies.
issues, and the
state/provincial constitutions and
understanding of
laws influence the rights of C: Higher Ed Law
governance structures Stay up to date with policies
students, faculty, and staff on all researched Title ix;
and their impact on and laws surrounding
types of college campuses.. community colleges and
ones professional higher education. Attend
practice. the different policies per institutional trainings on
Describe evolving laws, policies,
institutional type; policies within the
and judicial rulings that influence
Leadership & university.
the student-institutional
Governance
relationship and how they affect
curriculum involving Seek experience in student
Overall Rating: professional practice.
the organizational conduct to better understand
structure of institutions, the system and student code
0 1 2 3 4 5 Act in accordance with national, +
whose voice is at the of conduct.
state/ provincial, and local laws
table?
and with institutional policies
regarding non-discrimination.

Identify major internal and

external stakeholders,
policymakers, and special interest
groups who influence policy at the
national, state/provincial, local,
and institutional levels.

Describe the governance systems

at ones institution including the
governance structures for faculty,
student affairs professionals, staff,
and students
 ARTIFACT E 9

Describe how policy is developed

and implemented in ones
department and institution, as well
as the local, state/province, and
national levels of government.

Know when and how to consult

with ones immediate supervisor
and institutional legal counsel
regarding matters that may have
legal ramifications.

Explain concepts of risk

management, reasonable
accommodation, and enact liability
reduction strategies.

Demonstrate awareness of
inequitable and oppressive ways
that laws and policies are enacted
on vulnerable student populations
at national, state/provincial, local,
and institutional levels.

Describe the student conduct

process at the institutional level
and demonstrate concern for the
legal, social, moral, educational,
and ethical expectations of the
community.

Encourage and advocate

participation in national,
state/provincial, local, and
institutional electoral processes as
applicable.

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area Rating Development

Organizational and Demonstrate effective Learn more about basic

Human Resource stewardship/use of resources (i.e., W: Wellness and institutional accounting
financial, human, material) techniques for budgeting as
 ARTIFACT E
Describe campus protocols for
Includes knowledge, responding to significant incidents
skills, and and campus crises.
dispositions used in
the management of Describe environmentally
institutional human sensitive issues and explain how
capital, financial, and ones work can incorporate
physical resources. elements of sustainability.
Overall Rating: Use technological resources with
respect to maximizing the
efficiency and effectiveness of
0 1 2 3 4 5
ones work.
Describe ethical 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 that assesses ones current
strengths and weaknesses, and
establishes action items for
fostering an appropriate pace of
growth.
Explain the application of
introductory motivational
techniques with students, staff, and
others.
Describe the basic premises that
underlie conflict in and the
constructs utilized for facilitating
conflict resolution.
Develop and utilize appropriate
meeting materials (e.g. facilitation
skills, agenda, notes/minutes).
Communicate with others using
effective verbal and non-verbal
10
Health Promotion well as monitoring and
helping HAWC oversee processing revenue and
their budget, helping expenditures.
explain budget cuts in
2017, advising students Ask about campus protocols
on crisis response, for emergency situations,
overseeing hiring of especially in the transition
HAWC in an ethical to new jobs.
manner, assisting with
the drafting of new GA Serve on hiring committees
job descriptions and to hone interview skills and
reorganization of the best understand the process.
office
Create and follow my 2-5
+ I: Hired OLs and year professional
worked in a time where development plan.
many staff were leaving
their jobs at Cornish,
which impacted my
ability to do my work in
negative ways
+ C: Course design for
adult learners thinking
through what resources
would be needed for my
proposed course;
+ Capstone designed
professional
development plan,
learned about ethical
hiring techniques and
illegal interview
questions;
+
+
 ARTIFACT E 11

strategies appropriate to the

situation in ways that the person(s)
with whom you are engaged
prefers.

Recognize how networks in +

organizations play a role in how
work gets accomplished.

Understand the relational roles

partners, allies, and adversaries
play in the completion of goals
and work assignments.

Explain the basic tenets of

personal or
organizational risk and liability as
they relate to ones work.

Provide constructive feedback in a

timely manner.

Advocate for equitable hiring +

practices.

Articulate basic institutional

accounting techniques for
budgeting as well as monitoring
and processing revenue and
expenditures.

Effectively and appropriately use

facilities management procedures
as related to operating a facility or
program in a facility.

Demonstrate an understanding of
how
physical space impacts the
institutions educational mission.

Understand the basic concepts of

facilities management and
institutional policies related to
energy usage and environmental
sustainability.

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area Rating Development

Leadership Articulate the vision and mission W: Wellness and Health Look into organizational
 ARTIFACT E 12

of the primary work unit, the Promotion - advising improvement strategies

Addresses division, and the institution.
the knowledge, skills, (Education)
and dispositions
required of a leader, Identify and understand
with or without individual-level constructs of
positional authority. leader and leadership.
(Education)
Explain the values and processes
that lead to organizational
Overall Rating:
improvement. (Education)
0 1 2 3 4 5
Explain the advantages and
disadvantages of different types of
decision-making processes (e.g.
consensus, majority vote, and
decision by authority). (Education)
Identify institutional traditions,
mores, and organizational
structures (e.g., hierarchy,
networks, governing groups,
technological resources, nature of
power, policies, goals,
agendas and resource allocation
processes) and how they influence
others to act in the organization.
(Education)
HAWC, especially in personal research and/or
year two when my webinars. Reading
student leaders wanted Reframing Organizations
to lead themselves book.
I: supervision of OLs, Observe mentors in their
lead training of OLs, leadership and decision-
leading presentation for making strategies.
parents and family at Informational interviews
orientation with seasoned
professionals.
C: Leadership in
Education I articulated Attend professional
my leadership development events about
philosophy, M.A. leadership and inclusivity,
research on student especially in staying
leadership; STML connected to ACPA,
course on Leadership, NASPA, and/or NODA.
Systems, Identity, &
Practice Seek experience writing
training curriculum and
V: Mentoring a UW implementing student
undergraduate student leadership trainings.
through their Husky
Leadership Initiative

Identify ones own strengths and +

challenges as a leader and seek
opportunities to develop leadership
skills. (Training)

Identify basic fundamentals of

teamwork and teambuilding in
ones work setting and
communities of practice.
(Training)

Describe and apply the basic

principles of community building.
(Training)

Describe how ones personal

values, beliefs, histories, and
perspectives inform ones view of
oneself as an effective leader with
and without roles of authority.
ARTIFACT E 13

(Development)

Build mutually supportive +

relationships with colleagues and
students across similarities and
differences. (Development)

Understand campus cultures (e.g.

academic, student, professorial,
administrative) and apply that
understanding to ones work.
(Engagement)

Use appropriate technology to

support leadership processes (e.g.
seeking input or feedback, sharing
decisions, posting data that
supports decisions, use group
support website
tools). (Engagement)

Think critically, creatively, and

imagine possibilities for solutions
that do not currently exist or are
not apparent. (Engagement)

Identify and consult with key

stakeholders and individuals with
differing perspectives to make
informed decisions. (Engagement)

Articulate the logic and impact of

decisions on groups of people,
institutional structures (e.g.
divisions, departments), and
implications for practice.
(Engagement)

Exhibit informed confidence in the

capacity of individuals to organize
and take action to transform their
communities and world.
(Engagement)

Within the scope of ones position

and expertise, lead others to
contribute toward the effectiveness
and success of the organization.
(Engagement)
 ARTIFACT E 14

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area Rating Development
 ARTIFACT E
Identify systems of socialization
that influences ones multiple
Social Justice and identities and sociopolitical
Inclusion perspectives and how they impact
ones lived experiences.
Understand how one is affected
A process and a goal
by and participates in maintaining
which includes the
systems of oppression, privilege,
knowledge, skills and
and power.
dispositions needed to
create learning
Engaged in critical reflection in
environments that
order to identify ones own
foster equitable
prejudices and biases.
participation of all
groups while seeking
Participate in activities that assess
to address and
and complicates ones
acknowledge issues understanding of inclusion,
of oppression,
oppression, privilege, and power.
privilege and power.
Integrate knowledge of social
justice, inclusion, oppression,
privileges, and power into ones
own practice.
Overall Rating:
Connect and build meaningful
0 1 2 3 4 5 relationships with others while
recognizing the multiple
intersecting identities,
perspectives, and developmental
differences people hold.
Articulate a foundational
understanding of social justice
and inclusion within the context
of higher education.
Advocate on issues of social
justice, oppression, privilege, and
power that impact people based
on local, national, and global
interconnections.
ACPA/NASPA Skill
Competency Area
Student Learning Articulate theories and models
and Development that describe the development of
college students and the
conditions and practices that
facilitate holistic development
15
W: Wellness and Health
Promotion - advising Attend professional
HAWC in the context of development events on
an institutional culture social justice and inclusion.
that revolves around
students protesting the Discuss these issues with
administration; iLEAD colleagues in order to gain
committee work to other perspectives. Attend
provide students with professional development
training on inclusivity trainings offered at my
and social justice institution.
I: Supervision of OLs
Work to help student
training involving
leaders understand how to
cultural demonstration; foster inclusive
inclusive efforts at
environments.
orientation, for example
the creation of pronoun Work to become a more
buttons
vocal advocate of Social
Justice.
C: Multicultural
Perspectives,
Community Colleges,
Course Design for Adult
+ Learners
+
Evidence of Learning Future Improvement &
Development
W: Wellness and Health Continue learning about
Promotion advising theories and models of
HAWC on multicultural student development.
competence and learning
outcome creation
 ARTIFACT E 16

Addresses the s(e.g. Learning, psychosocial and Analyze theories and adapt
concepts and identity developments, cognitive- I: Creation of OL them to my context,
principles of student structural, typological, and training curriculum that especially in the transition
development and moral). centered marginalized to a new institution.
learning theory. This identities
includes the ability to Articulate how race, ethnicity, + Continue my own personal
improve and inform nationality, class, gender, age, C: Theory, Multicultural identity development
student affairs and sexual orientation, gender identity, Perspectives, through professional
teaching practice. dis/ability, and religious belief can Community Colleges, development activities and
influence development during the online Course Design personal reflection.
college years. for Adult Learners
Identify the strengths and
Overall Rating:
limitations in applying existing
theories and models to varying
0 1 2 3 4 5
student demographic groups.

Articulate ones own

developmental journey in relation
to formal theories.

Identify ones own informal

theories of student development
(theories in use) and how they
can be informed by formal
theories to enhance work with
students.

Identify dominant perspectives

present in some models of student
learning and development.

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.

Assess learning outcomes from +

programs and services and use
theory to improve practice.

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area Rating Development

Demonstrate adaptability in the Attend professional

face of fast-paced technological W: Use of social media development
change. sessions/webinars that
 ARTIFACT E 17

Technology Remain current on student and to advertise, promote integrate the use of
educator adoption patterns of new programming, hosting technology in SA.
Focuses on the use of technologies and familiarize webinars, discussion of
digital tools, oneself with the purpose and Millenials and Maintain an
resources, and functionality of those technology, use of updated/current LinkedIn
technologies for the technologies. software such as Asana, account.
advancement of Smore, Workboard,
student learning, Troubleshoot basic software, Qualtrics Create an online portfolio
development, and hardware, and connectivity to reflect on my graduate
success as well as the problems and refer more complex I: Introduced and school experience.
improved problems to an appropriate utilized online Maintain this portfolio in
performance of information technology scheduling technology the years following
student affairs administrator. (Sched)that reduced cost graduation.
professionals. of orientation
Draw upon research, trend data, programming
Overall Rating: and environmental scanning to
assess the technological readiness C: online course design
and needs of students, colleagues, for adult learners,
0 1 2 3 4 5
and other educational stakeholders Capstone creation of
when infusing technology into online portfolio
educational programs and
interventions.
V: Mentoring HLI
online portfolio process
Critically assess the accuracy and +
quality of information gathered
via technology and accurately cite
electronic sources of information
respecting copyright law and fair
use.

Model and promote the legal, +

ethical, and transparent collection,
use, and securing of electronic
data.

Ensure compliance with

accessible technology laws and
policies.

Demonstrate awareness of ones

digital identity and engage
students in learning activities
related to responsible digital
communications and virtual
community engagement as related
to their digital reputation and
identity.

Model and promote equitable and

inclusive practices by ensuring all
 ARTIFACT E 18

participants in educational
endeavors can access and utilize
the necessary tools for success.

Appropriately utilize social media

and other digital communication
and collaboration tools to market
and promote advising,
programming, and other learning-
focused interventions and to
engage students in these activities.

Engage in personal and

professional digital learning
communities and personal
learning networks at the local,
national, and/or global level.

Design, implement, and assess

technologically-rich learning
experiences for students and other
stakeholders that model effective
use of visual and interactive
media.

Ensure that ones educational

work with and service to students
is inclusive of students
participating in online and hybrid
format courses and programs.

Incorporate commonly utilized +

technological tools and platforms
including social media and other
digital communication and
collaboration tools into ones
work.

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area Rating Development

Exhibit culturally inclusive active W: WHP advising of

listening skills (e.g., appropriately + HAWC and Learn more counseling
Advising and establishing interpersonal contact, undergraduate tudents at skills. Possibly continue
Supporting paraphrasing, perception large formal education in
checking, summarizing, counseling.
questioning, encouraging, avoid I: Supervision of OLs
Addresses the interrupting, clarifying). involved advising and Work in a position that
knowledge, skills and supporting includes student advising
Establish rapport with students, +
 ARTIFACT E 19

dispositions related to groups, colleagues, and others that and/or mentorship.

providing advising acknowledges differences in lived
support to individuals experiences.
and groups through
direction, feedback, Recognize the strengths and
critique, referral, and limitations of ones own
guidance. 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.).
Overall Rating:
Facilitate reflection to make
0 1 2 3 4 5
meaning from experiences with
students, groups, colleagues, and
others.
Conscientiously use appropriate
nonverbal communication.
C: Counseling course
provided mental health Hone in skills in teaching
counseling techniques, empathic response and
some of which I have active listening.
integrated into my
practice Research and discuss how
to advise students of
V: Mentoring for Husky different identities in an
Leadership Initiative inclusive manner. Watch
my language (verbal and
nonverbal) for subtle non-
inclusivity.
Learn more about referral
sources both at SU and any
future institutions and
surrounding areas.
+

Facilitate problem-solving.

Facilitate individual decision- +

making and goal-setting.

Appropriately challenge and

support students and colleagues.

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.
ARTIFACT E 20

Seek opportunities to expand +

ones own knowledge and skills in
helping students with specific
concerns (e.g., relationship issues,
navigating systems of oppression,
or suicidality) as well as
interfacing with specific
populations within the college
student environment (e.g., student
veterans, low- income students,
etc.).

Utilize virtual resources and +

technology to meet the advising
and supporting needs of students.

Know and follow applicable laws, +

policies, and professional ethical
guidelines relevant to advising
and supporting students
development.