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 mastery 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
 NASPA/ACPA
Specific Evidence of Future Improvement
Competency Skill
Rating Learning & Development
Area
The Personal and W: In my role as an Participate in divisional
Ethical Foundations Articulate key elements of one’s set of personal Assistant Area committees that engage
beliefs and commitments (e.g., values, morals, goals,
competency area desires, self-definitions), as well as the source of each
+ Coordinator I was in ethical work that
involves the (e.g., self, peers, family, or one or more larger able to navigate an challenge and/or support
knowledge, skills, communities). ethical issue that my own ethical values in
and dispositions to Articulate one’s personal code of ethics for student revolved around our professional roles
develop and
affairs practice, informed by the ethical statements of
√ firing or keeping an
professional student affairs associations and their RA after a violation
maintain integrity in foundational ethical principles.
one’s life and work;
of our community
Describe the ethical statements and their foundational
principles of any professional associations directly √ outreach procedure
this includes
relevant to one’s working context. that involved an
thoughtful
Identify ethical issues in the course of one’s job. √ entire building
development,
Explain how one’s behavior reflects the ethical rekey.
critique, and
statements of the profession and address lapses in √
adherence to a one’s own ethical behavior. I: In my role as a
holistic and Appropriately question institutional actions which are House Director at
comprehensive not consistent with ethical standards.
+
Stanford I was able
standard of ethics Utilize institutional and professional resources to to sit on a student
assist with ethical issues (e.g., consultation with
and commitment to
appropriate mentors, supervisors and/or colleagues,
√ conduct committee
one’s own wellness consultation with an association’s ethics committee). that looked at
and growth. Articulate awareness and understanding of one’s removing someone
Personal and ethical attitudes, values, beliefs, assumptions, biases, and
√ from the summer
foundations are identity how they affect one’s integrity and work with housing program
others. and the
aligned because
Take responsibility to broaden perspectives by
integrity has an participating in activities that challenge one’s beliefs.
√ implications of
internal locus Identify the challenges associated with balancing those decisions.
informed by a personal and professional responsibilities and
recognize the intersection of one’s personal and
√ C: In my classes,
combination of
external ethical
professional life. such as Community
Identify one’s primary work responsibilities and, with College and
guidelines, an appropriate, ongoing feedback, craft a realistic,
√ Leadership and
internal voice of summative self-appraisal of one’s strengths and
limitations.
Governance, I was
care, and our own
Articulate an understanding that wellness is a broad able to speak on
lived experiences.
concept comprised of emotional, physical, social, different ethical
Our personal and environmental, relational, spiritual, moral, and
+ issues that pertain
ethical foundations intellectual elements. to higher education
grow through a Recognize and articulate healthy habits for better and the policies in
living.
+
process of curiosity, place that directly
reflection, and self- Identify positive and negative impacts on wellness
and, as appropriate, seek assistance from available √ and indirectly
authorship. resources. impact students.
Identify and describe personal and professional
responsibilities inherent to excellence in practice.
√
Overall Rating: Recognize the importance of reflection in personal,
012345 professional, and ethical development. √
 NASPA/ACPA
Specific Evidence of Future Improvement
Competency Skill
Rating Learning & Development
Area
The Values, Describe the foundational philosophies, disciplines, W: Working Take the history of
Philosophy, and and values of the profession. √ alongside the higher education course,
History competency division and and work with collogues
Articulate the historical contexts of institutional types
area involves and functional areas within higher education and department to work in academic and student
knowledge, skills, student affairs √ on sustainable affairs to better
and dispositions that housing practices understand values,
connect the history, Describe the various research, philosophies, and for first, second, philosophy, and history
scholars that defined the profession. ∆ and upper division of our institutions
philosophy, and
values of the
students
Demonstrate responsible campus citizenship and
student affairs participation in the campus community. ∆
C: Foundations
profession to one’s
Describe the roles of faculty, academic affairs, and dove into the
current professional
student affairs educators in the institution. √ history and
practice. This developmental
competency area Explain the importance of service to the institution philosophies of
embodies the and to student affairs professional associations √ higher education
foundations of the and student affairs,
Learn and articulate the principles of professional
profession from and how that
practice. √
which current and influences and
future research, Articulate the history of the inclusion and exclusion of informs our current
scholarship, and people with a variety of identities in higher education. + practices
practice will change
Explain the role and responsibilities of student affairs
and grow. The
professional associations. √
commitment to
demonstrating this Explain the purpose and use of publications that
competency area incorporate the philosophy and values of the
profession.
∆
ensures that our
present and future
Explain the public role and societal benefits of student
practices are affairs in particular and of higher education in general. √
informed by an
understanding of the Articulate an understanding of the ongoing nature of
the history of higher education and one’s role in
profession’s history,
shaping it.
√
philosophy, and
values. Be able to model the principles of the profession and
expect the same from colleagues and supervisees. √

Overall Rating: Explain how the values of the profession contribute to

sustainable practices. √
012345
Articulate the changing nature of the global student
affairs profession and communicate the need to
provide a contextual understanding of higher
education. ∆
 NASPA/ACPA
Specific Evidence of Future Improvement
Competency Skill
Rating Learning & Development
Area
The Assessment, Differentiate among assessment, program review, W: Through my Continue to seek
evaluation, planning, and research as well as the work as a AAC I assessment opportunities
Evaluation, and
methods appropriate to each.
√
Research was able to create and strive to create
competency area Select AER methods, methodologies, designs, and and implement a partnerships with
focuses on the tools that fit with research and evaluation questions RA training institutional assessment
and with assessment and review purposes
∆ assessment survey office (if one exists).
ability to design,
conduct, critique,
Facilitate appropriate data collection for I: As a House
and use various system/department-wide assessment and evaluation
AER methodologies + Director I created
efforts using current technology and methods.
program
and the results
Effectively articulate, interpret, and apply results of assessments that
obtained from them,
AER reports and studies, including professional allowed me to track
to utilize AER
literature.
√ attended and
processes and their satisfaction from
results to inform Assess the legitimacy, trustworthiness, and/ or validity the residents in the
practice, and to of studies of various methods and methodological building.
shape the political designs (e.g. qualitative vs. quantitative, theoretical √
perspective, epistemological approach).
and ethical climate C: Through my
surrounding AER Consider rudimentary strengths and limitations of Best Practices class
processes and uses various methodological AER approaches in the I was able to
in higher education. application of findings to practice in diverse research and
institutional settings and with diverse student
√
. interview different
populations.
staff members to
Explain the necessity to follow institutional and see how assessment
Overall Rating: divisional procedures and policies (e.g., IRB approval, is being conducted
012345 informed consent) with regard to ethical assessment, √ in specific
evaluation, and other research activities. functional areas
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 outcomes that are

appropriately clear, specific, and measurable, 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.

∆
 NASPA/ACPA
Specific Evidence of Future Improvement
Competency Skill
Rating Learning & Development
Area
The Law, Policy, Describe the systems used to govern public, private, W: As an AAC I Work and connect with
and Governance and for-profit institutions of all types (two-year, four- was able to work as upper division
year, graduate, professional, vocational, etc.) in one’s √ a conduct administrators to talk in
competency area state/province and nation.
includes the administrator that more detail around
knowledge, skills, Explain the differences between public, private, and looked and worked governance, policy, and
and dispositions for-profit higher education with respect to the legal with law and policy law.
relating to policy
system and what they may mean for respective √ at departmental and
students, faculty, and student affairs professionals institutional level.
development
processes used in Describe how national and state/provincial
constitutions and laws influence the rights of students,
I: As a House
various contexts, the ∆
faculty, and staff on all types of college campuses. Director I got to
application of legal
work with the
constructs,
Describe evolving laws, policies, and judicial rulings conduct committee
compliance/policy that influence the student-institutional relationship and and oversee new
issues, and the how they affect professional practice
√
policy processes
understanding of and law around
governance Act in accordance with national, state/ provincial, and
local laws and with institutional policies regarding working with
structures and their non-discrimination.
+ minors and college
impact on one’s aged individuals.
professional Identify major internal and external stakeholders,
practice. policymakers, and special interest groups who C: In my
influence policy at the national, state/provincial, local, √ Leadership and
and institutional levels.
Governance course,
Overall Rating: Describe the governance systems at one’s institution I was able to gain
012345 including the governance structures for faculty, more knowledge
student affairs professionals, staff, and students
√ about the board of
trustees and
Describe how policy is developed and implemented in difference theories
one’s department and institution, as well as the local, that tie into
state/province, and national levels of government
√
leadership and
Know when and how to consult with one’s immediate governance.
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.
 NASPA/ACPA Specific Evidence of Future Improvement
Skill
Competency Area Rating Learning & Development
The Organizational Demonstrate effective stewardship/use of resources
√ W: As an AAC I Better understand
and Human (i.e., financial, human, material) supervised and resources around
Describe campus protocols for responding to mentored student housing and facilities
Resources significant incidents and campus crises.
+
competency area Describe environmentally sensitive issues and
leaders. Through operations that apply to
includes knowledge, explain how one’s work can incorporate elements of √ this I was able to our work environment
skills, and sustainability. oversee hiring, and strive to pursue
dispositions used in Use technological resources with respect to onboarding, better work, hiring, and
maximize the efficiency and effectiveness of one’s √ training, formal supervision/advising
the management of work. feedback and practices.
institutional human Describe ethical hiring techniques and institutional
√ evaluations, and
capital, financial, and hiring policies, procedures, and processes.
Demonstrate familiarity in basic tenets of
other organization
physical resources.
supervision and possible application of these + structures that tied
This competency
supervision techniques into my work
area recognizes that Explain how job descriptions are designed and place.
student affairs support overall staffing patterns in one’s work +
professionals bring setting. I: As a house
personal strengths Design a professional development plan that
director I was able
assesses one’s current strengths and weaknesses; and
and grow as
establishes action items for fostering an appropriate
√ to work with a
managers through pace of growth. budget of $13,100
challenging Explain the application of introductory motivational and manage that
themselves to build techniques with students, staff, and others
√ throughout a 2-
new skills in the Describe the basic premises that underlie conflict in month period for
selection, and the constructs utilized for facilitating conflict + the summer
resolution.
supervision, housing program.
Develop and utilize appropriate meeting materials
motivation, and (e.g. facilitation skills, agenda, notes/ minutes).
+
formal evaluation of Communicate with others using effective verbal and C: Briefly talked
staff; resolution of non-verbal strategies appropriate to the situation in about different
ways that the person(s) with whom you are engaged
+ resources on
conflict; management
prefers. campus/at differing
of the politics of Recognize how networks in organizations play a role
organizational √ institutions that
in how work gets accomplished.
Understand the relational roles partners, allies, and
would benefit
discourse; and the
adversaries play in the completion of goals and work √ organizational
effective application
assignments. structure and
of strategies and
Explain the basic tenets of personal or organizational human resources.
techniques risk and liability as they relate to one’s work.
√
associated with Provide constructive feedback in a timely manner +
financial resources, Advocate for equitable hiring practices. +
facilities Articulate basic institutional accounting techniques
management, for budgeting as well as monitoring and processing √
fundraising, revenue and expenditures.
technology, crisis Effectively and appropriately use facilities
management, risk
management procedures as related to operating a +
facility or program in a facility.
management and Demonstrate an understanding of how physical
sustainable space impacts the institution’s educational mission.
+
resources. Understand the basic concepts of facilities
management and institutional policies related to
energy usage and environmental sustainability.
Overall Rating: √
012345
 NASPA/ACPA Specific Evidence of Future Improvement
Skill
Competency Area Rating Learning & Development
The Leadership Articulate the vision and mission of the primary W: As an AAC I Continue to gain
competency area work unit, the division, and the institution. √ worked on a team knowledge on new
addresses the of other grads and leadership theories that
Identify and understand individual-level constructs
knowledge, skills, and of “leader” and “leadership.”
+ full-time can I can incorporate
dispositions required Explain the values and processes that lead to professionals and into my professional
organizational improvement.
√ was able to balance practice.
of a leader, with or
without positional Explain the advantages and disadvantages of my leadership style
different types of decision-making processes (e.g. with theirs to create
authority. Leadership consensus, majority vote, and decision by authority).
√
mutually beneficial
involves both the
partnerships and
individual role of a Identify institutional traditions, mores, and
organizational structures (e.g., hierarchy, networks, relationships. I was
leader and the
governing groups, technological resources, nature of also able to tie in
leadership process of
power, policies, goals, agendas and resource
+ personal values and
individuals working allocation processes) and how they influence others beliefs into my
together to envision, to act in the organization. work in a way that
plan, and affect Identify one’s own strengths and challenges as a was genuine and
change in leader and seek opportunities to develop leadership + authentic as a
skills.
organizations and leader.
Identify basic fundamentals of teamwork and
respond to broad- teambuilding in one’s work setting and communities +
based constituencies of practice. I: As a House
and issues. This can Describe and apply the basic principles of
+ Director I tied in
include working with community building. my values, beliefs,
Describe how one’s personal values, beliefs, perspectives, and
students, student
histories, and perspectives inform one’s view of
affairs colleagues, oneself as an effective leader with and without roles
+ historical
faculty, and of authority. experiences to talk
community members. Build mutually supportive relationships with and explain
This section is colleagues and students across similarities and + different
differences advantages and
organized by the
Understand campus cultures (e.g. academic, student, disadvantages
leadership learning professorial, administrative) and apply that +
concepts of
happening in the
understanding to one’s work.
Use appropriate technology to support leadership summer session
Education, construct
processes (e.g. seeking input or feedback, sharing program through
knowledge and √
decisions, posting data that supports decisions, use my authentic
articulation; Training, group support website tools). leadership style.
skill identification and Think critically, creatively, and imagine possibilities
enhancement; for solutions that do not currently exist or are not √ C: Through my
Development, apparent.
Identify and consult with key stakeholders and
transformational
personal reflection leadership class I
individuals with differing perspectives to make √
and growth; and informed decisions. was able to
Engagement, active Articulate the logic and impact of decisions on incorporate
participation and groups of people, institutional structures (e.g.
+ leadership theories
application. divisions, departments), and implications for into my work
practice. experiences and
Exhibit informed confidence in the capacity of
individuals to organize and take action to transform √ practices.
Overall Rating: their communities and world.
012345 Within the scope of one’s position and
expertise, lead others to contribute toward the
effectiveness and success of the organization.
√
 NASPA/ACPA
Competency Area
For the purpose of the Social
Justice and Inclusion
competency area, social
justice is defined as both a
process and a goal that
includes the knowledge, skills,
and dispositions needed to
create learning environments
that foster equitable
participation of all groups and
seeks to address issues of
oppression, privilege, and
power. This competency
involves student affairs
educators who have a sense
of their own agency and social
responsibility that includes
others, their community, and
the larger global context.
Student affairs educators may
incorporate social justice and
inclusion competencies into
their practice through seeking
to meet the needs of all
groups, equitably distributing
resources, raising social
consciousness, and repairing
past and current harms on
campus communities.
Overall Rating:
012345
Specific Evidence of Future Improvement
Skill
Rating Learning & Development
Identify systems of socialization that W: As an AAC I Attend conferences and
influence one’s multiple identities and was able to talk workshops that expand
sociopolitical perspectives and how they + about inclusive and on the knowledge I have
impact one’s lived experiences.
oppressive and allows me to share
Understand how one is affected by and practices that create my knowledge and
participates in maintaining systems of inequities in our experiences.
oppression, privilege, and power
+ living
environments. I
Engage in critical refection in order to was also able to
identify one’s own prejudices and biases + reflect on my own
identities and
Participate in activities that assess and biases to better
complicate one’s understanding of understand how
inclusion, oppression, privilege, and
+
those come into
power. play through my
role as an AAC and
Integrate knowledge of social justice,
inclusion, oppression, privilege, and power Conduct
into + Administrator.
one’s practice
I: As a House
Connect and build meaningful Director I was able
relationships with others while recognizing to give a better and
the multiple, intersecting identities,
perspectives, and developmental
+ more detailed
differences people hold. understanding of
restorative justice
Articulate a foundational understanding of practices, which
social justice and inclusion within the Summer Session
context of higher education.
+
uses with their
student conduct
Advocate on issues of social justice,
oppression, privilege, and power that process.
impact people based on local, national, and
global interconnections. C: Through my
Social Justice
course I was able to
talk about the
school to prison
pipeline in
education and how
injustices and
inequities don’t
+ stop before
reaching higher ed.
Additionally, I was
able to incorporate
different social
justice topics into
all of my classes to
better understand
diverse student
populations and
inclusive
professional
practices.
 O: As a Social
Justice Advocate I
was able to do a lot
of reflection on my
identities and how
those interact with
those around me
(understanding the
implications of
those interactions
and how identity
places a role in
those interactions).
 NASPA/ACPA
Specific Evidence of Future Improvement
Competency Skill
Rating Learning & Development
Area
The Student Articulate theories and models that describe the W: I was able to Continue to learn new
Learning and development of college students and the conditions understand and talk theories to apply as a
and practices that facilitate holistic development (e.g.
Development about how identity foundation to my daily
learning, psychosocial and identity development, +
competency area cognitive-structural, typological, environmental, and development and practice.
addresses the moral) student involvement
concepts and helps with student
principles of student
Articulate how race, ethnicity, nationality, class, success through our
gender, age, sexual orientation, gender identity, housing system here
development and dis/ability, and religious belief can influence +
learning theory. This
at SU. I was also
development during the college years.
able to incorporate
includes the ability
Identify the strengths and limitations in applying theory into my daily
to apply theory to
existing theories and models to varying student practice, especially
improve and inform demographic groups.
√ around counseling
student affairs and and
teaching practice. Articulate one’s own developmental journey in mentorship/advising.
relation to formal theories. √
Identify one’s own informal theories of student I: As a House
Overall Rating: development (‘theories in use’) and how they can be Director I was able
012345 informed by formal theories to enhance work with √ to tie in theories for
students. my upper division
building and how
Identify dominant perspectives present in some these theories will
models of student learning and development. + help provide better
Construct learning outcomes for both daily practice understanding of
as well as teaching and training activities. √ student needs and
success for the
Assess teaching, learning, and training and summer session
incorporate the results into practice. √ program.
Additionally, I was
Assess learning outcomes from programs and
services and use theory to improve practice. able to create
learning outcomes
for my RAs and
residents.

C: Theory was a
foundational class
√ that catapulted my
interest in
understanding and
finding new theories
that apply to me and
the different
students I
work/interact with.
 NASPA/ACPA
Specific Evidence of Future Improvement
Competency Skill
Rating Learning & Development
Area
The Technology Demonstrate adaptability in the face of fast paced W: As an AAC I Attend workshops and
competency area technological change. + was able to work conferences that center
focuses on the use with StarRez, the use of technology
Remain current on student and educator adoption
of digital tools, patterns of new technologies and familiarize oneself Orgsync, Qualtrics, that continue to push our
resources, and with the purpose and functionality of those √ and Pave systems field in a new direction.
technologies for the technologies. to better serve and
advancement of Troubleshoot basic software, hardware, and understand our
connectivity problems and refer more complex student
student learning, problems to an appropriate information technology
+
development, and
populations.
administrator.
Additionally, I was
success as well as Draw upon research, trend data, and environmental
scanning to assess the technological readiness and a part of digital
the improved
needs of students, colleagues, and other educational ∆ learning
performance of
stakeholders when infusing technology into communities
student affairs educational programs and interventions. through
professionals. Critically assess the accuracy and quality of ACPA/NASPA.
Included within this information gathered via technology and accurately
cite electronic sources of information respecting
√
area are knowledge, I: Through my
copyright law and fair use.
skills, and preview days
Model and promote the legal, ethical, and transparent
dispositions that collection, use, and securing of electronic data.
√ internship I used
lead to the Ensure compliance with accessible technology laws
∆ technology to
generation of digital and policies. create different
literacy and digital Demonstrate awareness of one’s digital identity and surveys that
engage students in learning activities related to
citizenship within assessed students’
responsible digital communications and virtual √
communities of community engagement as related to their digital needs throughout
students, student reputation and identity. the preview days
affairs professionals, Model and promote equitable and inclusive practices process.
faculty members, by ensuring all participants in educational endeavors √ Additionally, I was
can access and utilize the necessary tools for success. able to use
and colleges and Appropriately utilize social media and other digital
universities. technology to
communication and collaboration tools to market and
promote advising, programming, and other learning- + provide
focused interventions and to engage students in these information.
activities.
Overall Rating:
Engage in personal and professional digital learning
012345 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 one’s 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 medial and other digital
communication and collaboration tools into one’s
work. +
 NASPA/ACPA
Specific Evidence of Future Improvement
Competency Skill
Rating Learning & Development
Area
The Advising and Exhibit culturally inclusive active listening skills (e.g., W: As an AAC I Work and collaborate
Supporting appropriately establishing interpersonal contact, was able to work with other colleagues to
paraphrasing, perception checking, summarizing,
competency area questioning, encouraging, avoid interrupting,
+ with students incorporate new advising
addresses the clarifying). through our CARE and support techniques
knowledge, skills, and Conduct and practices.
and dispositions Establish rapport with students, groups, colleagues, system to help
related to providing
and others that acknowledges differences in lived
+ advise and support
experiences. them to better and
advising and
support to
healthier lifestyles.
Recognize the strengths and limitations of one’s own
worldview on communication with others (e.g., how
Additionally, I was
individuals and
terminology could either liberate or constrain others able to maintain
groups through +
with different gender identities, sexual orientations, relationships and
direction, feedback, abilities, cultural backgrounds, etc.). give outside
critique, referral, and resources that
guidance. Through Facilitate refection to make meaning from experiences would best support
developing advising with students, groups, colleagues, and others. + the student.
and supporting
Conscientiously use appropriate nonverbal
strategies that take communication.
+ I: As a House
into account self- Facilitate problem-solving. Director I invested
knowledge and the + in my RAs to
needs of others, we Facilitate individual decision-making and goalsetting. utilize their
+
play critical roles in strengths to better
Appropriately challenge and support students and
advancing the + support our upper
colleagues.
holistic wellness of Know and use referral sources (e.g., other offices, division house and
ourselves, our outside agencies, knowledge sources), and exhibit so that our staff can
referral skills in seeking expert assistance.
+ work in an efficient
students, and our
colleagues. and productive
Identify when and with whom to implement way.
appropriate crisis management and intervention
Overall Rating: responses.
+
012345
C: My counseling
Maintain an appropriate degree of confidentiality that course taught me
follows applicable legal and licensing requirements, how to be a better
facilitates the development of trusting relationships, listener and not
+
and recognizes when confidentiality should be broken always problem
to protect the student or others. solve for students.
While problem
Seek opportunities to expand one’s own knowledge
and skills in helping students with specific concerns solving can be
(e.g., relationship issues, navigating systems of useful, sitting with
oppression, or suicidality) as well as interfacing with
+ students of concern
specific populations within the college student and hearing their
environment. pain, struggles, etc.
Utilize virtual resources and technology to meet the is just as necessary.
advising and supporting needs of students. √
Know and follow applicable laws, policies, and
professional ethical guidelines relevant to advising +
and supporting students’ development.