Professional Documents
Culture Documents
Artifact E: Knowledge, Skills, and Competencies Analysis Nancy Huang SDAD 5900: Student Development Capstone
Artifact E: Knowledge, Skills, and Competencies Analysis Nancy Huang SDAD 5900: Student Development Capstone
Artifact E: Knowledge, Skills, and Competencies Analysis Nancy Huang SDAD 5900: Student Development Capstone
Nancy Huang
SDAD 5900: Student Development Capstone
ASSESSMENT KEY
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)
Advising & Supporting
ACPA/NASPA Skill Specific Rating Evidence of Learning Future Improvement &
Competency Area Development
Advising & Supporting Exhibit culturally inclusive active listening skills (e.g., W: Through my role in the Center - For future improvement and
appropriately establishing interpersonal contact, for Community Engagement (CCE), development, I plan on taking a
+
paraphrasing, perception checking, summarizing, I advise a staff of 10 student leaders. counseling course this academic year
The Advising and questioning, encouraging, avoid interrupting, clarifying). I meet with them various times to learn about different advising
Supporting competency Establish rapport with students, groups, colleagues, and through the quarter to provide techniques and theories so that I can
area addresses the others that acknowledges differences in lived + guidance on how they could meet better support students in my work
knowledge, skills, and experiences. their personal and programming and internship.
attitudes related to Facilitate reflection to make meaning from experiences goals. I assist students in navigating
providing counseling and + unforeseen situation in their - I plan to continue using what I
with students, groups, colleagues, and others.
advising support, Conscientiously use appropriate nonverbal programming while encouraging learned in my STML 5720 course in
direction, feedback, √ and empowering them to bring my 1:1 and advising sessions with
communication.
critique, referral, and creativity and take ownership of students.
guidance to individuals Utilize virtual resources and technology to meet the their projects/programs.
√
and groups. advising and supporting needs of students. - I intend to ask questions and utilize
Facilitate problem-solving. + I: As a New Student and Transition my network for suggestions and
Facilitate individual decision-making and goal setting. + Programs (NODA) Intern at Emory feedback on various approaches and
Appropriately challenge and support students and University, I supervised and advised practices in advising.
√ a staff of 8 Orientation Captains. I
colleagues.
Know and use referral sources (e.g., other offices, held 1:1 meetings with the Captains
Overall Rating: outside agencies, knowledge sources), and exhibit referral + throughout the summer to keep
skills in seeking expert assistance. them accountable of their
0 1 2 3 4 5 responsibility. I also provided
Identify when and with whom to implement appropriate
+ Captains with guidance and
crisis management and intervention responses.
feedback in their specific programs.
Maintain an appropriate degree of confidentiality that Moreover, I assisted in conflict
follows applicable legal and licensing requirements, management and provided the
facilitates the development of trusting relationships, and + Captains different perspectives to
recognizes when confidentiality should be broken to challenge and enhance their
protect the student or others. understanding, and encourage
Recognize the strengths and limitations of one’s own problem-solving, communication,
worldview on communication with others (e.g., how and creativity.
terminology could either liberate or constrain others with √
different gender identities, sexual orientations, abilities, C: I took STML 5720: Leadership,
cultural backgrounds). Personality, and Culture in Fall
Seek out opportunities to expand one’s own knowledge 2017. This course equipped me with
and skills in helping students with specific concerns the skills and knowledge to ask
(relationship issues, navigating systems of oppression, or open-ended questions to guide
√
suicidality) as well as interfacing with specific populations students in finding their own
within the college student environment (e.g., student solution to issues, problems, or
veterans,. low-income students etc) concerns. Additionally, the course
Know and follow applicable laws, policies, and encouraged me to practice active
professional ethical guidelines relevant to advising and listening and move away from fixing
+
supporting student’s development. or problem solving to better
support students.
Assessment, Evaluation, & Research
ACPA/NASPA Skill Specific Rating Evidence of Learning Future Improvement &
Competency Area Development
Assessment, Differentiate among assessment, program review, I: My internship at the Center for - For future improvement and
Evaluation, & Research evaluation, planning, and research and the methodologies + Student Involvement (CSI) allowed development, I plan to read up on
appropriate to each. me to create an assessment assessment strategies and how to
Effectively articulate, interpret, and apply results of AER instrument to collect evidence of cater approaches to institutional
The Assessment, reports and studies, including professional literature. ∆ student learning and leadership types and settings.
Evaluation, and Research Select AER methods, methodologies, designs and tools development. I created and
competency area (AER) that fit with research and evaluation efforts using current ∆ administered the assessment, and - During professional conferences, I
focuses on the ability to technology and methods. analyzed the results to determine plan to attend some workshops on
use, design, conduct, and what is being done well and areas of research and assessment and learn
Facilitate appropriate data collection for
critique qualitative and improvements. from other practitioners and
system/department-wide assessment and evaluation ∆
quantitative AER institutions on how they gather,
efforts using up-to-date technology and methods.
analyses; to manage C: I enrolled in EDUC 5000: evaluate, and report data.
organizations using AER Assess legitimacy, trustworthiness and/or validity of Introduction to Educational
processes and the results studies of various methodological designs (e.g. √ Research in Fall 2016. This course - I intend to stay up to date with
obtained from them; and qualitative vs. quantitative, theoretical perspective, provided me a baseline current research on assessment
to epistemological approach). understanding of the process of strategies by reading current research
shape the political and Consider rudimentary strengths and limitations of collecting data and analyzing the articles and seeking to collaborate
ethical climate various methodological AER approaches in the result. In addition, the course with other practitioners and
surrounding AER application of findings to practice in diverse institutional ∆ allowed me to understand and departments to learn about various
processes and uses on settings and with diverse student populations. determine various approaches in assessment strategies.
campus. Explain the necessity to follow institutional and collecting, analyzing, and reporting
divisional procedures and policies (e.g., IRB approval, ∆ data.
informed consent) with regard to ethical assessment,
evaluation, and other research activities. For Summer 2017, I enrolled in
Ensure all communications of AER results are accurate, ∆ SDAD 5750: Best Practices in
Overall Rating: responsible, and effective. Student Services. The course’s
Identify the political and educational sensitivity of raw theme was student success in the
0 1 2 3 4 5 and partially processed data and AER results, handling ∆ context of inclusive excellence. Best
them with appropriate confidentiality and deference to Practices provided an understanding
the organizational hierarchy. of assessment and its importance
Design program and learning outcomes that are through my interviews with multiple
appropriately clear, specific, and measurable, are student affairs practitioners in
informed by theoretical frameworks, and that align with √ various functional areas at three
organizational outcomes, goals, and values. different institutional types in the
Greater Atlanta region.
Explain to students and colleagues the relationship of
AER processes to learning outcomes and goals. √
Social Justice & Inclusion
ACPA/NASPA Skill Specific Rating Evidence of Learning Future Improvement &
Competency Area Development
Social Justice & Identify systems of socialization that influences one’s W: In my role at the CCE, I - For future improvement and
Inclusion multiple identities and sociopolitical perspectives and + promote social justice and inclusion development, I intend to participate
how they impact one’s lived experiences. through by encouraging and and engage myself in dialogues with
Understand how one is affected by and participates in initiating dialogues around social colleagues on how to best support
This competency involves maintaining systems of oppression, privilege, and power. + justice with students and students who have been historically
student affairs educators professional staff. I also facilitate marginalized.
who have a sense of their Engage in critical reflection in order to identify one’s service learning training around
own agency and social own prejudices and biases. + diversity and inclusion. The training - I plan to attend conferences and
responsibility that Participate in activities that assess and complicate one’s encourages students to be reflective workshop around the topic of social
includes others, their understanding of inclusion, oppression, privilege, and + and conscious of their identities as justice and inclusion.
community, and the larger power. well as being intentional in their
global context. Student work with the community. - With the current political and social
Integrate knowledge of social justice, inclusion, +
Affairs educators may climate, I intend on being up-to-date
oppression, privilege, and power into one’s practice.
incorporate social justice I: In my NODA Internship, I with current news and how it
and inclusion Connect and build meaningful relationships with others promoted social justice and impacts the work of higher
competencies into their while recognizing the multiple, intersecting identities, √ inclusion by serving on the working education and student affairs.
practice through seeking perspective, and developmental differences people hold. committee for social justice
to meet the needs of all Articulate a foundational understanding of social justice programming, Creating Emory. I - I intend to encourage productive
groups, equitably and inclusion within the context of higher education. + also engaged in conversations on dialogues with students and
distributing resources, Advocate on issues of social justice, oppression, privilege, diversity and inclusion with student challenge them by providing
raising social and power that impact people based on local, national, √ leaders and challenging them by alternative perspectives and views.
consciousness, and and global intersections offering alternative perspectives to
repairing past and current enhance their understanding on
harms on campus social justice. As an advisor, I
communities. provided students feedback and
ensure that they are using inclusive
language when interacting with their
Overall Rating: peers.
Leadership
ACPA/NASPA Skill Specific Rating Evidence of Learning Future Improvement &
Competency Area Development
Leadership Articulate the vision and mission of the primary work W: My graduate assistantship at the - To further my development in this
unit, the division, and the institution. + CCE has allowed me to oversee my competency, I plan to continue to
The Leadership Identify and understand individual-level constructs of student leadership program and seek volunteer opportunities at
competency area “leader” and “leadership.” + coordinate small-scale events for the Seattle University or in my future
addresses the knowledge, Explain the values and processes that lead to office and Seattle University. My professional roles. I hope to gain and
skills, and attitudes organizational improvement. √ role also allowed me to seek expand my network of support, and
required of a leader, Explain the advantages and disadvantages of different opportunities to serve on planning learn how to adapt my leadership
whether it be a positional types of decision-making processes (e.g. consensus, √ committees and represent the CCE style to different student body and
leader or a member of the majority vote, and decision by authority). in campus-wide or divisional institutional type.
staff, in both an individual meetings. I also hire, train, and
Identify institutional traditions, mores, and organizational
capacity and within a advise student leaders while keeping - I also intend to seek opportunities
structures (e.g., hierarchy, networks, governing groups,
process of how them accountable to their roles. to present and facilitate
technological resources, nature of power, policies, goals,
individuals work together conversations and dialogues around
agendas and resource allocation processes) and how they +
effectively to envision, I: As a NODA Intern at Emory leadership with students.
influence others to act in the organization.
plan, effect change in University, I was responsible in
organizations, and Identify one’s own strengths and challenges as a leader facilitating meetings with Captains, - I plan to continue to be challenged
respond to internal and and seek opportunities to develop leadership skills. + participating and attending OL by seeking a supervisor in my future
external constituencies Identify basic fundamentals of teamwork and training, and building partnerships role that will support me in my
and issues. teambuilding in one’s work setting and communities of + with campus constituents to development as a student affairs
practice. coordinate their involvement in professional.
Describe and apply the basic principles of community orientation. I successfully coordinate
building. + and execute a weeklong OL training
Overall Rating: Describe how one’s personal values, beliefs, histories, and programming for new transfer
and perspectives inform one’s view of oneself as an students. Additionally, I served on
0 1 2 3 4 5 effective leader with and without roles of authority. + the planning committee for social
Build mutually supportive relationships with colleagues justice programming, which allowed
and students across similarities and differences + me to serve as a liaison between
Understand campus cultures (e.g. academic, student, students and the institution.
professorial, administrative) and apply that understanding +
to one’s work. C: STML 5910: Leadership,
Use appropriate technology to support leadership Identity, and Practice (Winter 2017)
processes (e.g. seeking input or feedback, sharing and STML 5720: Leadership,
decisions, posting data that supports decisions, use group + Personality, and Culture (Fall 2017)
support website tools). have allowed me to increase my
Think critically, creatively, and imagine possibilities for awareness of my leadership style
solutions that do not currently exist or are not apparent. + while encouraging me to be a
reflective leader. The courses also
Identify and consult with key stakeholders and
enhanced my leadership skills
individuals with differing perspectives to make informed +
through the recognition of my
decisions.
talents and gifts, and the skills to be
Articulate the logic and impact of decisions on groups of intentional in my leadership practice.
people, institutional structures (e.g. divisions,
departments), and implications for practice. + V: My contribution in various
Exhibit informed confidence in the capacity of committees during the time I started
individuals to organize and take action to transform their √ the Student Development
communities and world. Administration (SDA) Program
Within the scope of one’s position and expertise, lead have allowed me to enhance my
others to contribute toward the effectiveness and success + leadership skills in the field of
of the organization student affairs. I served on the
planning committee for Welcome
Week 2017, the Conduct Review
Board, Magis Editorial Board, and
SUSDA Community Development
Committee. These involvements
allowed me to the gain the skills of
working and collaborating with my
colleagues to execute programs for
Seattle University and SDA.
Technology
ACPA/NASPA Skill Specific Rating Evidence of Learning Future Improvement &
Competency Area Development
Technology Demonstrate adaptability in the face of fast paced W: As a Graduate Assistant at the - In the future, I intend on creating a
technological change. √ CCE, I utilized technology to stronger online presence for myself.
Draw upon research, Remain current on student and educator adoption promote and market involvement This includes detailing my LinkedIn
trend data, and patterns of new technologies and familiarize oneself with √ opportunities to students at Seattle profile, creating a Twitter account,
environmental scanning the purpose and functionality of those technologies. University. The CCE and CSI use and using Instagram to showcase
to assess the technological Troubleshoot basic software, hardware, and connectivity ConnectSU powered by OrgSync to some of my professional work.
readiness and needs of problems and refer more complex problems to an √ communicate to the student body
students, colleagues, and appropriate information technology administrator. about available opportunities on and - As a student affairs professional, I
other educational off-campus. In my role, I am plan on incorporating more
Draw upon research, trend data, and environmental
stakeholders when responsible in training the student technology into my work to support
scanning to assess the technological readiness and needs
infusing technology into of students, colleagues, and other educational √ and professional staff at the CCE on and communicate with students.
educational programs and stakeholders when infusing technology into educational how to use and navigate
interventions. programs and interventions. ConnectSU.
Critically assess the accuracy and quality of information
Overall Rating: gathered via technology and accurately cite electronic I: In my internship at CSI, I used
sources of information respecting copyright law and fair √ online research to develop
0 1 2 3 4 5 use. assessment tools and instruments to
Model and promote the legal, ethical, and transparent gather data of student learning and
collection, use, and securing of electronic data. √ development. I also learned about
Ensure compliance with accessible technology laws and the different methods and
policies. √ technology I can use to create the
assessment instrument.
Demonstrate awareness of one’s digital identity and
engage students in learning activities related to
As a NODA Intern at Emory
responsible digital communications and virtual +
University, I had to familiarize
community engagement as related to their digital
myself with various technological
reputation and identity
platforms to organize and
Model and promote equitable and inclusive practices by communicate logistics to the
ensuring all participants in educational endeavors can √ Orientation Staff, students, and
access and utilize the necessary tools for success. families.
Appropriately utilize social media and other digital
communication and collaboration tools to market and O: My daily usage of online and
promote advising, programming, and other learning- + social media allowed me to
focused interventions and to engage students in these recognize the importance of
activities. maintaining a professional online
presence. Social media has allowed
me to connect with other student
affairs professional across the
country.
Student Learning & Articulate theories and models that describe the W: My work at the CCE has given - I plan to read student development
Development development of college students and the conditions and me insight on how students make theories that were not taught in the
practices that facilitate holistic development (e.g. √ meaning in their service-learning course to improve my competency. I
The Student Learning and learning, psychosocial and identity development, courses and/or involvement with hope to continue applying what I
Development competency cognitive-structural, typological, environmental, and the community. It provides me an learned in SDAD 5400: Student
area addresses the moral). understanding of how important the Development Theory, Research, and
concepts and principles of work is in fostering a sense of Practice to my work and use theory
Articulate how race, ethnicity, nationality, class, gender,
student development and belonging for students at Seattle to inform my practice and decision
age, sexual orientation, gender identity, dis/ability, and
learning theory. This University. I also use theory to making within this field.
religious belief can influence development during the √
includes the ability to inform my practice in advising,
college years.
apply theory to improve informing, and supporting students. - As a practitioner, I will continue to
and inform student affairs Identify the strengths and limitations in applying existing grow until retirement. I intend on
practice, as well as theories and models to varying student demographic √ I: My NODA Internship at Emory also applying theories to my personal
groups.
understanding teaching Articulate one’s own developmental journey in relation to University had also allowed me to and professional life to further my
and training theory and formal theories. √ use theory to inform my practice. understanding of student
practice. Identify one’s own informal theories of student Recognizing the student body at development.
development (‘theories in use’) and how they can be Emory, I utilized identity
Overall Rating: informed by formal theories to enhance work with √ development models frame my
students. understanding of student needs and
0 1 2 3 4 5 Identify dominant perspectives present in some models assist students in navigating through
of student learning and development. √ individual and group conflicts. I also
utilized intellectual and ethical
Construct learning outcomes for both daily practice as
development models to help create
well as teaching and training activities. √
social justice programming and
Assess teaching, learning, and training and incorporate curriculums for orientation.
the results into practice. √
C: SDAD 5400: Student
Development Theory, Research, and
Practice (Fall 2016) provided a
foundation to understanding student
development theory and how to put
theory to practice in advising and
supervising students, creating
programs, and facilitating
workshops and training sessions.