1 Bruce Mann Artifact H: Knowledge, Skills, and Competencies Analysis (D2) + Mentor Feedback November 18, 2014 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
Transcript
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Bruce MannArtifact H: Knowledge, Skills, and Competencies Analysis (D2) + Mentor Feedback
November 18, 2014
ASSESSMENT KEY
Overall Competency Rating:
0= no exposure to and no experience in this competency1= minimal exposure to but no experience in this competency
2= moderate exposure to and minimal experience in this competency3= moderate experience in this competency
4= experience in this competency5= 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= WorkI= Internship
C= CourseworkV= Volunteer work
O= Other
*Note: All competency descriptions are taken from the ACPA and NASPA Professional Competency Areas for Student Affairs Practitioners (2010)
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ACPA/NASPA Competency
Area
Skill Specific Rating
Evidence of Learning Future Improvement & Development
+ (W) As the graduate assistant for Intercultural Assessment and Leadership at the University of Puget Sound, I assist with supervision and advise five student staff on professional, career, and personal issues. I guide them through decision making, problem solving, and goal setting with a focus on meaning making. (W) Used reflection and active listening skills as facilitator for Logger Diversity Summit(I) As the conduct intern at Puget Sound, I conduct two one-on-one coaching sessions with 15-20 students around issues of community, personal values, integrity, and meaning making(I) In my role at the college persistence intern at CAN, helped CP coaches work through difficult decision-making and problem solving. (O) Core group facilitation
Complete COUN 5100 in Spring 2015
Actively seek out opportunities to improve crisis management and intervention knowledge and skills
Return to advising student organizations in my next professional position
Continue to research, seek out narratives, and listen to the stories of marginalized populations in order to improve my practice and services offered
Gain crisis management experience and knowledge through committee work, job duties, workshops, and trainings.
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 confidentiality that follows applicable legal and licensing requirements, facilitates the development of trusting relationships, and recognizes when
√
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Overall Rating:
0 1 2 3 4 5
confidentiality should be broken to protect the student or others.
of 15 students as faculty for the Social Justice Training Institute-The Student Experience. Helped students process feelings and thoughts around identity, oppression, justice, and personal issues. Used reflection, (C) EDUC 5130 Adult Learning: Gained increased knowledge and skills for serving adult learners
Recognize the strengths and limitations of one’s own worldview on communication with others (e.g., how terminology could either liberate or constrain others with different gender identities, sexual orientations, abilities, cultural backgrounds).
+
Actively seek out opportunities to expand one’s own knowledge and skills in helping students with specific concerns (e.g., suicidal students) and as well as interfacing with specific populations within the college student environment (e.g., student veterans).
√
ACPA/NASPA Competency
Area
Skill Specific Rating
Evidence of Learning Future Improvement & Development
Assessment, Evaluation, &
Research
The Assessment, Evaluation, and
Research competency area (AER)
focuses on the ability to use,
design, conduct, and critique
Differentiate among assessment, program review, evaluation, planning, and research and the methodologies appropriate to each.
+(W) Created research paper with programmatic suggestions focused on retention and academic success of Black/African American, low income, and first generation students(D) Developed multiple assessment tools for the Office of Intercultural Engagement and created end-of-the-year summary reports with suggestions for program improvements(W) Analyzed qualitative and quantitative results from ’13 & ’14 Logger Diversity Summits. Wrote and communicated results
Enroll in quantitative research, data analytics, SPSS, or advanced statistics course within the next year
More actively participate in Student Affairs Assessment Leaders community
Become a peer-reviewer on assessment focused articles
Develop competency with “R”, Python and/or SPSS
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 findings to current work
√
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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.
Overall Rating:
0 1 2 3 4 5
settings. to multiple stakeholders(W) Developed assessment plan with instruments for proposed transitional program for SOC(W) Serve on Divisional Assessment Work Group(W) Attended “Creating a culture of assessment” training(I) Designed year-long assessment plan and created five instruments to assess student learning and effectiveness at CAN(I) Wrote white paper on retention and persistence of first generation students at CAN(C) EDUC 5000: Introduction to Research and Graduate Study, SDAD 5960: Participated in research team, completed IRB training, transcribed and coded focus groups, and analyzed data
Utilize dashboards and data visualizations more often in reporting and communicating results
Set up informational interviews with assessment professionals
Continue to attend trainings, workshops, and sessions at conferences
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 processed data and AER results, handling them with appropriate confidentiality and deference to the organizational hierarchy.
+
Align program and learning outcomes with organization goals and values.
+
ACPA/NASPA Competency
Area
Skill Specific Rating
Evidence of Learning Future Improvement & Development
Equity, Diversity, & Inclusion
Identify the contributions of similar and diverse people within and to the institutional environment.
√ (W) Work collaboratively to design and implement programs, services, and policies that work toward creating critical consciousness and a more inclusive community in my GAship.
Volunteer more often at community organizations focused on social justice, diversity, and education.
Attend in the next three years: White
Integrate cultural knowledge with specific and relevant diverse issues on campus.
+
Assess and address one’s own awareness of EDI, and articulate one’s own
√
5
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 misconceptionsand prejudices.
Overall Rating:
0 1 2 3 4 5
differences and similarities with others. (W) Developed a transitional program for low-income, students of color in order to positively affective persistence and academic success(W) Facilitated dialogue with student staff, formally and informally, around inclusion, power and privilege, oppression, social justice, and activism.(W) Small group facilitator for Logger Diversity Summit(I) At CAN, developed programming and assessment based on relevant literature and social justice to improve academic outcomes for first generation, students of color(O) Facilitator for diversity/social justice component at SU iLead conference(O) Faculty and core group facilitator for Student Social Justice Training Insitute(O) Attended “Pave the Way” conference on completeion strategies for underrepresented students(C) EDUC 5200 Social Justice, EDUC 5150 Multicultural Perspectives, SDAD 5400 Theory
Privilege Conference, NCORE, or other applicable opportunities
Apply for SJTI intern position for next year
Continue to seek out and listen to the voices and stories of the marginalized
Use data (quant and qual) to improve programs, policies, and educational outcomes for underserved and minoritized populations
Find ways to “respectfully” work toward changing both institutional attitudes and policies
Demonstrate personal skills associated with EDI by participating in activities that challenge one’s 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 andhuman 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 theindividual in furthering its goals.
+
Use appropriate technology to aid in identifying individuals with diverse backgrounds as well as assessing progress towards successful integrationof these individuals into the campus environment.
√
Design culturally relevant and inclusive programs, services, policies, and practices.
√
Demonstrate fair treatment to all 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.
∆
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ACPA/NASPA Competency
Area
Skill Specific Rating
Evidence of Learning Future Improvement & Development
Ethical Professional
Practice
The Ethical Professional
Practice competency
area pertains to the knowledge,
skills, andattitudes needed
to understand and apply
ethical standards to one’s work.
While ethics is an integral
component of all the competency
areas, this competency area focuses
specifically on the integration of ethics into all
Articulate one’s personal code of ethics for student affairs practice, which reflects the ethical statements of professional student affairs associations and their foundational ethical principles.
∆ (W) In my GAship, I engage in ethical conversations with students and colleagues around programming, campus climate, and reasonable responses to events and challenges. (W) Continuously dialogue and consult with colleagues to work through daily ethical issues. Also act as a sounding board for colleagues to help them process difficult decisions. (W) Demonstrate ethical practice in assessment, research, and programming for historically oppressed populations. (C/I) For SDAD 5640/5650 and as a part of my internship with CAN, discussed ethical decision making processes in the non-profit setting and worked through multiple ethical issues. (C) For SDAD 5960: Independent Study, completed IRB training and gaining increased understanding of ethical research practices
Further engage with and develop a deeper understanding of my personal and professional values and how they align with our professional ethical philosophy
Reread the NASPA and ACPA statement of ethics. Find ways to incorporate that into my professional practice
Discuss with mentors their ethical philosophy and approach in their careers
Seek out trainings, conference sessions, and case studies focused on ethical practice in student affairs
Describe the ethical statements and their foundational principles of any professional associations directly relevant to one’s working context.
∆
Explain how one’s behavior embodies the ethical statements of the profession, particularly in relationships with students and colleagues, in the use of technology and sustainable practices, in professional settings and meetings, in global relationships, and while participating in job search processes.
∆
Identify ethical issues in the course of one’s job.
+
Utilize institutional and professional resources to assist with ethical issues (e.g., consultation with more experienced supervisors and/or colleagues, consultation with an association’s Ethics Committee).
√
Assist students in ethical decision making and make referrals to more
+
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aspects of self and professional
practice.
Overall Rating:
0 1 2 3 4 5
experienced professionals when appropriate.Demonstrate an understanding of the role of beliefs and values in 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.
+
ACPA/NASPA Competency
Area
Skill Specific Rating
Evidence of Learning Future Improvement & Development
History, Philosophy, &
Values
The History, Philosophy, and
Values competency area
involves knowledge, skills, and attitudes that
connect the history,
philosophy, and values of the profession to one’s current professional
practice. This competency area
Describe the foundational philosophies, disciplines, and values on which the profession is built.
√ (W) Engage in constant conversations with students and colleagues around troubling and oppressive aspects of American higher education institutions focusing on exclusion, erasure, and silencing of non-white male populations(C) Through SDAD 5300 Foundations, SDAD 5400 Theory, SDAD 5700 Leadership in Education I, and SDAD 5760 Leadership and Governance, I gained a deeper understanding of the history, philosophies, and values foundational to student affairs and higher education. (O) Furthered my understanding and
Increase my involvement with NASPA and ACPA commissions/knowledge communities
Continue to read, research, and engage with emerging trends and theories to better understand the changing nature of higher education and the students we serve
Read more about the history of education in the United States specifically through a critical theory framework
Articulate the historical contexts of institutional types and functional areas within higher education and student affairs.
√
Describe the various philosophies that define the profession.
√
Demonstrate responsible campus citizenship.
+
Demonstrate empathy and compassion for student needs.
√
Describe the roles of both faculty and student affairs educators in the academy.
+
Explain the importance of service to the academy and to student affairs professional associations.
+
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embodies the foundations of the profession from which current
and future research and practice will grow. The
commitment to demonstrating
this competency area ensures that our present and future practices are informed by
an understanding of our history,
philosophy, and values.
Overall Rating:
0 1 2 3 4 5
knowledge of NASPA and ACPA through conference attendance and task force leadership.
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 the 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 affairs and of higher education generally.
+
Articulate an understanding of the ongoing nature of history and one’s 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.
√
ACPA/NASPA Competency
Area
Skill Specific Rating
Evidence of Learning Future Improvement & Development
Human & Organizational
Resources
The Human and
Describe appropriate hiring techniques and institutional hiring policies, procedures, and processes.
√ (W) As a graduate assistant at Puget Sound I assisted with the recruitment, hiring, and training of student staff. I collaborated with professional staff in the Center for Civic and
Take a more active role in the supervision of the Student Diversity Center staff during the Winter and Spring of 2015
Demonstrate familiarity in basic tenets of supervision and possible application of these supervision techniques.
+
Explain how job descriptions are designed +
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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
financial resources, facilities
management, fundraising,
technology use, crisis
management, risk management, and
sustainable resources.
Overall Rating:
and support overall staffing patterns in one’s work setting.
Intercultural Engagement to assist in facilitating the two-week long start up training program. In addition, I designed the training assessment, analyzed results, and created a formative report focused on areas of improvement for the future. (W) Collaborate across the division and the university to develop partnerships that further shared goals of inclusion, justice, and evaluation(W) Participate in professional development planning conversations with my supervisor and mentors in order to improve my skillset and professional practice(C) SDAD 5700 Leadership in Education I, increased my understanding of different philosophical approaches to leadership and supervision in higher education.
Develop a 1, 5, and 10 year professional development plan with input from current supervisor and mentors
Update and improve: personal website, AboutMe profile, LinkedIn profile, and SDA portfolio
Design a professional development plan in one’s current professional position that assesses one’s strengths and weaknesses in one’s 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., financial, human, material)
+
Use technological resources with respect to maximizing the efficiency and effectiveness of one’s work.
+
Describe environmentally sensitive issues and explain how one’s 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.
+
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 significant incidents and campus crises.
∆
10
0 1 2 3 4 5 Explain the basic tenets of personal or organizational risk and liability as they relate to one’s work.
+
ACPA/NASPA Competency
Area
Skill Specific Rating
Evidence of Learning Future Improvement & Development
Law, Policy, & Governance
The Law, Policy, and Governance
competency area includes
the knowledge, skills, andattitudes
relating to policy
development processes used
in various contexts, theapplication of
legal constructs, and the
understanding of governance structures and their impact on
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.
√ (W) Though office, department, and divisional meetings, engage in discussions about applicable laws and policies affecting programming and critical incidents. Additionally, I have been able to participate in workshops and trainings focused on sexual misconduct and assault and marijuana use by college students. (I) As an intern at CAN, gained a better understanding of the laws and policies around financial aid, undocumented students, the Washington Dream Act, and FAFSA. (I) In my role as conduct intern at Puget Sound, I have gained an increased understanding of laws, policies, and procedures at the campus, state, and federal level(C) Through SDAD 5760 Leadership and Governance I gained a well-
Stay up to date on current legal and governance issues through daily reading of journals and higher education focused websites
In my next position, make time to learn the details of the institutions policies, procedures, and legal issues
Connect with institutional risk management and general council professionals
Develop list of relevant laws and policies for next position. Seek feedback from colleagues
Describe the evolving legal theories that define the student–institution 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 one’s immediate supervisor and campus legal counsel about those matters that may have legal ramifications.
+
Act in accordance with federal and state/province laws and institutional policies regarding nondiscrimination.
√
Describe how policy is developed in one’s department and institution, as well as the local, state/province, and federal levels of government.
√
Identify the major policy makers who influence one’s 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,
√
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one’s professional
practice.
Overall Rating:
0 1 2 3 4 5
local, state/province, and federal levels. rounded understanding of policy and decision making processes at the institutional level. In SDAD 5800 Higher Education Law, I build on a solid foundation to gain a more nuanced understanding of the legal environments in which we operate.
Describe the public debates surrounding the major policy issues in higher education, including access, affordability, accountability, and quality.
+
Describe the governance systems at one’s institution, including the governance structures for faculty, staff, and students.
+
Describe the system used to govern or coordinate one’s state/province system of higher education, including community college, for-profit, and private higher education.
√
Describe the federal and state/province role in higher education.
+
ACPA/NASPA Competency
Area
Skill Specific Rating
Evidence of Learning Future Improvement & Development
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
Describe how one’s personal values, beliefs, histories, and perspectives inform one’s view of oneself as an effective leader.
√ (W) Collaborated to continually facilitate the holistic leadership development of the Student Diversity Center student staff through staff meetings, trainings, one-on-one conversations, and small group dialogues.(W) Utilize my strengths in input, ideation and learning to develop innovative programming, like the transitional program for low income students & students of color, through collaborating and consulting with a diverse array of stakeholders. (W) Focus my work on organizational and program improvement by using data
Further refine my leadership philosophy with more attention paid to my identity and its effects on my leadership style
Participate in a mid-level managers institute within the next three years
Discuss with respected colleagues and mentors their preferred approach to leadership and lessons learned
Seek out professional opportunities, one or off campus, to actively engage and
Identify one’s strengths and weaknesses as a leader and seek opportunities to develop one’s 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 one’s 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 one’s work.
√
Articulate the vision and mission of the primary +
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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.
Overall Rating:
0 1 2 3 4 5
work unit, the division, and the institution. and student narratives to improve practice and develop a culture of continuous improvement.(C) SDAD 5700 Leadership in Education I: Learned more about different approaches to leadership and engaged the material with a critical lens. Developed a comprehensive leadership philosophy, which is congruent with my professional practice and in line with non-hierarchical and feminist leadership frameworks.(O) Served as a facilitator for SU iLead retreat
improve my leadershipExplain 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.
+
Articulate the logic used in making decisions to all interested parties.
+
Exhibit informed confidence 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.
+
ACPA/NASPA Competency
Area
Skill Specific Rating
Evidence of Learning Future Improvement & Development
Personal Foundations
The Personal
Identify key elements of one’s set of personal beliefs and commitments (e.g., values, morals, goals, desires, self-definitions), as well as the source of each (e.g., self, peers, family, or one or more larger
√ (W) In my graduate assistantship, I engage in frequent conversations about my performance as well as identifying areas and methods for further development and growth.
Develop a 1, 5, 10 year personal and professional development plan in line with my values, beliefs, and goals.
Ask for help when
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Foundations competency area involves
the knowledge, skills, and
attitudes to maintain
emotional, physical, social, environmental,
relational, spiritual, and intellectual wellness; be self- directed
and self-reflective; maintain
excellence and integrity in work; be
comfortable with ambiguity;
be aware of one’s own areas of strength and growth; have a
passion for work; and
remain curious.
Overall Rating:
0 1 2 3 4 5
communities). (W/O) As part of my position, actively examine and work to better understand my own biases, values and beliefs in the context of working with diverse populations. I continue to seek out and participate in opportunities that challenge my worldview and expose me to new cultures and perspectives. (C) SDAD5900 Student Development Capstone: Though the development of my personal and professional mission statements I have a clearer understanding of my values, beliefs, and goals(I) At Student SJTI, encouraged students and myself to deeply engage with reflection as a tool for personal development.
needed and identify negative thoughts and actions that inhibit wellness
Better advocate for myself and others around holistic wellness
Continue to do deep personal work around identity, healing and forgiveness
Identify one’s primary work responsibilities and, with appropriate ongoing feedback, craft a realistic, summative self-appraisal of one’s strengths and limitations.
+
Describe the importance of one’s professional and personal life to self, and recognize the intersection of each.
+
Articulate awareness and understanding of one’s attitudes, values, beliefs, assumptions, biases, and identity as it impacts one’s work with others; and take responsibility to develop personal cultural skills by participating in activities that challenge one’s 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 one’s work.
√
Identify positive and negative impacts on psychological wellness
∆
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and, as appropriate, seek assistance from available resources.Recognize the importance of reflection in personal and professional development.
+
ACPA/NASPA Competency
Area
Skill Specific Rating
Evidence of Learning
Future Improvement & Development
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
Articulate theories and models that describe the development of college students and the conditions and practices that facilitate holistic development.
+ (W) Used student development theories to gird the creation of empowering support and transition programs for low income students and students of color. (W) Designed assessment, collected and analyzed data, and produced report for start of the year student staff training. Results were used to inform process improvements. (I) At CAN, wrote a research paper based on student development theory and applicable research around persistence and success for low-income students of color. Additionally, I brought in theory to inform the creation of a summer support series for CAN students. (I/W) Through interning at CAN and in conduct at Puget Sound, as well as in my GAship, I have created
Continue to seek out new knowledge, information, and understanding around emerging trends in research and theory with an intentional focus on underserved populations
Better identify and understand theories that are the foundation of my professional philosophy
Seek out opportunities to serve as a reviewer for journals and other scholarly publications
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 define types of theories (e.g., learning, psychosocial and identity development, cognitive-structural, typological, and environmental).
√
Identify the limitations in applying existing theories and models to varying student demographic groups.
+
Articulate one’s own developmental journey and identify one’s own informal theories of student development and learning (also called “theories-in-use”) and how
√
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understanding teaching and
training theory and practice.
Overall Rating:
0 1 2 3 4 5
they can be informed by formal theories to enhance work with students.
multiple sets of learning outcomes for a variety of programs which have improved measurement of learning. (C) SDAD 5400 Student Development Theory: Gained a fuller knowledge and understanding of foundational and emerging student development theory. Have applied that knowledge in both classes and professional practice
Generate ways in which various 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.
+
Mentor Feedback and Changes
For the second round of mentor feedback I met two separate times with Mike Segawa, Dean of Students at the University of Puget Sound. In
the first conversation, which occurred a month ago, we discussed recognizing and highlighting my strengths in the job search process, weighing the
pros and cons of participating in TPE, and my short and long term career goals. This initial conversation set up a deeper conversation in our second
meeting which was centered on the NASPA/ACPA competencies. Mike’s feedback on my self-assessment was broader and more philosophically
centered rather than dealing with the details and the particulars. His overall feedback was extremely positive but he did ask specific target questions
around the competencies and sub-categories in which I had the majority of my deltas.
We first discussed ethical professional practice and Mike asked what strategies I had to improve in that area. I recognized that in this area, and
in others, I need to be more proactive in seeking out dialogue and learning opportunities to better understand my own and the profession’s ethical
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orientation. The other area we discussed in depth was crisis management knowledge and experience. Due to the nature of my past positions I have
had very little training or experience in dealing with major crises. I have dealt with student deaths, challenging situations, and conflict yet nothing on
the scale on which I need to be prepared. We brainstormed possible opportunities to increase my competence without having a position that deals
with crisis management. We also spent a decent portion of our time together discussing institutional politics, fit, the impact of finance on operations,
and the more invisible aspects of campus culture.
I added multiple bullets points in the future improvement column and cleaned up other areas.
