irene ziemba competency assessment - sdad 5900

7/24/2019 Irene Ziemba Competency Assessment - SDAD 5900

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Irene Ziemba SDAD 5900

Artifact E2: Knowledge, Skills, and Competencies Analysis

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 theACPA and NASPA Professional Competency Areas for Student Affairs Practitioners (2010)


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ACPA/NASPACompetency Area

Skill SpecificRating

Evidence of Learning Future Improvement &Development

Advising &

Helping

The Advising andHelping competency

area addresses theknowledge, skills, and

attitudes related toproviding counseling

and advising support,direction, feedback,critique, referral, and

guidance toindividuals and

groups.

Overall Rating:

0 1 2 3 4 5

Exhibit active listening skills (e.g., appropriatelyestablishing interpersonal contact, paraphrasing,perception checking, summarizing, questioning,encouraging, avoid interrupting, clarifying).

+

W=Through advisement ofSEAC and RedZone (within largeand small meetings and 1:1 and 2:1check ins) I developed skills in not

only building rapport withstudents but also in providing

salient questions and feedback inorder to challenge students toproblem solve, and to think

critically and creatively. I alsogained skills in helping students

process and address interpersonalconflicts within organizations, and

move through personal challenges.I=Through advisement of theOrientation Steering Committee at

Cornell I developed skills inquickly developing strong trust

and rapport with students, as wellas helping students prioritize and

problem solve under high pressuresituations with looming deadlines.Advising students through 1:1appointments at Career Serviceshelped me develop thoughtful

structures for advising meetings,understanding what context needs

to be established to inform anyadvice or questions I may ask of

students throughout sessions.C=Foundational Counseling

Skills significantly transformed myadvising style, as I was able tointegrate counseling responses

into my meetings with students inan effective way.

W=Review of AppreciativeAdvising framework, anddevelopment of AppreciateAdvising-based advising

curriculum for SEAC.Continuing to practice

advising through 2:1, 1:1, andgroup meetings.

After Graduate School:Seek out supervisory

opportunities of interns,graduate students, and

eventually professional staff.Take on the coordination of

an inter-office committee.

I=Continued development ofcareer advising style with

advising appointments andworkshops through Career

Services internship.

O=Take a course on conflictresolution and mediation

Establish rapport with students, groups, colleagues,and others.

+

Facilitate reflection to make meaning from experience.

Understand and use appropriate nonverbalcommunication.

+

Strategically and simultaneously pursue multipleobjectives in conversations with students.

Facilitate problem-solving.

Facilitate individual decision making and goal setting. +Challenge and encourage students and colleagueseffectively.

+

Know and use referral sources (e.g., other offices,outside agencies, knowledge sources), and exhibitreferral skills in seeking expert assistance.

!

Identify when and with whom to implementappropriate crisis management and interventionresponses.

"

Maintain an appropriate degree of confidentiality thatfollows applicable legal and licensing requirements,facilitates the development of trusting relationships,and recognizes when confidentiality should be brokento protect the student or others.

!

Recognize the strengths and limitations of ones ownworldview on communication with others (e.g., howterminology could either liberate or constrain others

with different gender identities, sexual orientations,abilities, cultural backgrounds).

!

Actively seek out opportunities to expand ones ownknowledge and skills in helping students with specificconcerns (e.g., suicidal students) and as well asinterfacing with specific populations within the collegestudent environment (e.g., student veterans).

!


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Assessment,

Evaluation, &Research

The Assessment,Evaluation, and

Research competencyarea (AER) focuseson the ability to use,

design, conduct, andcritique qualitativeand quantitative AERanalyses; to manageorganizations using

AER processes andthe results obtainedfrom them; and toshape the politicaland ethical climatesurrounding AER

processes and uses oncampus.

Overall Rating:

0 1 2 3 4 5

Differentiate among assessment, program review,evaluation, planning, and research and the

methodologies appropriate to each.

!

W= Completion of theAssessment Certification Program

enhanced my foundationalknowledge of different assessmentmethods, and IRB process, and

the importance of practicingassessment consistently. I

developed a Qualtrics tool toorganize and build learning

outcomes for all sessions duringiLead, enhancing my knowledge of

how to make outcomesmeasureable and how to

communicate the importance of

outcomes to colleagues. Throughdeveloping assessments for iLeadand student staff training I learnedhow to effectively utilize Qualtrics

as an assessment tool, anddeveloped knowledge of a variety

of useful question forms.I=Through the development ofassessment tools for orientationleader and orientation supervisor

training at Cornell, I gained skill intailoring assessment tools to

useful, measureable learningoutcomes rather than satisfaction.C= Introduction to EducationalResearch gave me foundationalknowledge in types of researchstudies, and considerations in

building a reliable study.O=CAS Standards workshop at

NODA taught me how CASstandards can be used for program

evaluation & assessment.

W= Encouraging furtherdevelopment of consistent and

creative assessment measuresfor SEAC and RedZones

events and contributions tocampus community.

O=Seek out relevantprofessional developmentopportunities, including

workshops, articles, and booksthat encourage creative and

effective assessment practices.Actively seek out researchrelated to programs I work

with currently and those I willwork with in the future.

Effectively articulate, interpret, and use results ofAER reports and studies, including professionalliterature.

!

Facilitate appropriate data collection forsystem/department-wide assessment andevaluation efforts using up-to-date technologyand methods.

"

Assess trustworthiness and other aspects ofquality in qualitative studies and assess thetransferability of these findings to current work

settings.

"

Assess quantitative designs and analysistechniques, including factors that might lead tomeasurement problems, such as those relating tosampling, validity, and reliability.

!

Explain the necessity to follow institutional anddivisional procedures and policies (e.g., IRBapproval, informed consent) with regard toethical assessment, evaluation, and other researchactivities.

!

Explain to students and colleagues therelationship of AER processes to learningoutcomes and goals.Identify the political and educational sensitivity ofraw and partially processed data and AER results,handling them with appropriate confidentialityand deference to the organizational hierarchy.

"

Align program and learning outcomes withorganization goals and values.


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Equity, Diversity, &

Inclusion

The Equity,Diversity, and

Inclusion (EDI)competency area

includes theknowledge,

skills, and attitudesneeded to create

learningenvironments that areenriched with diverseviews and people. It

is also designed tocreate an institutional

ethos that acceptsand celebrates

differences amongpeople, helping tofree them of anymisconceptionsand prejudices.

Overall Rating:

0 1 2 3 4 5

Identify the contributions of similar and diversepeople within and to the institutional environment.

+ W=Work with

underrepresented populationswithin Collegia program -veterans, adult learns,

commuters, and students withchildren. Advisement of

SEAC reorganization processto be more inclusive of

diverse student needs andexperiences. Work withdiverse students at The

Evergreen State College - low

income, first generation, andveterans, among other

populations. Development ofsocial justice training for

Collegia students.I=Research on transferstudent experience and

building programs to meet theneeds of transfer students

from community colleges, and

transfer students of color.C= Social Justice, Student

Development Theory, AdultLearning, TransformationalLeadership, Best Practices inStudent Services, Lifespan

Career Development. Gainedknowledge and awareness ofmy identities and privileges

throughout courses.

W= Continue to work with

SEAC and RedZone onmaking programmingintentional and inclusive of

various lived experiences andidentities. Challenge myself tobuild more trainings aroundthese issues and feel more

comfortable havingconversations around diversity

and social justice.

O= Continue to personallyand professionally challenge

myself to engage with issues ofsocial justice, diversity, andinclusion. Actively seek outresearch and literature on

diverse experiences, participatein campus diversity initiatives,and put what Ive learned intopractice. Continued work and

engagement with my ownidentities, talking to colleagueswho share both similar anddifferent identities about how

those identities affect andshape their work. Increasingwork to own my identitieswithin the workplace and

address them with colleaguesand students.

Integrate cultural knowledge with specific and relevantdiverse issues on campus.

Assess and address ones own awareness of EDI, andarticulate ones own differences and similarities withothers.

!

Demonstrate personal skills associated with EDI byparticipating in activities that challenge ones beliefs.Facilitate dialogue effectively among disparateaudiences.

"

Interact with diverse individuals and implementprograms, services, and activities that reflect an

understanding and appreciation of cultural andhuman differences.

!

Recognize the intersectionality of diverse identitiespossessed by an individual.

+

Recognize social systems and their influence on peopleof diverse backgrounds.

+

Articulate a foundational understanding of socialjustice and the role of higher education, the institution,the department, the unit, and theindividual in furthering its goals.

!

Use appropriate technology to aid in identifyingindividuals 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 andchange aspects of the environment that do notpromote fair treatment.

!

Analyze the interconnectedness of societies worldwideand how these global perspectives impact institutionallearning.

"


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Ethical ProfessionalPractice

The EthicalProfessional Practice

competency areapertains to the

knowledge, skills, andattitudes needed to

understand and applyethical standards toones work. Whileethics is an integral

component of all thecompetency areas,

this competency areafocuses specifically

on the integration ofethics into all aspects

of self andprofessional practice.

Overall Rating:

0 1 2 3 4 5

Articulate ones personal code of ethics for

student affairs practice, which reflects theethical statements of professional studentaffairs associations and their foundationalethical principles.

+

W= Ethical behavior in workingwith students and programs

throughout my time at Seattle Uand The Evergreen State

College. Advisement of studentsin Collegia, SEAC, and Redzone

on issues with ethicalunderpinnings. Consultation

with supervisors when the ethicalanswer to a situation is not clear.

I= Establishment andenforcement of ethical standards

for student volunteersthroughout Cornells orientation

program.

C= Foundations of StudentAffairs learned about ethical

standards for professionalorganizations. Foundational

Counseling Skills learned aboutethical standards of counseling,including privacy and when to

refer to other professionals withmore specialized training.

O=Reflection on my values andbeliefs, and development of

personal ethical guidelines formy work with students, most

notably relationship boundaries:what I share and dont, and how

I manage social mediarelationships.

W= Furthered engagement

with students at the Center forStudent Involvement aroundthe ethics of their roles as

student leaders, the way theychoose to spend tuition

dollars, and what types ofevents they put on. Continuedengagement with ethical issuesas they arise in my professional

practice, relying on mysupervisor and office to

support my engagement withthese issues.

O=Review of the studentaffairs associations ethical

statements and foundationalprinciples. Informationalinterviews with studentactivities and orientation

professionals about ethical

issues faced within theirpositions. Seek out case

studies to practice ethicalthinking in different situations.Take any available trainings orconference sessions on ethical

professional practice.

Describe the ethical statements and theirfoundational principles of any professionalassociations directly relevant to ones workingcontext.

"

Explain how ones behavior embodies theethical statements of the profession, particularlyin relationships with students and colleagues, in

the use of technology and sustainable practices,in professional settings and meetings, in globalrelationships, and while participating in jobsearch processes.

!

Identify ethical issues in the course of ones job. +Utilize institutional and professional resourcesto assist with ethical issues (e.g., consultationwith more experienced supervisors and/orcolleagues, consultation with an associationsEthics Committee).

!

Assist students in ethical decision making andmake referrals to more experiencedprofessionals when appropriate.

!

Demonstrate an understanding of the role ofbeliefs and values in personal integrity andprofessional ethical practices.

+

Appropriately address institutional actions thatare not consistent with ethical standards.

"

Demonstrate an ethical commitment to just andsustainable practices.


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History,

Philosophy, &

Values

The History,Philosophy, and Values

competency areainvolves knowledge,

skills, and attitudes thatconnect the history,

philosophy, and valuesof the profession to

ones currentprofessional practice.

This competency areaembodies the

foundations of theprofession from which

current and futureresearch and practice

will grow. Thecommitment to

demonstrating thiscompetency area

ensures that our presentand future practices are

informed by anunderstanding of our

history, philosophy, andvalues.

Overall Rating:

0 1 2 3 4 5

Describe the foundational philosophies,disciplines, and values on which the profession isbuilt.

W= Engagement with thehistorical context of Seattle

University, and how it affectscurrent trends (particularly

around the spirit of theinstitution).

C= Foundations of the StudentAffairs Profession: learnedabout the history of higher

education and the professionalphilosophies, values, andstandards of professional

organizations. Leadership andGovernance: learned abouthow governance structures

affect higher educationpractices. Best Practices in

Student Services: learned abouta variety of institutional types

and how they attempt tosupport their mission and

values through resources andprogramming for students.

O= Experience with variousinstitutional types throughoutmy education and professional

experience (includingresearching the history ofinstitutions Ive been at),

engagement with current eventsin higher education through

publications and articles.

O=Review of thefoundational philosophiesvalues that undergird the

student affairs profession andprofessional associations.

Review the historicalbackground of student affairs.

Review the principles ofprofessional practice.

Articulate the histor ical contexts of institutionaltypes and functional areas within highereducation and student affairs.

"

Describe the various philosophies that define theprofession.

"

Demonstrate responsible campus citizenship.

Demonstrate empathy and compassion forstudent needs.

+

Describe the roles of both faculty and student

affairs educators in the academy.

+

Explain the importance of service to the academyand to student affairs professional associations.

+

Articulate the principles of professional practice. "Articulate the history of the inclusion andexclusion of people with a variety of identities inhigher education.

!

Explain the role and responsibilities of thestudent affairs professional associations.Explain the purpose and use of publications thatincorporate the philosophy and values of the

profession.

!

Explain the public role and societal benefits ofstudent affairs and of higher education generally.Articulate an understanding of the ongoing natureof history and ones role in shaping it.

+

Model the principles of the profession andcommunicate the expectation of the same fromcolleagues and supervisees.Explain how the values of the professioncontribute to sustainable practices.

"


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Human &OrganizationalResources

The Human andOrganizational

Resources competencyarea includes

knowledge, skills,and attitudes used in

the selection,supervision,

motivation, and formalevaluation ofstaff; conflict

resolution; managementof the politics oforganizational

discourse; and theeffective application of

strategies andtechniques associated

with financial resources,

facilities management,fundraising, technologyuse, crisis management,risk management, andsustainable resources.

Overall Rating:

0 1 2 3 4 5

Describe appropriate hiring techniques and institutionalhiring policies, procedures, and processes.

W= Hiring and supervising of

a variety of student staffs,including studentambassadors at The

Evergreen State College, tourguides at University of PugetSound, and Collegia staff atSeattle U (including hiring

processes, staff meetings, andteambuilding). Managementof student visit program and

budget at TESC. Management

of program, facilities, andbudget for McGoldrick and

Chardin Collegia.

I=Presentation on effectivestudent staff supervisionduring Cornell internship.

C= Leadership 1,Transformational Leadership,

Best Practices in StudentServices. Learned different

ways of analyzing and leadingorganizations. Learned tools

for supervision andleadership, and how to tailorleadership and supervision

styles to organizational cultureand individual needs.

O=Seek out resources on

conflict management stylesand tools.

W=Seek involvement withand understanding of campus

crisis planning, includingnatural disasters and other

possible campus issues.Participation with hiring of

Center for StudentInvolvement leaders.

Demonstrate familiarity in basic tenets of supervision andpossible application of these supervision techniques.

+

Explain how job descriptions are designed and supportoverall staffing patterns in ones work setting.Design a professional development plan in ones currentprofessional position that assesses ones strengths and

weaknesses in ones current position, and establishes actionitems for fostering an appropriate level of growth.

!

Explain the application of introductory motivationaltechniques with students, staff, and others.Describe the basic premises that underlie conflict inorganizational and student life and the constructs utilizedfor facilitating conflict resolution in these settings.

"

Effectively and appropriately use facilities managementprocedures as related to operating a facility or program in afacility.

!

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 theefficiency and effectiveness of ones work.

Describe environmentally sensitive issues and explain howones work can incorporate elements of sustainability.

"

Develop and disseminate agendas for meetings. +

Communicate with others using effective verbal andnonverbal strategies appropriate to the situation in bothone-on-one and small group settings.

+

Recognize how networks in organizations play a role in howwork gets done.Understand the role alliances play in the completion of goalsand work assignments.Describe campus protocols for responding to significantincidents and campus crises.

"

Explain the basic tenets of personal or organizational ri skand liability as they relate to ones work.


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Law, Policy, &Governance

The Law, Policy, andGovernance

competency areaincludes the

knowledge, skills, andattitudes relating to

policy developmentprocesses used in

various contexts, theapplication of legalconstructs, and theunderstanding of

governance structuresand their impact onones professional

practice.

Overall Rating:

0 1 2 3 4 5

Explain the differences between public and privatehigher education with respect to the legal system and

what they may mean for students, faculty, and staff atboth types of institutions.

!

W=Training on FERPA and

its effect on my work inadmissions and within studentaffairs generally.

O= Engagement with currentissues in higher education,

including reading theChronicle of Higher

Education regularly. Generalunderstanding of laws and

issues affecting highereducation, although no formal

or specific training on how toincorporate these laws intomy professional practice.

C= Leadership andGovernance: Developed

knowledge of howgovernance structures affect

policy development, and howpublic and private institutions

differ in their governance

structures and correspondinggovernment oversight. Best

Practices in Student Services:Learned about a variety of

governance structures in bothpublic and private universities,

and how policy andinstitutional structures affect

program development.

C= Completion of HigherEducation Law course, whichwill give me a stronger basis inwhat types of laws and policies

affect the work of studentaffairs professional

O= Seek out trainings,webinars, and readings about

the roles of freedom ofexpression, protests, and

liability and risk reductionwithin student activities and

orientation programs.Continued engagement with

current issues in highereducation through regularreading of the Chronicle ofHigher Education. Reading

more about governancestructures past my individual

institutions and focusing onthe state and federal systems

of governance.

Describe the evolving legal theories that define thestudentinstitution relationship and how they affectprofessional practice.

"

Describe how national constitutions and laws influencethe rights that students, faculty, and staff have on publicand private college campuses.

"

Explain the concepts of risk management and liabilityreduction strategies.Explain when to consult with ones immediate supervisorand campus legal counsel about those matters that may

have legal ramifications.

"

Act in accordance with federal and state/province lawsand institutional policies regarding nondiscrimination. !Describe how policy is developed in ones departmentand institution, as well as the local, state/province, andfederal levels of government.

"

Identify the major policy makers who influence onesprofessional practice at the institutional, local,state/province, and federal levels of government.

"

Identify the internal and external special interest groupsthat influence policy makers at the department,institutional, local, state/province, and federal levels.

"

Describe the public debates surrounding the major policyissues in higher education, including access, affordability,accountability, and quality.

!

Describe the governance systems at ones institution,including the governance structures for faculty, staff, andstudents.

!

Describe the system used to govern or coordinate onesstate/province system of higher education, includingcommunity college, for-profit, and private highereducation.

!

Describe the federal and state/province role in highereducation.

"


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Leadership

The Leadershipcompetency area

addresses theknowledge, skills, andattitudes required of aleader, whether it be apositional leader or a

member of the staff,in both an individualcapacity and within a

process of howindividuals work

together effectively toenvision, plan, effect

change inorganizations, andrespond to internal

and externalconstituencies and

issues.

Overall Rating:

0 1 2 3 4 5

Describe how ones personal values, beliefs, histories, andperspectives inform ones view of oneself as an effective leader.

+ W= Leadership within my

roles as a student staffsupervisor, and studentadvisor. Creative critical

thinking independently andwith students around how tobuild community and addressprogrammatic or interpersonal

issues. Development andimplementation of team

building strategies within staffmeetings and student training.

I= Personal reflectionthrough leadership

assessments such as the MyersBriggs and StrengthFinder.

C= Leadership 1, Leadershipand Governance, Foundations

of the Student AffairsProfession, Best Practices in

Student Services,Foundational Counseling

Skills, TransformationalLeadership. Gained

knowledge of differentleadership models, tools for

effective communication andcollaboration with colleagues

and students.O=Personal reflection andgoal setting informing my

view of my leadership style.

W= Continued engagement as

a leader of my students andwithin my department.Reflecting on my values andleadership assessment resultsand continuing to assess mywork from the lens of my

leadership style.After Graduate School:

Learn about the leadershipmodels that future institutions

I work at utilize. Take on

supervision of groups whenpossible serve on and

eventually organize and run ainter-divisional committee,

serve on and eventually run ahiring committee.

I=Engagement with andmentoring of the Peer CareerAdvisors at Career Services

O= Continued reading aboutleadership styles and models,

conflict managementstrategies, and teambuilding

strategies. Become certified inat least one leadership training

or model Leadershape,Myers-Briggs, etc.

Identify ones strengths and weaknesses as a leader and seekopportunities to develop ones leadership skills.

+

Identify various constructs of leadership and leadership stylesthat include but are not limited to symbolic, expert, relational,and inspirational.Identify basic fundamentals of teamwork and teambuilding inones work setting and communities of practice.Describe and apply the basic principles of community building.

Use technology to support the leadership process (e.g., seekingfeedback, sharing decisions, posting data that support decisions,using group-support website tools).Understand campus cultures (e.g., academic cultures, studentcultures) and collaborative relationships, applying that

understanding to ones work.Articulate the vision and mission of the primary work unit, thedivision, and the institution.

+

Explain the values and processes that lead to organizationalimprovement.Identify institutional traditions, mores, and organizationalstructures (e.g., hierarchy, networks, governing groups, natureof power, policies, goals, agendas and resource allocationprocesses) and how they influence others to act in theorganization.

+

Explain the advantages and disadvantages of different types ofdecision-making processes (e.g., consensus, majority vote, anddecision 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 andthose 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 interestedparties.Exhibit informed confidence in the capacity of ordinary peopleto pull together and take practical action to transform theircommunities and world.

"

Identify and introduce conversations on potential issues anddeveloping trends into appropriate venues such as staffmeetings.


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PersonalFoundations

The PersonalFoundations

competency areainvolves the

knowledge, skills, andattitudes to maintainemotional, physical,

social, environmental,relational, spiritual,

and intellectualwellness; be self-directed and self-

reflective; maintainexcellence and

integrity in work; becomfortable with

ambiguity; be aware

of ones own areas ofstrength and growth;have a passion forwork; and remain

curious.

Overall Rating:

0 1 2 3 4 5

Identify key elements of ones set of personalbeliefs and commitments (e.g., values, morals,goals, desires, self-definitions), as well as thesource of each (e.g., self, peers, family, or oneor more larger communities).

+

W/I= Consistent engagementwith my supervisors aroundconstructive feedback, and

using that feedback to informmy work practices

Engagement with Jesuit valuesaround cura personalisandholistic care of students.C= Foundations of the

Student Affairs Profession,Student Development Theory,Transformational Leadership,

Leadership 1, Social Justice.Increased knowledge and

awareness around the goals ofstudent affairs work, both

broadly and personally.Increased knowledge of

leadership style and identities.O= Consistent reflection on

my values and beliefsthroughout the program, in

the classroom, in workenvironments, and with mypeers. Consistent journaling,

goal setting, and deepconversation with peers,reflecting my engagementwith learning more aboutmyself, and commitment to

identifying how I show up asa person and professional.

W=Continued openness tofeedback surrounding my

work from peers, supervisors,and students.

C= Further reflectionthroughout the capstone

course.

O= Continued, consistentreflection on how I show upas a person and professional.

Engaging with this reflectionthrough writing and

conversation.

Identify ones primary work responsibilitiesand, with appropriate ongoing feedback, craft arealistic, summative self-appraisal of onesstrengths and limitations.

+

Describe the importance of ones professionaland personal life to self, and recognize theintersection of each.

+

Articulate awareness and understanding ofones attitudes, values, beliefs, assumptions,biases, and identity as it impacts ones workwith others; and take responsibility to developpersonal cultural skills by participating inactivities that challenge ones beliefs.

!

Recognize and articulate healthy habits forbetter living.Articulate an understanding that wellness is abroad concept comprised of emotional,

physical, social, environmental, relational,spiritual, and intellectual elements.

+

Identify and describe personal and professionalresponsibilities inherent to excellence.

+

Articulate meaningful goals for ones work. +Identify positive and negative impacts onpsychological wellness and, as appropriate, seekassistance from available resources.

!

Recognize the importance of reflection inpersonal and professional development.

+


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Student Learning &Development

The Student Learningand Developmentcompetency area

addresses theconcepts and

principles of student

development andlearning theory. Thisincludes the ability to

apply theory toimprove and inform

student affairspractice, as well as

understandingteaching and trainingtheory and practice.

Overall Rating:

0 1 2 3 4 5

Articulate theories and models that describe thedevelopment of college students and theconditions and practices that facilitate holisticdevelopment.

!W/I= Use of studentdevelopment theories to

undergird my work withinSeattle University, particularlyarticulating the importance ofengagement and campus prideto my student leaders so theycan understand the scope andeffects of their work. Utilizing

Scholossberg, Baxter-Magolda, Yosso, and others toinform my interactions with

students. Development oflearning outcomes and

assessment practices forstudent trainings.

Engagement with issues ofdiversity and inclusion on

Seattle Us campus.C= Student DevelopmentTheory, Best Practices inStudent Services, Career

Development, AdultLearning, Social Justice.

Developed knowledge oftheories, how professionals Iwork with utilize them, and

developed skills in applying topractice through case studies

and interactions with students.

W= Continued engagementand forging connections with

my work and studentdevelopment theory.

Strengthening my skills intaking theory to practice and

building programs and servicesthat incorporate theory as a

part of their design.

O=Continued reading andengagement with student

affairs scholarship, research,and theories. Revisiting the

theories I learned in my theorycourse and seeking out newer

theories and scholarship.Attending professional

development sessions at myinstitution and at regional and

national conferences.

Articulate how differences of race, ethnicity,nationality, class, gender, age, sexualorientation, gender identity, disability, andreligious belief can influence developmentduring the college years.

!

Identify and define types of theories (e.g.,learning, psychosocial and identitydevelopment, cognitive-structural, typological,

and environmental).

!

Identify the limitations in applying existingtheories and models to varying studentdemographic groups.

+

Articulate ones own developmental journeyand identify ones own informal theories ofstudent development and learning (also calledtheories-in-use) and how they can beinformed by formal theories to enhance workwith students.

+

Generate ways in which various learningtheories and models can inform training andteaching practice.

"

Identify and construct learning outcomes forboth daily practice as well as teaching andtraining activities.

!

Assess teaching, learning, and training andincorporate the results into practice.

"

irene ziemba competency assessment - sdad 5900

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