Running head: ARTIFACT E: NASPA/ACPA COMPETENCIES Bui 1

Artifact E: Knowledge, Skills, and Competencies Analysis

ASSESSMENT KEY

Overall Competency Rating:

0= no exposure to and no experience in this competency

1= minimal exposure to but no experience in this competency
2= moderate exposure to and minimal experience in this competency
3= moderate experience in this competency
4= experience in this competency
5= much experience in this competency, basic master has been achieved

Specific Skill Rating:

(+)= highly competent

(√)= competent
(∆)= area of improvement/experience needed

Evidence of Learning:

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

*Note: All competency descriptions are taken from the ACPA and NASPA Professional Competency Areas for Student Affairs Practitioners (2010)
ARTIFACT E: NASPA/ACPA COMPETENCIES Bui 2

Assessment
ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &
Competency Area Rating Development

Exhibit active listening skills (e.g., appropriately establishing W= Work Continue to seek out
interpersonal contact, paraphrasing, perception checking, + Culturally Responsive development opportunities like
Advising & summarizing, questioning, encouraging, avoid interrupting, Educator Training (via conferences, learn from
clarifying). Canvas): has lessons on colleagues and mentors, and
Helping Establish rapport with students, groups, colleagues, and others. + advising different student continue to stay informed on
Facilitate reflection to make meaning from experience. + populations and identities. better practices and strategies.
Understand and use appropriate nonverbal communication. + Council and Unions of Specific examples include
The Advising and
Strategically and simultaneously pursue multiple objectives in + Student Programs board learning advising model at
Helping competency conversations with students. meetings: Has provided a current institution by having
area addresses the network and community of conversations with advising staff,
Facilitate problem-solving. +
knowledge, skills, and others who work in student stay up to date on CPR/crisis
Facilitate individual decision making and goal setting. +
attitudes related to programming within the intervention and response
Challenge and encourage students and colleagues effectively. +
providing counseling CTC system. As well as an through free courses offered at
Know and use referral sources (e.g., other offices, outside +
and advising support, agencies, knowledge sources), and exhibit referral skills in
opportunity to share and Highline for Staff, and through
direction, feedback, seeking expert assistance. learn what others are doing leading the Leadership
critique, referral, and Identify when and with whom to implement appropriate crisis V= Volunteer work Programming Team – seek out
+
guidance to management and intervention responses. Community volunteering development opportunities to
individuals and Maintain an appropriate degree of confidentiality that follows + (TIS, NWVSA): Has learn about different student
applicable legal and licensing requirements, facilitates the informed my practice as an populations and practices on how
groups.
development of trusting relationships, and recognizes when educator who values to best serve them. (ie. Visit and
confidentiality should be broken to protect the student or others. community building. These meet with different depts.)
Recognize the strengths and limitations of one’s own worldview + opportunities have given me
on communication with others (e.g., how terminology could a chance to learn about what
either liberate or constrain others with different gender identities, needs and trends are
sexual orientations, abilities, cultural backgrounds). occurring in the local
Overall Rating: Actively seek out opportunities to expand one’s own knowledge + community that may impact
and skills in helping students with specific concerns (e.g., suicidal students.
0 1 2 3 4 5 students) and as well as interfacing with specific populations O= Other
within the college student environment (e.g., student veterans). Attending Conferences:
like NASPA, WSSSC, and
SOCC have helped me
understand students and
student issues better.
ARTIFACT E: NASPA/ACPA COMPETENCIES Bui 3

Skill Specifi Evidence of Learning Future Improvement

ACPA/NASPA c & Development
Competency Area Rating
Differentiate among assessment, program review, W= Work Continue to stay
evaluation, planning, and research and the + Thrive Committee updated on assessment
Assessment, methodologies appropriate to each. On this committee I assisted in examining practices, seek out
Evaluation, & Effectively articulate, interpret, and use results of existing data on students on academic training of policies,
Research AER reports and studies, including professional + probation at Highline to understand trends procedures, and
literature. research, and strive to
and how to best support students with continue to get
Facilitate appropriate data collection for academic challenges. involved with
The Assessment, system/department-wide assessment and + Leadership Programming Team assessment in work as
Evaluation, and evaluation efforts using up-to-date technology and A goal for this team is to provide an a Student Affairs
Research competency methods. assessment each year on annual objectives professional. Specific
area (AER) focuses Assess trustworthiness and other aspects of quality created in the summer before the academic examples that I will be
on the ability to use, in qualitative studies and assess the transferability + year. This team also leads student seeking out for this are
design, conduct, and of these findings to current work settings. evaluations each quarter with student leaders conferences for
critique qualitative Assess quantitative designs and analysis techniques, personal/professional
who work in CLS and MCA.
and quantitative AER including factors that might lead to measurement + development through
Clubs Program
analyses; to manage problems, such as those relating to sampling, going to at least one
validity, and reliability. Have been able to successfully assess
organizations using AER oriented
Explain the necessity to follow institutional and Student Clubs to understand how to better workshop session at
AER processes and support specifically identity-based
divisional procedures and policies (e.g., IRB √ NASPA. I will also
the results obtained approval, informed consent) with regard to ethical organizations and clubs. Leading to an look to play a bigger
from them; and to assessment, evaluation, and other research increase in identity-based organizations in role in helping CLS
shape the political activities. my three years in the position move forward with
and ethical climate Explain to students and colleagues the relationship C= Coursework AER through
surrounding AER of AER processes to learning outcomes and goals. + SDAD 5990 MA Project examining what we are
processes and uses on Completed a project with SU OMA currently assessing and
campus. examining the experiences of Students of thinking about how we
Identify the political and educational sensitivity of
Color on Academic Probation. Was able to can continue to change
raw and partially processed data and AER results, +
complete research and create a proposed and innovate to create
handling them with appropriate confidentiality and better practices and
Overall Rating: deference to the organizational hierarchy. timeline and ideas to help SU better support processes.
Align program and learning outcomes with students who experience academic difficulty.
0 1 2 3 4 5 organization goals and values. + EDUC 5000: Intro to Educational
Research
This course allowed me to build a
foundation of knowledge in how to
ARTIFACT E: NASPA/ACPA COMPETENCIES Bui 4

understand data and research that aided in

my completion of MA Project
SDAD 5400: Student Development
Theory, Research, and Practice
This course has helped me reflect on my
professional practice and how I work with
students every day. It has informed the
changes and innovation I have created in my
work at Highline.
V= Volunteer work
Community Volunteering
Have helped two separate organizations
align program with mission, vision, and
learning objectives. Leading both
organizations to create a more sustainable
model of business.
ARTIFACT E: NASPA/ACPA COMPETENCIES Bui 5

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area Rating Development
Identify the contributions of similar and diverse + W= Work Continuing to seek out
Equity, people within and to the institutional environment. Workshop Facilitation: new information and
Diversity, & Integrate cultural knowledge with specific and + One of the lead facilitators for student striving to be authentic,
Inclusion relevant diverse issues on campus. leadership training, provide EDI training to transparent, and honest
Assess and address one’s own awareness of EDI, + students throughout the year, and provide EDI in working with
and articulate one’s own differences and similarities
The Equity, with others.
resources to students. students, continue to
Diversity, and Demonstrate personal skills associated with EDI + I= Internship meet students at their
Inclusion (EDI) by participating in activities that challenge one’s SDAD 5960 Independent Study: Sociology needs. Specific
competency area beliefs. of Race & Ethnicity examples of how I will
includes the Facilitate dialogue effectively among disparate + Unique opportunity to teach with my mentor seek this development
knowledge, audiences. Dr. Sturdivant SQ 18 to a small class about will be through
skills, and attitudes Interact with diverse individuals and implement EDI topics in a sociological context. professional
programs, services, and activities that reflect an +
needed to create understanding and appreciation of cultural and
C= Coursework conferences for
learning human differences. COUN 5130: Counseling Diverse development. For
environments that Recognize the intersectionality of diverse identities + Populations example continuing to
are enriched with possessed by an individual. Helped me gain an understanding of attend NASPA
diverse views and Recognize social systems and their influence on + Counseling practices for diverse populations. conference, seeking to
people. It is also people of diverse backgrounds. Gave me a fresh perspective on things to go to LEAP advance
designed to create Articulate a foundational understanding of social consider when talking to different students for own identity
justice and the role of higher education, the +
an institutional institution, the department, the unit, and the
from diverse backgrounds development, NCORE
ethos that accepts individual in furthering its goals. EDUC 5200: Social Justice to learn more current
and celebrates Use appropriate technology to aid in identifying Explored the different forms of justice through conversation around
differences among individuals with diverse backgrounds as well as + group dialogue and personal reflection. EDI topics, and apply
people, helping to assessing progress towards successful integration of STML 5720 Leadership, Personality, and to SJLI. Other ways I
free them of any these individuals into the campus environment. Culture hope to continue to do
misconceptions Design culturally relevant and inclusive programs, + V= Volunteer this work is through
services, policies, and practices.
and prejudices. Tet in Seattle being a larger voice on
Demonstrate fair treatment to all individuals and Seattle Center Festal campus and in my
Overall Rating: change aspects of the environment that do not +
promote fair treatment.
As a part of T.I.S, I also came to monthly networks around
Analyze the interconnectedness of societies meeting with all the other festival producers at Equity and Diversity
0 1 2 3 4 5 worldwide and how these global perspectives the Seattle Center to learn from each other issues and
√
impact institutional learning. about how to best serve different and diverse conversations.
communities in the context of non-profit work. Challenging myself to
This information very easily translates to the have the difficult
support I provide to my students. conversations with
ARTIFACT E: NASPA/ACPA COMPETENCIES Bui 6

O= Other students and colleagues

SDA Retreat Workshop Presenter when needed.
Co-presented a workshop at SDA retreat 2018
on Student Affairs Identity Development
Workshops and Conferences through City
of Seattle
Have had the opportunity to increase my
knowledge, skills, and awareness around EDI
by attending city sponsored workshops.
NASPA
Attended regional conference 16 and 18’ and
been able to connect more with APIDA and
API community networks
ARTIFACT E: NASPA/ACPA COMPETENCIES Bui 7

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area
Articulate one’s personal code of ethics for student
affairs practice, which reflects the ethical
Ethical Professional statements of professional student affairs
Practice associations and their foundational ethical
principles.
Describe the ethical statements and their
The Ethical foundational principles of any professional
Professional Practice associations directly relevant to one’s working
competency area context.
pertains to the
Explain how one’s behavior embodies the ethical
knowledge, skills, and
statements of the profession, particularly in
attitudes needed to
relationships with students and colleagues, in the
understand and apply
use of technology and sustainable practices, in
ethical standards to
professional settings and meetings, in global
one’s work. While
relationships, and while participating in job search
ethics is an integral
processes.
component of all the
Identify ethical issues in the course of one’s job.
competency areas,
this competency area Utilize institutional and professional resources to
focuses specifically assist with ethical issues (e.g., consultation with
on the integration of more experienced supervisors and/or colleagues,
ethics into all aspects consultation with an association’s Ethics
of self and Committee).
professional practice. Assist students in ethical decision making and make
referrals to more experienced professionals when
appropriate.
Demonstrate an understanding of the role of
Overall Rating: beliefs and values in personal integrity and
professional ethical practices.
0 1 2 3 4 5
Appropriately address institutional actions that are
not consistent with ethical standards.
Demonstrate an ethical commitment to just and
sustainable practices.
Rating Development
W= Work I plan on continuing to tap
+ Clubs Program into my professional
Assist student club leaders networks and have
understand ethical practice in conversations with mentors
building their club communities on to stay current with my
campus. Also helping them navigate
the policies that exist at Highline that
ethical professional practice.
I will always strive to make
impact them as students.
√ General Work informed decisions by
Have had to address institutional consulting my networks who
actions that are not consistent to have expertise in areas I am
ethical standards with colleagues and unsure of.
students. As well as navigate student
conduct and concerns within my Specific examples of how I
+ position in an ethical and
will strive to do this is by
professional manner.
continuing to be a
State Board of Ethics Training
professional who is
As a part of work expectations, staff
transparent and honest with
√ are expected to go through Ethics
my colleagues and students.
training to understand and embody
ethical practice and professionalism
+ as a state employee.
I= Internship
SDAD 5960: Course Assistant
(Both sections)
Have had to reflect on understanding
+ how an ethics of standard is different
or similar inside and outside of the
classroom as a SA professional. Have
pushed myself to be vulnerable with
+ my students as a practice of
pedagogy that is working toward
+ supporting student centered learning.
C= Coursework
SDAD 5760: Leadership &
√ Governance
Explored different ethical issues and
scenarios to practice and explore
ARTIFACT E: NASPA/ACPA COMPETENCIES Bui 8

how ethical decision making is

creating in higher education.
EDUC 5800: Higher Ed Law
Learned about the laws and policies
that govern higher education. Learned
how to effectively read, understand,
research, and stay up to date on
current topics and issues that may
impact higher education.
O= Other
Seek Mentorship
Have and will continue to have
conversations with mentors,
colleagues, and students about ethics
and professionalism. The field is
always constantly changing and as a
professional I need to be able to stay
up to date and also critical or what is
or is not being said or done.
ARTIFACT E: NASPA/ACPA COMPETENCIES Bui 9

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement

Competency Area Rating & Development
History, Describe the foundational philosophies, disciplines, + W= Work I plan on attending
Philosophy, & and values on which the profession is built. Every day at Highline more professional
Values Articulate the historical contexts of institutional types Every day at work in my role, I am development
and functional areas within higher education and √ challenged to better understand who I am opportunities to
The History, student affairs. as a professional through my work and continue to be a life-
Philosophy, and Values support of students. Part of this growth long learning. I think
Describe the various philosophies that define the √
competency area and evidence of learning is understanding it is essential to
involves knowledge,
profession.
Demonstrate responsible campus citizenship. + that I can learn as much from the continue to learn so
skills, and attitudes that
connect the history, community I serve as they are learning that I am staying up
Demonstrate empathy and compassion for student +
philosophy, and values needs. from me. I also am able to express these to date with student
of the profession to values down to the students I supervise, needs, evolving my
Describe the roles of both faculty and student affairs +
one’s current and the colleagues that I lead. values and practice,
educators in the academy.
professional practice. I= Internship and to better
This competency area Explain the importance of service to the academy and √ SDAD 5960: Course Assistant (Both understand where
embodies the to student affairs professional associations. sections) the profession is
foundations of the Articulate the principles of professional practice. √ Through course assisting in both a moving in the future.
profession from which Articulate the history of the inclusion and exclusion + undergraduate course as well as a graduate Ways I will do this is
current and future of people with a variety of identities in higher course I feel that I have a better understand by staying connected
research and practice education. of student needs and issues from a more
holistic perspective having experienced the
and building up the
will grow. The
commitment to Explain the role and responsibilities of the student + classroom as a student also. Now I am able to networks that I
demonstrating this affairs professional associations. understand both what the student and already a part of. I
competency area Explain the purpose and use of publications that √ professional have to navigate. This has plan on continuing to
ensures that our present incorporate the philosophy and values of the allowed me to see the importance and grow in this area by
and future practices are profession. connection of having practitioners who seeking out webinars,
informed by an Explain the public role and societal benefits of + understand student affairs and academics. attending NASPA,
understanding of our student affairs and of higher education generally. C= Coursework and having
history, philosophy, and SDAD 5300: Foundations conversations with
Articulate an understanding of the ongoing nature of √
values. Foundations allowed me to understand colleagues and peers.
history and one’s role in shaping it.
Overall Rating: where the field of higher education
0 1 2 3 4 5 Model the principles of the profession and +
started. Throughout the program and my
communicate the expectation of the same from
colleagues and supervisees. work experience I now have been able to
see how far it has come.
Explain how the values of the profession contribute + O= Other
to sustainable practices.
NASPA
ARTIFACT E: NASPA/ACPA COMPETENCIES Bui 10

NASPA allows me to stay up to date with

the field and changes that are happening
within higher education.
Mentorship
My mentors have been a huge resource to
my development and growth. They have
instilled values and modeled to me what it
means to be a social justice centered,
equitably, and transparent professional in
the field.
ARTIFACT E: NASPA/ACPA COMPETENCIES Bui 11

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement

Competency Area Rating & Development

Describe appropriate hiring techniques and institutional hiring + W= Work A few things that I
policies, procedures, and processes.
Human & Leading Department Meetings would like to take on
Demonstrate familiarity in basic tenets of supervision and +
Organizational possible application of these supervision techniques.
This year I have had the responsibility to for future
Resources Explain how job descriptions are designed and support overall
lead my department meetings – this has development
+ given me an opportunity to provide purposes is to
staffing patterns in one’s work setting.
The Human and Design a professional development plan in one’s current professional development, use different continue to lead CLS
Organizational professional position that assesses one’s strengths and techniques to keep colleagues and staff department meetings,
Resources competency weaknesses in one’s current position, and establishes action items √
engaged, articulate different matters of look for
area includes for fostering an appropriate level of growth.
business that are important to the opportunities to
knowledge, skills, Explain the application of introductory motivational techniques +
and attitudes used in with students, staff, and others. department, create and develop agendas, continue to serve on
the selection, Describe the basic premises that underlie conflict in and gain a wider perspective of the selection committee
supervision, organizational and student life and the constructs utilized for impact that campus protocols have on and opportunities to
√
motivation, and formal facilitating conflict resolution in these settings. different functions a part of the lead committees, I
evaluation of Effectively and appropriately use facilities management department. will also look to
procedures as related to operating a facility or program in a
staff; conflict
facility.
+ Leading Leadership Programming manage more
resolution; management Team budgets for my area
Articulate basic accounting techniques for budgeting, +
of the politics of monitoring, and processing expenditures. Leading this team has given me and continue to serve
organizational experience in understanding how our on S&A budget
discourse; and the
Demonstrate effective stewardship and use of resources (i.e., +
financial, human, material) programming fits into the larger picture at committee. Lastly, I
effective application of Use technological resources with respect to maximizing the + Highline. It gives a space for all the will reflect and
strategies and efficiency and effectiveness of one’s work.
techniques associated leadership advisers to grow together and continue to have
Describe environmentally sensitive issues and explain how one’s √
with financial resources, work can incorporate elements of sustainability.
innovate as a team. conversations with
facilities management, Sitting on different department and mentors on
Develop and disseminate agendas for meetings. +
fundraising, technology campus wide committees supervising methods
Communicate with others using effective verbal and nonverbal
use, crisis management, strategies appropriate to the situation in both one-on-one and - S&A Budget Committee and techniques to
risk management, and small group settings.
+ Being 1 of 3 voting staff members better grow my skills
sustainable resources. Recognize how networks in organizations play a role in how + contributing to how 1.9 million dollars in in supporting others.
work gets done. student funds are being allocated across
Overall Rating: Understand the role alliances play in the completion of goals and + campus has been an experience that has
0 1 2 3 4 5 work assignments.
allowed me to understand budgeting on a
Describe campus protocols for responding to significant √
incidents and campus crises.
campus wide scale.
Explain the basic tenets of personal or organizational risk and
- Various screening committees
√ I have had the opportunity to explore the
liability as they relate to one’s work.
hiring process. Seeing what works well
ARTIFACT E: NASPA/ACPA COMPETENCIES Bui 12

and doesn’t work well once I have the

opportunity to lead one myself. This has
also helped me become more aware of
the different ethical factors I need to be
aware of as a future hiring manager.
I= Internship
SDAD 5960: Course Assistant (Both
sections)
Helped me understand and gain a perspective
of the intricacies of a different function in
higher education (instruction) and how that
can relate to student affairs and or where
there are potentials for collaboration and
crossover
V= Volunteer work
Executive Director Tet in Seattle
As the E.D, I was often the person
making HR decisions for our volunteer
non-profit. Having to oversee daily
operations and the direction and vision of
my staff. In my role I needed to be able
to articulate and understand the
organizations operating budget, develop
agendas, and have foresight for
organization risk and liability.
Lead Director for Board of Directors
NWVSA
In this new position I am helping the
organization start and build a foundation
for its first Board of Directors. This
include building structures and helping
guide the vision planning process for how
this board will support the organization
and its staff.
ARTIFACT E: NASPA/ACPA COMPETENCIES Bui 13

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area Rating Development
Explain the differences between public and private higher education W= Work I will always reflect on how
with respect to the legal system and what they may mean for students, In my role with clubs I to grow in this area and will
faculty, and staff at both types of institutions.
√
Law, Policy, & work closely with student continue conversations with
Governance Describe the evolving legal theories that define the student–institution government and my mentors in opportunities
relationship and how they affect professional practice. sometimes help support to improve in Law, Policy,
√
Describe how national constitutions and laws influence the rights that them in their projects and Governance. I will seek
The Law, Policy, and students, faculty, and staff have on public and private college
√ because clubs are linked out opportunities to be
Governance campuses. with governance at involved with policy
Explain the concepts of risk management and liability reduction √
competency area Highline for student changes on campus, as well
strategies.
includes the Explain when to consult with one’s immediate supervisor and campus + voice. Having to support as stay active in changes on
knowledge, skills, and legal counsel about those matters that may have legal ramifications. student government has campus and advocate for
attitudes relating to Act in accordance with federal and state/province laws and + given me the opportunity student centered policies.
policy development institutional policies regarding nondiscrimination. to see what policies and Outside of work, I will also
processes used in Describe how policy is developed in one’s department and institution, + governance decisions the look to be more active in
various contexts, the as well as the local, state/province, and federal levels of government. State and institution are my community and stay up
application of legal Identify the major policy makers who influence one’s professional changing and to date with laws and
√
constructs, and the practice at the institutional, local, state/province, and federal levels of implementing from year policies that impact myself
understanding of government. to year. An example of and my work. Lastly I will
governance structures Identify the internal and external special interest groups that influence √ how I have supported look for training
policy makers at the department, institutional, local, state/province,
and their impact on student government is by opportunities to improve
and federal levels.
one’s professional Describe the public debates surrounding the major policy issues in taking them to my knowledge of risk
practice. higher education, including access, affordability, accountability, and conferences a part of management and liability.
quality.
√
their role and helping
Describe the governance systems at one’s institution, including the √ them with legislative
governance structures for faculty, staff, and students.
breakfast.
Describe the system used to govern or coordinate one’s state/province C= Coursework
Overall Rating: system of higher education, including community college, for-profit,
√ EDUC 5800: Higher
and private higher education.
Describe the federal and state/province role in higher education. Ed Law
0 1 2 3 4 5 √ In this class, I feel that I
have been able to grow in
an area that I was not as
confident in coming into
the program. Higher Ed
Law has helped me better
understand Law in
ARTIFACT E: NASPA/ACPA COMPETENCIES Bui 14

relation to my work and

how best to understand
and navigate laws and
policies
SDAD 5760: Lead and
Gov
Gave me perspective on
Governance from
multiple levels at an
educational institution. It
also allowed me to think
about case studies and
what I would do or how
I would navigate
governance in my future
roles.
SDAD 5990: MA
Project
In this project I had to
understand academic
policies to understand
how to approach and
execute my research
appropriately.
ARTIFACT E: NASPA/ACPA COMPETENCIES Bui 15

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area Rating Development

Describe how one’s personal values, beliefs, histories, and perspectives inform + W= Work I will continue to seek
one’s view of oneself as an effective leader.
Facilitating growth opportunity to lead
Identify one’s strengths and weaknesses as a leader and seek opportunities to +
Leadership develop one’s leadership skills.
workshops/trainings and challenge my students
Identify various constructs of leadership and leadership styles that include but As a lead programmer in and colleagues to reflect and
+
are not limited to symbolic, expert, relational, and inspirational. my office, I am think critically of how we
The Leadership Identify basic fundamentals of teamwork and teambuilding in one’s work + responsible for are creating and innovating
competency area setting and communities of practice. facilitating workshops in connection to our
addresses the Describe and apply the basic principles of community building. + and trainings for students mission, values, and vision. I
knowledge, skills, and Use technology to support the leadership process (e.g., seeking feedback, + across campus specifically will contribute to
sharing decisions, posting data that support decisions, using group-support
attitudes required of a website tools). throughout the year. find ways to strengthen the
leader, whether it be a Understand campus cultures (e.g., academic cultures, student cultures) and Programming clubs program to support
+
positional leader or a collaborative relationships, applying that understanding to one’s work. As the lead for the building of student
member of the staff, Articulate the vision and mission of the primary work unit, the division, and + Leadership Programming communities. I will also
in both an individual the institution.
Team. I facilitate our seek opportunities to keep
Explain the values and processes that lead to organizational improvement. +
capacity and within a leadership advisers in leading and developing my
process of how Identify institutional traditions, mores, and organizational structures (e.g., planning and executing leadership skills in my role
hierarchy, networks, governing groups, nature of power, policies, goals,
individuals work agendas and resource allocation processes) and how they influence others to √ annual events and through development at
together effectively to act in the organization. programs that are conferences, attempting to
envision, plan, effect Explain the advantages and disadvantages of different types of decision- + produced by CLS and understand the impact of
change in making processes (e.g., consensus, majority vote, and decision by authority).
MCA. Articulating the my decisions as a leader and
Think critically and creatively, and imagine possibilities for solutions that do +
organizations, and not currently exist or are not apparent. mission and vision of the how it impacts my students.
respond to internal Identify and then effectively consult with key stakeholders and those with unit in each and every
and external √
diverse perspectives to make informed decisions. program we produce. As
constituencies and Explain the impact of decisions on diverse groups of people, other units, and + well as providing
issues. sustainable practices.
leadership advising for
Overall Rating: Articulate the logic used in making decisions to all interested parties. + students as needed to
Exhibit informed confidence in the capacity of ordinary people to pull + help them grow in their
0 1 2 3 4 5 together and take practical action to transform their communities and world. leadership.
Clubs Program
Identify and introduce conversations on potential issues and developing trends +
into appropriate venues such as staff meetings. Helping provide support
and advising to the
largest clubs program in
the CTC system. I help
students build vision and
ARTIFACT E: NASPA/ACPA COMPETENCIES Bui 16

mission for their

communities.
C= Coursework
COUN 5070 Project
Working with my group
I was able to identify
opportunities to help
students at Bailey
Gatzert with their
literacy.

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area Rating Development

Identify key elements of one’s set of personal beliefs and W= Work Work, life, balance is
Personal commitments (e.g., values, morals, goals, desires, self- + Work has challenged me something that continues to
Foundations definitions), as well as the source of each (e.g., self, peers, to always strive for shift for me as I move up
family, or one or more larger communities). improvement and and gain more work
The Personal Identify one’s primary work responsibilities and, with development. I firmly responsibilities. Knowing
Foundations appropriate ongoing feedback, craft a realistic, summative + believe that I cannot that in search with new
competency area self-appraisal of one’s strengths and limitations. make my students do opportunities I need to
involves the anything that I am not remind myself to advocate
Describe the importance of one’s professional and
knowledge, skills, and also willing to model and for my own self-care and
personal life to self, and recognize the intersection of each. +
attitudes to maintain do myself. In my work find ways to integrate that
emotional, physical, Articulate awareness and understanding of one’s attitudes, with my community I with my work. Especially in
social, environmental, values, beliefs, assumptions, biases, and identity as it often am asking my a Director’s role where my
relational, spiritual, impacts one’s work with others; and take responsibility to +
students to reflect and responsibilities may become
and intellectual develop personal cultural skills by participating in activities
think about how they can less student facing, I need to
wellness; be self- that challenge one’s beliefs.
improve their habits and make an intention
directed and self- Recognize and articulate healthy habits for better living. + behaviors. This includes commitment to make time
reflective; maintain Articulate an understanding that wellness is a broad seeking assistance and for students. They are who
excellence and concept comprised of emotional, physical, social, + not doing everything on gives me energy in passion
integrity in work; be environmental, relational, spiritual, and intellectual my own and always in my work with higher ed.
comfortable with elements. seeking balance in my Other things I will do will
ambiguity; be aware Identify and describe personal and professional + life. be to find meaningful ways
of one’s own areas of responsibilities inherent to excellence. C= Coursework to build an environment
ARTIFACT E: NASPA/ACPA COMPETENCIES Bui 17

strength and growth; Articulate meaningful goals for one’s work. + SDAD 5900: Capstone that is inclusive and healthy.
have a passion for Identify positive and negative impacts on psychological Reflection of my time in That means building goals,
work; and remain wellness and, as appropriate, seek assistance from available + SDA has solidified my teambuilding, and
curious. resources. values as a student affairs continuing to reflect on my
Recognize the importance of reflection in personal and practitioner. It has given actions.
Overall Rating: professional development. me the ability to
+ articulate my own values
0 1 2 3 4 5 and personal belief and
how I shape that in my
work as a professional. It
also reminds me of the
importance of reflection
as I need to be self-aware
as much as I am aware of
others.
ARTIFACT E: NASPA/ACPA COMPETENCIES Bui 18

ACPA/NASPA Skill Specific Evidence of Learning Future Improvement &

Competency Area Rating Development

Articulate theories and models that describe the W= Work

development of college students and the conditions and √ Working at a community
Student Learning & practices that facilitate holistic development. college has given me the
Development Articulate how differences of race, ethnicity, nationality, opportunity to work with
class, gender, age, sexual orientation, gender identity, + students from a much
disability, and religious belief can influence development more diverse background
The Student Learning during the college years. and experiences then I
and Development believe I would have seen
Identify and define types of theories (e.g., learning,
competency area at a 4-year university.
psychosocial and identity development, cognitive- √
addresses the This has allowed me to
structural, typological, and environmental).
concepts and consider how student
principles of student Identify the limitations in applying existing theories and development theories
development and models to varying student demographic groups. +
apply to a much more
learning theory. This diverse population then
includes the ability to Articulate one’s own developmental journey and identify on who it was observed
apply theory to one’s own informal theories of student development and on. IN my work I have
improve and inform learning (also called “theories-in-use”) and how they can be + had to utilize theories like
student affairs informed by formal theories to enhance work with Yosso’s CCW model and
practice, as well as students. Strayhorn’s Sense of
understanding belonging to consider
teaching and training Generate ways in which various learning theories and how I support students,
theory and practice. models can inform training and teaching practice. + help them build
communities, and
Identify and construct learning outcomes for both daily develop as student
practice as well as teaching and training activities. + leaders.
Overall Rating: I= Internship
Assess teaching, learning, and training and incorporate the SDAD 5960: Course
0 1 2 3 4 5 results into practice. + Assistant (Both sections)
In my course assistant
experiences, I have been
challenged to construct
learning outcomes and
lessons that have helped
students learn materials
NCORE and other
professional development
opportunities like Faculty
staff of Color Conference
and SJLI will help my grow
and stay up to date with
practices and theories. As
well as continuing to find a
balance between theory and
practice. I will continue to
challenge myself to think
critically on how I am
staying informed in my
work. I will continue to
build my network and revisit
research to stay up to date
on how to support students.
As a mid-level professional I
will also think about how I
can help my students and
colleagues connect theory
and research to our practice
and programming.
ARTIFACT E: NASPA/ACPA COMPETENCIES Bui 19

in a meaningful way.
How I have had to do
this is by assessing
myself and my teaching
and think about what
research and theory I
can connect to my
practice and my
student’s experiences.
C= Coursework
SDAD 5400: Student
Development Theory,
Research, and Practice
This course gave me the
language and foundation
of theory that informs
my work as a
professional. Using
theory to inform my
practice and experiences
help me provide my
students holistic support.
ARTIFACT E: NASPA/ACPA COMPETENCIES

Bui 20