The competencies below are articulated according to the American College Personnel Association (ACPA) and Student Affairs Administrators in Higher Education (NASPA) standards. 


             According to the standars for professional organisations, these competencies below are what I obtained from class and practice learning at this moment: 




  • Strategically and simultaneously pursue multiple objectives in conversations with students;

  • Facilitate problem-solving;

  • Facilitate individual and group decision making and goal setting;

  • Actively seek out opportunities to expand one's own knowledge and skills in helping students with specific concerns  

  • Demonstrate culturally appropriate advising, helping, coaching, and counseling strategies 

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

  • Identify the contributions of similar and diverse people within and to the institutional environment;

  • Integrate cultural knowledge with specific and relevant diverse issues on campus; 

  • Ecognize the intersectionality of diverse identities possessed by an individual;

  • Articulate a foundational understanding of socialjustice and the role of higher education, the institution, the department, the unit, and the individual in furthering its goals; 

  • Design culturally relevant and inclusive programs, services, policies, and practices; 

  • Integrate cultural knowledge with specific and relevant cultural issues on campus;

  • Identify one's strengths and weaknesses as a leader and seek opportunities to develop one's leadership skills; 

  • Identify basic fundamentals of teamwork and teambuilding in one's work setting and communities of practice 

  • Identify and then effectively consult with key stakeholders and those with diverse perspectives to make informed decisions 

  • Explain the values and processes that lead to organizational improvement 

  • Identify and introduce conversations on potential issues and developing trends into appropriate venues such as staff meetings. 

  • Design ongoing and periodic data collection efforts such that they are sustainable, rigorous, as unobtrusive as possible, and technologically current; 

  • Construct basic surveys and other instruments with consultation 

  • Effectively articulate, interpret, and use results of assessment, evaluation, and research 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 

  • Explain to students and colleagues the relationship of research processes to learning outcomes and goals; 

  • Effectively manage, align, and guide implementation of results of assessment, evaluation, and research reports and studies 

Yadi   Wang 

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