• Competence in this area involves carrying out AER projects using an understanding of the diverse methods, types, and various tools available. This competence encompasses effective communication with diverse audiences to engage their support, interest, and efforts in the AER projects. This includes the ability to articulate a compelling statement of the problem,  intended outcomes (purpose) and proceeding to gather and analyze data to provide evidence or results concerning those problems and effects.

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• A firm grasp of AER enables me to promote a culture of shared accountability within my institution. The main goal of the Assessment aspect is to provide evidence for accountability and improvement of the services we offer. In this era of depleting resources and when our work is increasingly being challenged to demonstrate its relevancy, concrete evidence of the performance indicators is always essential. The research aspect enables me to understand and conduct scholarly activities that will allow me to contribute to the field and establish my identity as a scholar-practitioner.

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• Evidence 1 is an Assessment plan for a student leadership program. This plan outlines the goal of offering strengths-based leadership training, intended learning outcomes for participants with the criteria for success, the mapping activities to accomplish results, and measures to assess the attainment of outcomes. Evidence 2 shows the manuscript of a group research project that I conducted with some colleagues on international student mental health awareness, needs, and use of counseling services.