AmeriCorps 2011-2012 cohort
Students solo-climb with the support of their classmates
Adjusting and determining what work/life balance looks like for me and my family
AmeriCorps 2011-2012 cohort
Professional Competency Assessments
Below is an image displaying the ten professional competency areas for student affairs educators and practitioners, as explained by the College Student Educators International (ACPA) and the Student Affairs Administrators in Higher Education (NASPA) professional organizations (2015). I identify my level of proficiency, recognizing that levels fluctuate and require consistent attention.
In addition to physically representing my level of proficiency, I offer insight into my self-selection within each category. Included are artifacts from my experiences in Higher Education. These artifacts show glimpses into my life and overlap, as shown in the chart, with other competency areas. Reflecting on each category supports my professional growth and goals for my future career.
Click the button below to access the Professional Competency Areas for Student Affairs Educators (ACPA & NASPA, 2015).
I indicate "average" location on this chart because I am in a constant state of fluctuation in all 10 competency areas. For example, there are some areas I identify as being advanced in, but there are some foundational and intermediate components I continue to develop. On the other hand, there are areas in which I have developed within the overlap of two or more competency areas, even if one of these areas is labeled as foundational.
Advanced Competency Areas
Addresses the knowledge, skills, and dispositions required of a leader, with/out positional authority. Leadership involves both the individual role of a leader and the leadership process of individuals working together to envision, plan, and affect change and respond to broadbased constituencies and issues. This includes working with students, student affairs colleagues, faculty, and community members. This section is organized by leadership learning concepts: Education (knowledge construction and articulation); Training (skill identification and enhancement); Development (personal reflection and growth); and Engagement (active participation and application) (Adapted from ACPA & NASPA, 2015).
Addresses the knowledge, skills, and dispositions used in the management of institutional human capital, financial, and physical resources. This area recognizes that growth through challenges builds new skills in the selection, supervision, motivation, and formal evaluation of staff; resolution of conflict; management of the politics of organizational discourse; and the effective use of strategies/techniques associated with financial resources, fundraising, technology, facilities management, crisis management, risk management and sustainable resources (Adapted from ACPA & NASPA, 2015).
"Addresses the concepts and principles of student development and learning theory. This includes the ability to apply theory to improve and inform student affairs and teaching practice" (ACPA & NASPA, 2015).
Intermediate Competency Areas
"Addresses the knowledge, skills, and dispositions related to providing advising and support to individuals and groups through direction, feedback, critique, referral, and guidance. Through developing advising and supporting strategies that take into account self-knowledge and the needs of others, we play critical roles in advancing the holistic wellness of ourselves, our students, and our colleagues" (ACPA & NASPA, 2015).
Addresses the knowledge, skills, and dispositions to develop and maintain integrity in one’s life and work. Includes thoughtful development, critique, and adherence to a holistic, comprehensive standard of ethics and commitment to self wellness and growth. Recognizes that integrity has an internal locus informed by external ethical guidelines, an internal voice of care, and our own lived experiences. This area is developed through curiosity, reflection, and self-authorship (Adapted from ACPA & NASPA, 2015).
Addresses the knowledge, skills, and dispositions needed to create learning environments that foster equitable participation of all groups and seeks to address issues of oppression, privilege, and power. Involves those who have a sense of their own agency and social responsibility that includes others, the community, and larger global contexts. Incorporation of this area is met when one seeks to meet the needs of all groups, equitably distributing resources, raising social consciousness, and repairing past and current harms on campus communities (Adapted from ACPA & NASPA, 2015).
"Addresses the use of digital tools, resources, and technologies for the advancement of student learning, development, and success as well as the improved performance of student affairs professionals. Included within this area are knowledge, skills, and dispositions that lead to the generation of digital literacy and digital citizenship within communities of students, student affairs professionals, faculty members, and colleges and universities" (ACPA & NASPA, 2015).
"Addresses the knowledge, skills, and dispositions that connect the history, philosophy, and values of the student affairs profession to one’s current professional practice. This competency area embodies the foundations of the profession from which current and future research, scholarship, and practice will change and grow. The commitment to demonstrating this competency area ensures that our present and future practices are informed by an understanding of the profession’s history, philosophy, and values" (ACPA & NASPA, 2015).
Foundational Competency Areas
"Addresses the ability to design, conduct, critique, and use various AER methodologies and the results obtained from them, to utilize AER processes and their results to inform practice, and to shape the political and ethical climate surrounding AER processes and uses in higher education" (ACPA & NASPA, 2015).
"Addresses the knowledge, skills, and dispositions relating to policy development processes used in various contexts, the application of legal constructs, compliance/policy issues, and the understanding of governance structures and their impact on one’s professional practice" (ACPA & NASPA, 2015).
References
College Student Educators International & Student Affairs Administrators in Higher Education. (2015). Professional competency areas for student affairs educators.
Washington, DC: Authors. Retrieved from http://www.naspa.org/images/uploads/main/ACPA_NASPA_Professional_Competencies_FINAL.pdf