Professional Competency Areas for Student Affairs Educators Professional Competencies Task Force

Dr. Berenecea Johnson Eanes (Co-chair) Dr. Quincy Martin, III Vice President for Student Affairs Associate Vice President, Student Affairs California State University-Fullerton Triton College

Dr. Patricia A. Perillo (Co-chair) Dr. Laura Osteen Vice President for Student Affairs and Director, Center for Leadership and Social Assistant Professor of Higher Education Change Virginia Tech Florida State University

Dr. Tricia Fechter Dr. Jason B. Pina Deputy Executive Director Vice President for Student Affairs ACPA-College Student Educators Bridgewater State University International Will Simpkins Stephanie A. Gordon Director, Center for Career & Professional Vice President for Professional Development Development NASPA- Student Affairs Administrators in CUNY John Jay College Criminal Justice Higher Education Vu T. Tran Dr. Shaun Harper1 Graduate Research Associate Executive Director Ohio State University-Columbus University of Pennsylvania Dr. Bridget Turner Kelly Dr. Pamela Havice Associate Professor Professor Loyola University-Chicago Clemson University Dr. Case Willoughby Dr. John L. Hoffman Vice President for Student Services & Chair, Department of Educational Enrollment Management Leadership Butler County Community College California State University, Fullerton

1 Dr. Harper had to withdraw from the task force after participating in preliminary meetings. 2 Professional Competency Areas for Student Affairs Educators Table of Contents

Background Information and Changes 4 The Professional Competency Areas for Student Affairs Educators 7 Intersection of Competencies 9 Implications and Applications 10 Overview of the Competency Areas 12 Comprehensive Presentation of the Competency Areas 16 Personal and Ethical Foundations (PPF) 16 Values, Philosophy, and History (VPH) 18 Assessment, Evaluation, and Research (AER) 20 Law, Policy, and Governance (LPG) 22 Organizational and Human Resource (OHR) 24 Leadership (LEAD) 27 Social Justice and Inclusion (SJI) 30 Student Learning and Development (SLD) 32 Technology (TECH) 33 Advising and Supporting (A/S) 36 References 38

ACPA—College Student Educators International & NASPA—Student Affairs Administrators in Higher Education 3 Background Information and Changes In 2009, ACPA—College Student Educators to distribute the proposed changes to the full International and NASPA—Student Affairs membership of the two associations for review Administrators in Higher Education collaborated and feedback. We compiled and analyzed this to establish a common set of professional feedback in May 2015, made final revisions to our competency areas for student affairs educators. proposed changes, and presented them to the The Joint Task Force on Professional boards of ACPA and NASPA for formal adoption in Competencies and Standards, which consisted of July 2015. representatives from both associations, analyzed 19 core documents produced by ACPA, NASPA, Summary of Changes and the Council for the Advancement of Standards Whereas we made several significant in Higher Education (CAS), and then proposed a changes, we intentionally preserved most framework that included 10 competency areas. of the work of the 2010 Joint Task Force on The memberships of the two associations were Professional Competencies and Standards in invited to comment on preliminary drafts of the this document. We did not eliminate any of proposed document in spring 2010, and then the original 10 competency areas, though we the boards of ACPA and NASPA adopted the renamed two competency areas, introduced one competency document in a joint meeting in July new competency areas, and combined two areas. 2010. Among the recommendations included in What follows is a summary of the most significant the final document was a call for periodic review and updates to the professional competencies. changes. In August 2014, ACPA and NASPA formed the Social justice and inclusion. Our Professional Competencies Task Force to review most substantial change was in relation to the the professional competencies and recommend Equity, Diversity, and Inclusion competency changes as needed. Beginning in October 2014, from the 2010 document, which we renamed we—the members of this task force—began Social Justice and Inclusion. When reviewing to study the original document and to review the literature, we found studies published since scholarly works published over the previous 10 2010 referred to similar knowledge and skill sets years that aimed to identify areas of professional as “incorporating diversity into curricular and competence in student affairs (Burkard, Cole, co-curricular experiences” (Weiner et al., 2011, Ott, & Stoflet, 2005; Hickmott & Bresciani, 2010; p. 88), “diversity and social justice” (Hoffman & Hoffman & Bresciani, 2012; Weiner, Bresciani, Bresciani, 2012, p. 31), or “dedication to social Oyler, & Felix, 2011). Central to this work was justice” (Hickmott & Bresciani, 2010, p. 10) and consideration of applications of the competencies “understanding diversity” (p. 8). Each of these to practice, professional development, and suggests a shift from awareness of diversity, as the preparation of new professionals through implicit in prior competency literature (e.g. Lovell graduate study. Additionally, we considered & Kosten, 2000) to a more active orientation. recommendations from ACPA’s Digital Task Force In changing the name to ‘Social Justice and and a formal proposal from NASPA’s Technology Inclusion,’ we aimed to align this competency Knowledge Community (Valliere, Endersby, & with research, practice, and a commonly utilized Brinton, 2013) to add a competency addressing definition of social justice as “a process and a the use of technology in student affairs work. goal” where the goal is “full and equal participation Through several months of bi-weekly, web- of all groups in a society that is mutually shaped based meetings and a single in-person meeting, to meet their needs” (Bell, 2013, p. 21). Though we generated a preliminary draft of proposed an important concept, diversity can imply a changes. We presented these changes for static, non-participatory orientation where the consideration and feedback to ACPA and NASPA term diverse is associated with members of at their annual meetings in March 2015. Later non-dominant groups. In contrast, we aimed to in April 2015, we reached out to several specific frame inclusiveness in a manner that does not constituency groups and utilized ACPA’s and norm dominant cultures but that recognizes all NASPA’s websites and membership rosters groups and populations are diverse as related to

4 Professional Competency Areas for Student Affairs Educators all other groups and populations. Bell’s (2013) dynamic and must use a variety of tools to engage definition of social justice further necessitates that students in learning. social justice include “a vision of society in which Personal and ethical foundations. the distribution of resources is equitable and all The 2010 ACPA and NASPA Professional members are physically and psychologically safe Competencies document included Ethical and secure” (p. 21). This definition subsumes Professional Practice and Personal Foundations the construct of equity as more than a goal, but a as separate competency areas. In our review precondition of a larger good. In sum, our intent of scholarly literature, personal foundations was to integrate the concepts of equity, diversity, only emerged as a distinct competency area and inclusion within the active framework of social in Hickmott and Bresciani’s (2010) analysis justice. of graduate preparation program outcomes. Technology. In 2010, technology was Further, Sriram (2014) questioned the validity of included as a “thread” or “an essential element of Personal Foundations as its own competency each competency area” (ACPA & NASPA, 2010, area. Perhaps of greater importance to us p. 5). However, an unintended consequence was was the conceptual convergence and apparent that technology was often omitted from practical interdependence of these two areas. Believing applications of the competencies. Responding that these two areas are stronger together, we to similar observations, ACPA’s Digital Task combined them into a single competency area, Force and NASPA’s Technology Knowledge Personal and Ethical Foundations. Community each submitted recommendations to Advising and supporting. In add technology as a distinct competency area. changing the name of this competency area from We also observed that technology emerged Advising and Helping to Advising and Supporting, as a distinct competency in three of the four a primary objective was to use language that empirical studies published within the past 10 emphasizes the agency of college students in years that have aimed to identify professional their development of self-authorship. The new competencies (Burkard, et al., 2005; Hickmott name distances student affairs educators from & Bresciani, 2010; Hoffman & Bresciani, 2012). roles that are directive or service-oriented in a The only study that did not identify technology narrow sense, and it underscores the importance as a separate competency (Wiener et al., 2011) of the relational and facilitative nature of student was based more narrowly on an analysis of affairs advising work. We also intended to better professional association documents. Additionally, distinguish the role of student affairs educators several recent professional works have noted from those of counselors, psychologists, nurse the importance of integrating technology into the practitioners, among others. We acknowledge educational work of student affairs educators this line is not easy to draw as many student (e.g. Ahlquist, 2014; Brown, 2013; Junco, 2015; affairs educators earn master’s degrees in Sabado, 2015). counseling or have titles that include the word When gathering feedback on a proposed “counselor.” Yet, even in student affairs roles technology competency, two themes became that require a degree in counseling (e.g. many apparent. First, in order for technology to community college educational counseling be a student affairs competency area, we positions), individuals within those roles do not needed to keep its focus on applications to the provide therapeutic or formal helping services. holistic, developmental work of student affairs For this reason, we believe the new name better educators. Student learning and success spans clarifies the competency as it applies “regardless environments that are both physical and virtual; of area of specialization or professional role within thus, student affairs educators must proactively the field” (ACPA & NASPA, 2010, p. 3). engage students within these settings. Second, Language. We introduced three common connotations of ‘technology’ construe it noteworthy changes in language related to the largely in terms of hardware, software, and other competency areas. In 2010, ACPA and NASPA digital tools. Our focus is broader and inclusive referred to competencies as encompassing of innovation, meaning that student affairs work is

ACPA—College Student Educators International & NASPA—Student Affairs Administrators in Higher Education 5 “knowledge, skills, and in some cases, attitudes The lists of foundational outcomes for each expected of student affairs professions” (p. competency area represent reasonable 3). We chose to replace the term attitudes expectations for professionals entering the field with dispositions because the latter term (a) of student affairs and provide groundwork for is consistent with the language used in the future development to intermediate and advanced education discipline and by multiple accrediting levels of proficiency. Conceptually, no matter the agencies, (b) is more consistent with the language professional level of an individual, the foundational used in recent empirical studies (e.g. Hickmott competency outcomes allow for a starting point & Bresciani, 2010; Hoffman & Bresciani, 2012), within a competency area from which to build and and (c) is a broader and more inclusive term. progress in a particular area of student affairs. Regarding this final point, NCATE (2008) referred Audience. The intended audience for this to dispositions as encompassing “attitudes, document reflects the voices that contributed to values, and beliefs” (p. 80), and Thornton (2006) its content and development. These voices reflect further defined dispositions as “habits of the the significant diversity of ACPA and NASPA in minds. . . that filter one’s knowledge, skills, terms of age, gender identity and expression, and beliefs and impact the action one takes in ethnicity, sexual orientation, years of experience in professional settings” (p. 62). the field, functional areas of expertise, institutional Second, the authors of the original ACPA type (e.g. public, private, and faith-based; two- and NASPA competency document introduced year and four-year), and geographic region. the concept of “threads” and defined them as Additionally, the task force consisted of student components that are “woven into most of the affairs educators serving a range of students competency areas” (ACPA & NASPA, 2010, p. including those in noncredit courses, career and 5). We extended this concept suggesting there technical programs, and transfer programs as is significant overlap of most of the competency well as those pursuing associate, bachelor’s, and areas that are also woven into other competency graduate degrees in various disciplines. areas. For example, there are significant aspects In 2010, ACPA and NASPA identified their of leadership embedded within each of the other primary audience as student affairs professionals nine competency areas. We elected to shift in the United States while inviting international from the language of threads to intersections colleagues to apply the competencies as in order to stress the integrative character of all applicable. Though we largely continued with this 10 competency areas as well as connections to approach, we recognize that it reflects a form of multiple points of emphasis (formerly threads) that privilege held by U.S. institutions within a broader include globalism, sustainability, and collaboration. global context, and that failure to consider student The addition of collaboration as a point of affairs work from an international perspective is a emphasis was informed by recent competency- liability that we can no longer afford. We aimed related research (Cho & Sriram, in press; Sriram, to broaden our audience as much as possible, 2014) and the prevalence of collaboration- while acknowledging that all the members of our related outcomes spanning the majority of the task force are from the United States and work competency areas. at U.S. colleges and universities. We recognize Lastly, when referring to the three levels within that this effort reflects the very orientation toward each competency area, we replaced the term inclusivity that we intended to deconstruct in basic with foundational. Our primary rationale our revision of the social justice and inclusion was to emphasize the idea from the original competency area. We recommend that future document that “all student affairs professionals reviews and revisions of the competency areas should be able to demonstrate their ability to meet be conducted in a manner that does not norm the the basic [foundational] list of outcomes under work of student affairs in the U.S., but considers each competency area regardless of how they student affairs work from an international entered the profession” (ACPA & NASPA, 2010, perspective. p. 3). Additionally, we received feedback that Higher education is a dynamic enterprise the term “basic” carries connotations of being facing unprecedented change. Among underdeveloped or lacking in sophistication. the associated opportunities are increased

6 Professional Competency Areas for Student Affairs Educators demand for access to higher education, greater business savvy while failing to understand the demographic diversity, technological innovations core educational values of the profession. leading to new educational pedagogies and The 10 professional competency areas delivery systems, and a growing number of presented in this document lay out essential global interactions, exchanges, and educational knowledge, skills, and dispositions expected experiences for students. Among the most of all student affairs educators, regardless of significant challenges are the mounting costs functional area or specialization within the field. of higher education, increased expectations by Whereas effective student affairs practice requires employers, and heightened calls for accountability proficiency in many areas such as critical thinking, from a range of constituencies. Within this creativity, and oral and written communication, the context, there is a danger of exchanging holistic competency areas presented here are intended to educational practices for narrowly crafted define students affairs work and lay out directions content outcomes in order to simplify metrics for the future development of student affairs and minimally comply with regulations. Further, educators both individually and as a profession. student affairs work, which is heavily dependent For example, student affairs educators must be upon human resources, will remain a target able think critically in order to be successful, but for budget cuts aimed at reducing the cost the nature of their critical thinking skills are in of education. This document is intended to effect the same as those required of faculty and set out the scope and content of professional other educators. In contrast, whereas both faculty competencies required of student affairs and counselors (among others) engage in a range educators in order for them to succeed within the of advising and supporting activities, the nature of current higher educational environment as well student affairs advising and supporting is distinct as projected future environments. The full range and that distinctiveness helps to define the nature of these competencies is especially important as of the student affairs profession. What follows is student affairs educators cannot afford to engage an elaboration on several important characteristics in advocacy efforts without an understanding of of the competency areas presented in this how students learn and develop or to demonstrate document.

The Professional Competency Areas for Student Affairs Educators Higher education is a dynamic enterprise for budget cuts aimed at reducing the cost facing unprecedented change. Among of education. This document is intended to the associated opportunities are increased set out the scope and content of professional demand for access to higher education, greater competencies required of student affairs demographic diversity, technological innovations educators in order for them to succeed within the leading to new educational pedagogies and current higher educational environment as well delivery systems, and a growing number of as projected future environments. The full range global interactions, exchanges, and educational of these competencies is especially important as experiences for students. Among the most student affairs educators cannot afford to engage significant challenges are the mounting costs in advocacy efforts without an understanding of of higher education, increased expectations by how students learn and develop or to demonstrate employers, and heightened calls for accountability business savvy while failing to understand the from a range of constituencies. Within this core educational values of the profession. context, there is a danger of exchanging holistic The 10 professional competency areas educational practices for narrowly crafted presented in this document lay out essential content outcomes in order to simplify metrics knowledge, skills, and dispositions expected and minimally comply with regulations. Further, of all student affairs educators, regardless of student affairs work, which is heavily dependent functional area or specialization within the field. upon human resources, will remain a target Whereas effective student affairs practice requires

ACPA—College Student Educators International & NASPA—Student Affairs Administrators in Higher Education 7 proficiency in many areas such as critical thinking, systems of oppression, privilege, and power” (a creativity, and oral and written communication, the foundational-level outcome) in terms of race or competency areas presented here are intended to gender identity or sexual orientation and attraction. define students affairs work and lay out directions To further complicate the process of assessing for the future development of student affairs one’s proficiency within a competency area, one educators both individually and as a profession. must recognized that most outcomes are dynamic For example, student affairs educators must be and expected to evolve over time. Thus, ongoing able think critically in order to be successful, but professional development is necessary to maintain the nature of their critical thinking skills are in proficiency within a competency area as well as to effect the same as those required of faculty and advance within it. other educators. In contrast, whereas both faculty Understanding the nature of the three levels and counselors (among others) engage in a range of outcomes is vital to their application in practice. of advising and supporting activities, the nature of Foundational outcomes are intended to be student affairs advising and supporting is distinct precisely what their name implies—a requisite and that distinctiveness helps to define the nature foundation upon which intermediate and advanced of the student affairs profession. What follows is proficiencies in a competency area are built. an elaboration on several important characteristics Whereas it is reasonable to assume that some of the competency areas presented in this student affairs educators may enter the field prior document. to demonstrating foundational level proficiency in each of the 10 competency areas, mastering the Competency Levels and Profes- foundational outcomes for all of the competency areas should be a professional development sional Development priority. Further, whereas some student affairs For each of the 10 competency areas, educators who are still developing foundational descriptions are provided along with a set proficiency in a competency area may meet of discrete outcome statements categorized some intermediate or even advanced outcomes as foundational, intermediate, or advanced. within that area, this should not be confused with Assessing one’s level of proficiency for a given intermediate or advanced-level capability. The competency area using these three levels is a outcomes should not be viewed as checklists, but complex process. To begin with, the outcome as sets of indicators mapping development in and statements are intended to be representative of around each of the competency areas. Viewed the scope of the competency area, but they are this way, progressive development builds on the not exhaustive. Individuals who have met the work of prior levels and moves from foundational full breadth of outcomes within a level for a given knowledge to increased capacity for critique and competency area should be reasonably confident synthesis, from introductory skills to application that this demonstrates proficiency at that level. and leadership within larger venues and multiple For each outcome, however, it is important to arenas, and from attitudes to values and habits of distinguish between meeting the outcome in a the mind. singular setting and mastering that outcome in Competency development that draws on the multiple contexts and situations. Furthermore, it is three levels of outcomes introduces an important likely that an individual may begin work on several paradox. On the one hand, advancement from intermediate or advance-level outcomes before foundational to intermediate and then advanced demonstrating full foundational-level proficiency proficiency within a competency area should for that competency area. For example, a student not be equated with either years of experience affairs educator may develop the capacity to or positional role or title. It is feasible that some “assess the effectiveness of the institution in entry-level student affairs educators may approach removing barriers to addressing issues of social advanced proficiency in one or two competency justice and inclusion” (an advanced-level social areas relatively early in their careers, while some justice and inclusion outcome) especially as highly experienced senior-level administrators may related to socioeconomic issues. This same have largely foundational proficiency in one or two educator may not yet fully “understand how one competency areas. Advancement in rank is not is affected by and participates in maintaining a guarantee of higher-order proficiency. On the

8 Professional Competency Areas for Student Affairs Educators other hand, some aspects of mastering outcomes advanced proficiency require human development are associated with human as well as professional that is associated with age-dependent aspects development. Other aspects are difficult to learn of maturation, and some outcomes are difficult to without direct experience. In other words, some master without certain experiences associated with elements of the progression from foundational to positions of leadership and responsibility. Intersection of Competencies For each of the 10 competency areas, there suggests that professional development work in is a distinct central idea that differentiates it from any one competency area is related to work in the other nine areas. That said, there is also multiple other areas. Further, as one moves from significant overlap or intersection among the foundational to advanced, each subsequent level outcomes associated with the various competency includes an increased number of outcomes that areas. Though each outcome is aligned primarily intersect with other competency areas, reflecting with just one competency, well over half of the higher order synthesis and complexity. (See outcomes also intersect with other areas. This Figure 1)

Figure 1. Visual Representation of the Intersection of the 10 Competency Areas

ACPA—College Student Educators International & NASPA—Student Affairs Administrators in Higher Education 9 In addition to intersections with other Environmental sustainability efforts are also competencies, most outcomes intersect, whether changing student affairs. Many sustainability directly or indirectly, with three points of emphasis efforts begin as student-initiated activities, identified for the competencies: globalism, and all have implications for ongoing resource sustainability, and collaboration. None of these allocations. This is especially pertinent to student three points of emphasis stands on its own as a affairs given its vulnerability in periods of budget distinct competency area because development reallocations and cutbacks. Thus, student affairs in these areas does not necessarily serve to educators must consider the sustainability of define the distinctive nature of student affairs their practices both in terms of the impact on work. However, each of the points of emphasis institutional resources and the environments does inform student affairs work in significant in which students learn. Lastly, student affairs ways. Essentially, they contribute to a mindset work is largely a collaborative endeavor. In the or disposition that permeates each of the absence of student affairs educators, classroom competency areas and informs various knowledge learning suffers in substantial ways. However, in and skill outcomes. Higher education is becoming the absence of faculty and classroom learning, an increasingly global enterprise. Not only student affairs ceases to exist. For this reason, are a growing number of students from many student affairs educators should serve as leaders countries engaging in study abroad experiences in forging mutual partnerships with faculty to and completing degrees in international settings, co-create seamless learning experiences for recent growth in distance education provides students. Further, among best practices of the access to global experiences for all students. student affairs profession are partnerships that The implications of this trend extend beyond the engage communities and constituencies that classroom and present noteworthy challenges extend beyond and blur campus boundaries. and opportunities for student affairs work. Implications and Applications Of central importance to any discussion of the as well as frameworks for performance competencies are implications for policy, practice, evaluations. To ensure success and and the scholarship of student affairs. That being continuous improvement, divisions of student said, applications must be mindful of the unique affairs should utilize the competencies missions, contexts, and needs of various colleges, when designing orientation and onboarding universities, and professional associations. Thus, experiences for newly hired professionals the work of applying the competencies in practice and planning ongoing, cross-departmental will likely consist more of varied best practices professional development experiences. The than of standardized approaches, and these competencies may also have utility when practices will likely evolve over time reflecting conducting divisional performance reviews or the dynamic nature of the competencies. The when justifying resources for ongoing talent following are examples of areas where the development efforts. competencies may have particular utility to • Graduate preparation programs at the practice: certificate, master’s, and doctoral level should • Individual student affairs educators are utilize the competencies as a means of encouraged to use the competency areas reviewing program- and course-level learning and their associated outcomes for self- outcomes as well as setting expectations assessing their current levels of proficiency for cocurricular learning experiences. In and for setting goals and tracking professional particular, the lists of foundational outcomes development work toward the attainment of should inform minimum expectations for those goals. master’s level graduates. Faculty members • Working in partnership with human resource may also wish to use the competencies to professionals, the competencies should aid inform the content of research agendas as well student affairs administrators when creating as their ongoing professional development job postings and position descriptions work.

10 Professional Competency Areas for Student Affairs Educators • Student affairs professional associations • Lastly, the competencies should prove should utilize the competency areas as an valuable in supporting the work of all student educational framework for local, regional, affairs educators to promote and advocate international, and virtual conferences for the profession. Among the examples of along with certificate offerings and member this are outreach, recruitment, and career portfolios. Examples of such applications development efforts aimed at individuals might include the content of conference interested in careers in student affairs; themes, the review and selection of educating institutional constituencies regarding educational and research proposals, and the the purpose and function of student affairs assessment and evaluation of educational work; and advocacy for the importance of sessions. holistic student learning, development, and success within larger policy arenas.

ACPA—College Student Educators International & NASPA—Student Affairs Administrators in Higher Education 11 Overview of the Competency Areas Competency Area Description Professional Development Involves the knowledge, skills, and dispositions to develop and maintain integrity in one’s Foundational outcomes emphasize life and work; this includes awareness and understanding of thoughtful development, critique, one’s values and beliefs, especially and adherence to a holistic and as related to professional codes comprehensive standard of ethics of ethics and principles for Personal and Ethical and commitment to one’s own personal wellness. Professional Foundations wellness and growth. Personal development to advanced-level (PEF) and ethical foundations are aligned proficiency involves higher order because integrity has an internal critique and self-awareness, locus informed by a combination applications to healthy living of external ethical guidelines, an and professional practice, internal voice of care, and our own and modeling, mentoring, and lived experiences. Our personal facilitating the same among others. and ethical foundations grow through a process of curiosity, reflection, and self-authorship. Involves knowledge, skills, and dispositions that connect the history, philosophy, and values of the student affairs profession Progression from foundational to one’s current professional to advanced level proficiency practice. This competency area for this competency area largely Values, Philosophy, embodies the foundations of the involves movement from basic and History profession from which current and understanding of VPH to a more (VPH) future research, scholarship, and critical understanding of VPH as practice will change and grow. The applied in practice and then to the commitment to demonstrating this use and critical application of VPH competency area ensures that our in practice. present and future practices are informed by an understanding of the profession’s history, philosophy, and values. Professional growth in this Focuses on the ability to design, competency area is broadly conduct, critique, and use various marked by shifts from Assessment, AER methodologies and the results understanding to application, Evaluation, and obtained from them, to utilize and then from smaller scale Research AER processes and their results applications focused on singular (AER) to inform practice, and to shape programs or studies to larger the political and ethical climate scale applications that cut across surrounding AER processes and departments or divisions. Many uses in higher education. advanced level outcomes involve the leadership of AER efforts.

12 Professional Competency Areas for Student Affairs Educators Overview of the Competency Areas Competency Area Description Professional Development Includes the knowledge, skills, Progression from foundational to and dispositions relating to policy advanced level proficiency reflects development processes used in Law, Policy, and shifts from understanding to critical various contexts, the application of Governance applications enacted primarily legal constructs, compliance/policy (LPG) at the departmental level to issues, and the understanding of institutional level applications that governance structures and their are mindful of regional, national, impact on one’s professional and international contexts. practice. Includes knowledge, skills, and dispositions used in the management of institutional human capital, financial, and physical resources. This competency area recognizes that student affairs professionals bring personal strengths and grow as managers In addition to the shift from through challenging themselves understanding to application, Organizational and to build new skills in the selection, professional development within Human Resources supervision, motivation, and formal this competency reflects shifts in (OHR) evaluation of staff; resolution the scale, scope, and interactivity of conflict; management of the of the human and organizational politics of organizational discourse; resources with which one works. and the effective application of strategies and techniques associated with financial resources, facilities management, fundraising, technology, crisis management, risk management and sustainable resources. Addresses the knowledge, skills, and dispositions required of a leader, with or without positional authority. Leadership involves both the individual role of a leader Professional growth within and the leadership process of this competency area reflects Leadership individuals working together to shifts from knowledge to critical (LEAD) envision, plan, and affect change application and then to fostering in organizations and respond to the development of leadership broad-based constituencies and within and among others. issues. This can include working with students, student affairs colleagues, faculty, and community members.

ACPA—College Student Educators International & NASPA−Student Affairs Administrators in Higher Education 13 Overview of the Competency Areas Competency Area Description Professional Development While there are many conceptions of social justice and inclusion in various contexts, for the purposes of this competency area, it is defined here as both a process and a goal which includes the knowledge, skills, and dispositions needed to create learning environments that foster Professional development within equitable participation of all this competency areas assumed groups while seeking to address that student affairs educators and acknowledge issues of need to understand oppression, Social Justice and oppression, privilege, and power. privilege, and power before they Inclusion This competency involves student can understand social justice. (SJI) affairs educators who have a sense Intermediate and advanced level of their own agency and social outcomes reflect social justice responsibility that includes others, oriented applications in practice their community, and the larger and then interconnections between global context. Student affairs leadership and advocacy. educators may incorporate social justice and inclusion competencies into their practice through seeking to meet the needs of all groups, equitably distributing resources, raising social consciousness, and repairing past and current harms on campus communities. At the foundational level, SLD involves a critical understanding of Addresses the concepts and learning and development theories Student Learning principles of student development and their use in constructing and Development and learning theory. This includes learning outcomes. Intermediate (SLD) the ability to apply theory to and advanced proficiency involves improve and inform student affairs greater application in utilizing and teaching practice. various forms of programs and applications within increasingly large and complex venues.

14 Professional Competency Areas for Student Affairs Educators Overview of the Competency Areas Competency Area Description Professional Development Focuses on the use of digital tools, resources, and technologies for the Professional growth in this advancement of student learning, competency area is marked development, and success as by shifts from understanding well as the improved performance to application as well as from of student affairs professionals. Technology application to facilitation and Included within this area are (TECH) leadership. Intermediate and knowledge, skills, and dispositions advanced level outcomes also that lead to the generation of digital involve a higher degree of literacy and digital citizenship innovativeness in the use of within communities of students, technology to engage students and student affairs professionals, others in learning processes. faculty members, and colleges and universities as a whole. Addresses the knowledge, skills, and dispositions related to providing advising and support to Progression from foundational to individuals and groups through advanced level proficiency involves direction, feedback, critique, Advising and the development of higher order referral, and guidance. Through Supporting capacities for listening, addressing developing advising and supporting (A/S) group dynamics, managing strategies that take into account conflict and crisis situations, and self-knowledge and the needs of partnering with other professionals, others, we play critical roles in departments, and agencies. advancing the holistic wellness of ourselves, our students, and our colleagues.

ACPA—College Student Educators International & NASPA−Student Affairs Administrators in Higher Education 15 COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS

Comprehensive Presentation of the Com- petency Areas This final section consists of comprehensive manner that reflects both a theoretical alignment presentations of descriptions for each and observed intersections of competency competency area followed by lists of outcomes outcomes. The sequence does not imply either for student affairs educators organized at the the importance of the various competency foundational, intermediate, and advanced areas or any form of an intended developmental level. The competencies are presented in a progression. Personal and Ethical Foundations (PEF) The Personal and Ethical Foundations • Utilize institutional and professional resources competency area involves the knowledge, skills, to assist with ethical issues (e.g., consultation and dispositions to develop and maintain integrity with appropriate mentors, supervisors and/or in one’s life and work; this includes thoughtful colleagues, consultation with an association’s development, critique, and adherence to a ethics committee). holistic and comprehensive standard of ethics • Articulate awareness and understanding of one’s and commitment to one’s own wellness and attitudes, values, beliefs, assumptions, biases, growth. Personal and ethical foundations are and identity how they affect one’s integrity and aligned because integrity has an internal locus work with others. informed by a combination of external ethical guidelines, an internal voice of care, and our • Take responsibility to broaden perspectives by own lived experiences. Our personal and ethical participating in activities that challenge one’s foundations grow through a process of curiosity, beliefs. reflection, and self-authorship. • Identify the challenges associated with balancing personal and professional responsibilities, and Foundational Outcomes recognize the intersection of one’s personal and • Articulate key elements of one’s set of personal professional life. beliefs and commitments (e.g., values, morals, • Identify one’s primary work responsibilities goals, desires, self-definitions), as well as the and, with appropriate, ongoing feedback, craft source of each (e.g., self, peers, family, or one or a realistic, summative self-appraisal of one’s more larger communities). strengths and limitations. • Articulate one’s personal code of ethics for • Articulate an understanding that wellness is a student affairs practice, informed by the ethical broad concept comprised of emotional, physical, statements of professional student affairs social, environmental, relational, spiritual, moral, associations and their foundational ethical and intellectual elements. principles. • Recognize and articulate healthy habits for • Describe the ethical statements and their better living. foundational principles of any professional • Identify positive and negative impacts on associations directly relevant to one’s working wellness and, as appropriate, seek assistance context. from available resources. • Identify ethical issues in the course of one’s job. • Identify and describe personal and professional • Explain how one’s behavior reflects the ethical responsibilities inherent to excellence in practice. statements of the profession and address lapses • Recognize the importance of reflection in in one’s own ethical behavior. personal, professional, and ethical development. • Appropriately question institutional actions which are not consistent with ethical standards.

16 Professional Competency Areas for Student Affairs Educators COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS

Intermediate Outcomes Advanced Outcomes • Identify the present and future meaningfulness • Evolve personal beliefs and commitments in of key elements in one’s set of personal beliefs a way that is true to one’s internal voice while and commitments. recognizing the contributions of important • Articulate and implement a personal protocol others (e.g., self, peers, family, or one or more for ethical decision-making. larger communities). • Explain how one’s professional practice aligns • Engage in effective consultation and with both one’s personal code of ethics and provide advice regarding ethical issues with ethical statements of professional student colleagues and students. affairs associations. • Model for colleagues and others adherence • Identify and manage areas of incongruence to identified ethical guidelines and serve as between personal, institutional, and mediator to resolve disparities. professional ethical standards. • Actively engage in dialogue with others • Distinguish the legal and moral influences on concerning the ethical statements of varying codes of ethics. professional associations. • Identify and articulate the influence of culture in • Actively support the ethical development the interpretation of ethical standards. of other professionals by developing and supporting an ethical organizational culture • Identify and address lapses in ethical behavior within the workplace. among self, colleagues, and students. • Serve as a role model for integrity through • Seek environments and collaborations that sharing personal experiences and nurturing provide adequate challenge such that personal others’ competency in this area. development is promoted, and provide sufficient support such that development is • Attend to areas of growth relating to one’s possible. anticipated career trajectory. • Identify sources of dissonance and fulfillment • Exercise mutuality within relationships and in one’s life and take appropriate steps in interconnectedness in work/life presence. response. • Create and implement an individualized plan • Develop and implement plans to manage for healthy living. competing priorities between one’s professional • Demonstrate awareness of the wellness of and personal lives. others in the workplace, and seek to engage • Bolster one’s resiliency, including participating with colleagues in a way that supports such in stress-management activities, engaging in wellness. personal or spiritual exploration, and building • Serve as model and mentor for others in their healthier relationships inside and outside of the search for excellence, taking measures to workplace. encourage and inspire exceptional work in self • Explain the process for executing and others. responsibilities dutifully and deliberatively. • Design naturally occurring reflection processes • Analyze the impact one’s health and wellness within one’s everyday work. has on others, as well as our collective roles in • Transfer thoughtful reflection into positive creating mutual, positive relationships. future action. • Define excellence for one’s self and evaluate how one’s sense of excellence impacts self and others. • Analyze personal experiences for potential deeper learning and growth, and engage with others in reflective discussions.

ACPA—College Student Educators International & NASPA—Student Affairs Administrators in Higher Education 17 COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS

Values, Philosophy, and History (VPH) The Values, Philosophy, and History competency area involves 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. Foundational Outcomes • Describe the foundational philosophies, • Explain the role and responsibilities of student disciplines, and values of the profession. affairs professional associations. • Articulate the historical contexts of institutional • Explain the purpose and use of publications types and functional areas within higher that incorporate the philosophy and values of education and student affairs. the profession. • Describe the various research, philosophies, • Explain the public role and societal benefits and scholars that defined the profession. of students affairs in particular and of higher • Demonstrate responsible campus citizenship education in general. and participation in the campus community . • Articulate an understanding of the ongoing • Describe the roles of faculty, academic affairs, nature of the history of higher education and and student affairs educators in the institution. one’s role in shaping it. • Explain the importance of service to the • Be able to model the principles of the institution and to student affairs professional profession and expect the same from associations. colleagues and supervisees. • Learn and articulate the principles of • Explain how the values of the profession professional practice. contribute to sustainable practices. • Articulate the history of the inclusion and • Articulate the changing nature of the exclusion of people with a variety of identities global student affairs profession and in higher education. communicate the need to provide a contextual understanding of higher education.

18 Professional Competency Areas for Student Affairs Educators COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS

Intermediate Outcomes Advanced Outcomes • Through critical examination, explain how • Participate in developing new philosophical today’s practice is informed by historical approaches and responsive values of the context. profession. • Explore new philosophical contexts and • Partner with faculty for teaching, research, and approaches. scholarship regarding the profession. • Participate in opportunities to identify and • Expand personal and professional incorporate emerging values of the profession opportunities for civic and global engagement. into one’s professional practice. • Actively engage and lead in service and • Engage in service to the profession and to leadership within the profession and in student student affairs professional associations. affairs professional associations. • Articulate the similarities and differences of • Model, encourage, and promote community varying and emerging global student affairs by reinforcing the long-standing values of the philosophies. profession. • Teach the principles of the student affairs • Contribute to the research, scholarship, and profession to staff while incorporating the expansion of knowledge within the profession. equity, diversity, and inclusion of varying • Draw upon one’s knowledge of history to identities and global perspectives. inform analysis of trends in order to anticipate • Be able to explain to staff the public and plan for the future. responsibilities of a student affairs professional • Engage staff in critically examining history for and the resulting benefits to society. contemporary meaning. • Identify enduring questions, issues, and • Demonstrate visionary- and forward-thinking in trends from the history of higher education the work of the student affairs profession. and discuss their relevance to current and emergent professional practice. • Identify other countries’ history and development of student affairs practice. • Acknowledge, critically question, and bring together diverging philosophies of student affairs practice.

ACPA—College Student Educators International & NASPA—Student Affairs Administrators in Higher Education 19 COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS Assessment, Evaluation, and Research (AER) The Assessment, Evaluation, and Research • Design program and learning outcomes competency area focuses on the ability to that are appropriately clear, specific, and design, conduct, critique, and use various AER measureable, that are informed by theoretical methodologies and the results obtained from frameworks and that align with organizational them, to utilize AER processes and their results outcomes, goals, and values. to inform practice, and to shape the political and • Explain to students and colleagues the ethical climate surrounding AER processes and relationship of AER processes to learning uses in higher education. outcomes and goals.

Foundational Outcomes Intermediate Outcomes • Differentiate among assessment, program • Design ongoing and periodic data collection review, evaluation, planning, and research as efforts such that they are sustainable, well as the methods appropriate to each. rigorous, as unobtrusive as possible, and • Select AER methods, methodologies, designs, technologically current. and tools that fit with research and evaluation • Effectively manage, align, and guide the questions and with assessment and review utilization of AER reports and studies. purposes. • Educate stakeholders in the institution • Facilitate appropriate data collection for about the relationship of departmental AER system/department-wide assessment and processes to learning outcomes and goals evaluation efforts using current technology and at the student, department, division, and methods. institutional level. • Effectively articulate, interpret, and apply • Discern and discuss the appropriate design(s) results of AER reports and studies, including to use in AER efforts based on critical professional literature. questions, necessary data, and intended • Assess the legitimacy, trustworthiness, and/ audience(s). or validity of studies of various methods and • Use culturally relevant and culturally methodological designs (e.g. qualitative appropriate terminology and methods to vs. quantitative, theoretical perspective, conduct and report AER findings. epistemological approach). • Actively contribute to the development of • Consider rudimentary strengths and limitations a culture of evidence at the department of various methodological AER approaches in level wherein assessment, program review, the application of findings to practice in diverse evaluation, and research are central to the institutional settings and with diverse student department’s work and ensure that training populations. and skill development in these areas is valued, • Explain the necessity to follow institutional budgeted for, and fully embedded in day-to- and divisional procedures and policies (e.g., day procedures. IRB approval, informed consent) with regard • Apply the concepts and procedures of to ethical assessment, evaluation, and other qualitative research, evaluation, and research activities. assessment including creating appropriate • Ensure all communications of AER results are sampling designs and interview protocols with accurate, responsible, and effective. consultation, participating in analysis teams, contributing to audit trails, participating in peer • Identify the political and educational sensitivity debrief, and using other techniques to ensure of raw and partially processed data and trustworthiness of qualitative designs. AER results, handling them with appropriate confidentiality and deference to organizational • Participate in the design and analysis hierarchies.

20 Professional Competency Areas for Student Affairs Educators COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS

Intermediate Outcomes (cont.) learning outcomes and goals at the student, department, division, and institution level. of quantitative AER studies including understanding statistical reporting that may • Lead the design and writing of varied and include complex statistical methods such diverse communications (e.g. reports, as multivariate techniques, and articulating publications, presentations, social media, etc.) the limitations of findings imposed by of assessment, program review, evaluation, the differences in practical and statistical and other research activities that include significance, validity, and reliability. translation of data analyses into goals and action. • Demonstrate a working knowledge of additional methodological approaches to AER • Lead the strategic use and prioritization of (e.g. mixed methods, historical or literary budgetary and personnel resources to support analysis, or comparative study) including high-quality program evaluation, assessment elements of design, data collection, analysis, efforts, research, and planning. and reporting as well as strategies for ensuring • Lead, supervise, and/or collaborate with others the quality. to design and analyze assessment, program • Communicate and display data through review, evaluation, and research activities a variety of means (publications, reports, that span multiple methodological approaches presentations, social media, etc.) in a manner (qualitative, quantitative, and mixed methods, that is accurate; transparent regarding the among others) including writing and strengths, limitations, and context of the data; disseminating results in a manner that critically and sensitive to political coalitions and realities considers the strengths and limitations of associated with data as a scarce resource. implications for practice, policy, theory, and/or future study in a sophisticated way. • Manage and/or adhere to the implementation of institutional and professional standards for • Anticipate and proactively address challenges ethical AER activities. related to individual and institutional politics, competing constituencies and interests, and • Utilize formal student learning and divergent values especially as related to development theories as well as scholarly communications, reporting, and utilization of literature to inform the content and design of data to inform practice. Create a culture of individual and program level outcomes as well evidence in which the institution, division, or as assessment tools such as rubrics. unit expects AER to be central to professional • Prioritize program and learning outcomes with practice and ensures that training/skill organization goals and values. development happens across the organization. Advanced Outcomes • Ensure institutional, divisional, or unit compliance with professional standards • Effectively lead the conceptualization and concerning ethical AER activities. design of ongoing, systematic, high-quality, • Facilitate the prioritization of decisions and data-based strategies at the institutional, resources to implement those decisions that divisional, and/or unit-wide level to evaluate are informed by AER activities. and assess learning, programs, services, and personnel. • Effectively use assessment and evaluation results in determining the institution’s, the division’s, or the unit’s accomplishment of its missions/goals, re-allocation of resources, and advocacy for more resources. • Lead a comprehensive communication process to the campus community of the relationship of institutional AER processes to

ACPA—College Student Educators International & NASPA—Student Affairs Administrators in Higher Education 21 COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS

Law, Policy, and Governance (LPG) The Law, Policy, and Governance competency area includes 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. Foundational Outcomes • Describe the systems used to govern public, and students. private, and for-profit institutions of all types • Describe how policy is developed and (two-year, four-year, graduate, professional, implemented in one’s department and vocational, etc.) in one’s state/province and institution, as well as the local, state/province, nation. and national levels of government. • Explain the differences between public, • Know when and how to consult with one’s private, and for-profit higher education with immediate supervisor and institutional legal respect to the legal system and what they may counsel regarding matters that may have legal mean for respective students, faculty, and ramifications. student affairs professionals. • Explain concepts of risk management, • Describe how national and state/provincial reasonable accommodation, and enact liability constitutions and laws influence the rights reduction strategies . of students, faculty, and staff on all types of college campuses. • Demonstrate awareness of inequitable and oppressive ways that laws and policies are • Describe evolving laws, policies, and judicial enacted on vulnerable student populations rulings that influence the student-institutional at national, state/provincial, local, and relationship and how they affect professional institutional levels. practice. • Describe the student conduct process at the • Act in accordance with national, state/ institutional level and demonstrate concern provincial, and local laws and with institutional for the legal, social, moral, educational, and policies regarding non-discrimination. ethical expectations of the community. • Identify major internal and external • Encourage and advocate participation stakeholders, policymakers, and special in national, state/provincial, local, and interest groups who influence policy at institutional electoral processes as applicable. the national, state/provincial, local, and institutional levels. • Describe the governance systems at one’s institution including the governance structures for faculty, student affairs professionals, staff,

22 Professional Competency Areas for Student Affairs Educators COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS

Intermediate Outcomes Advanced Outcomes • Identify emerging law and policy trends • Develop institutional policies and practices and discuss how they affect current case consistent with national, state/province, and precedent. local laws related to institutional and personal • Explain parameters established by relevant tort liability; contracts; the exercise and limits external and internal governing systems as of free speech by faculty, student affairs related to one’s professional practice. professionals, and students; and civil rights, desegregation, and affirmative action. • Explain legal theories related to tort liability, negligence, the exercise and limits of free • Provide appropriate and ethical influence with speech, discrimination, and contract law the governing bodies to which one’s institution and how these theories affect professional reports. Challenge biased laws and policies practice. and advocate for the design and advocate for their equitable use on campuses. • Implement policies developed by one’s department and institution, as well as the • Participate effectively in the governance local, state/provincial, and national levels of system of one’s institution when appropriate. government. • Influence policy making at the local, state/ • Critically examine laws and policies to ensure province and federal levels of government their equitable and fair use on campus. when appropriate. • Implement best practices of the profession • Critically examine policy compliance and to advance one’s institution with respect development efforts related to programs, to access, affordability, accountability, and practices, and services to ensure that they are quality. socially justice, equitable, and inclusive. • Incorporate best practices of the profession when managing institutional and personal tort liability. • Appropriately consult with students and/or represent the student voice in departmental, divisional, and institutional policy development efforts. • Develop, implement, and assess the rules, procedures, and standards for student conduct processes and ensure that policies and procedures meet the legal, compliance, and policy mandates for the institution. • Ensure departmental programs, services, and facilities are compliant with any applicable legal, compliance, environmental policies and/ or mandates from governing bodies. • Use data appropriately to guide the analysis and creation of policy.

ACPA—College Student Educators International & NASPA—Student Affairs Administrators in Higher Education 23 COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS

Organizational and Human Resources (OHR) The Organizational and Human Resources • Explain the application of introductory competency area includes knowledge, skills, and motivational techniques with students, staff, dispositions used in the management of institutional and others. human capital, financial, and physical resources. • Describe the basic premises that underlie This competency area recognizes that student conflict in and the constructs utilized for affairs professionals bring personal strengths facilitating conflict resolution. and grow as managers through challenging themselves to build new skills in the selection, • Develop and utilize appropriate meeting supervision, motivation, and formal evaluation of materials (e.g. facilitation skills, agenda, notes/ staff; resolution of conflict; management of the minutes). politics of organizational discourse; and the effective • Communicate with others using effective application of strategies and techniques associated verbal and non-verbal strategies appropriate with financial resources, facilities management, to the situation in ways that the person(s) with fundraising, technology, crisis management, risk whom you are engaged prefers. management and sustainable resources. • Recognize how networks in organizations play Foundational Outcomes a role in how work gets accomplished. • Demonstrate effective stewardship/use of • Understand the relational roles partners, allies, resources (i.e., financial, human, material) and adversaries play in the completion of • Describe campus protocols for responding to goals and work assignments. significant incidents and campus crises. • Explain the basic tenets of personal or • Describe environmentally sensitive issues organizational risk and liability as they relate to and explain how one’s work can incorporate one’s work. elements of sustainability. • Provide constructive feedback in a timely • Use technological resources with respect to manner. maximizing the efficiency and effectiveness of • Advocate for equitable hiring practices. one’s work. • Articulate basic institutional accounting • Describe ethical hiring techniques and techniques for budgeting as well as monitoring institutional hiring policies, procedures, and and processing revenue and expenditures. processes. • Effectively and appropriately use facilities • Demonstrate familiarity in basic tenets of management procedures as related to supervision and possible application of these operating a facility or program in a facility. supervision techniques. • Demonstrate an understanding of how • Explain how job descriptions are designed and physical space impacts the institution’s support overall staffing patterns in one’s work educational mission. setting. • Understand the basic concepts of facilities • Design a professional development plan management and institutional policies that assesses one’s current strengths and related to energy usage and environmental weaknesses, and establishes action items for sustainability. fostering an appropriate pace of growth.

24 Professional Competency Areas for Student Affairs Educators COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS

Intermediate Outcomes • Effectively manage and lead meetings through the use of agenda management strategies. • Effectively develop and manage human resources, facilities, policies, procedures, • Adapt to situation-appropriate communication processes, and materials. strategies that effectively communicate with various groups. • Construct unit’s operation to function in a sustainable fashion. • Communicate with others using effective verbal and non-verbal strategies appropriate • Explain the interaction and integration of to the situation. campus crisis intervention systems (e.g. National Incident Management System, • Determine if messages (verbal and written) behavioral intervention teams, critical incident communicated are congruent with the desired response teams). outcome with the intended recipient or audience. • Engage in policy and procedure development, implementation and decision-making • Create and present materials for formal that minimize risk to self, students, other presentations in the work setting and for constituents, and the institution. professional associations. • Identify and allocate the technological needs • Develop appropriate alliances with others of the unit; maintain a level of technical as a means to efficiently and effectively knowledge that allows one to effectively use complete work assignments; recognize how existing technologies as well as to incorporate the formation of alliances can either enhance new emerging technologies as they may or detract from one’s professional credibility or benefit one’s work. the use of teams. • Implement strategies, interview protocols • Advocate for advancement opportunities for and decisions regarding staff selection that staff. adheres to institutional policy and meets • Implement advanced accounting techniques organizational goals. that include forecasting, efficient use of fiscal • Develop recruitment and hiring strategies that resources, and interpretation of financial increase individuals from under-represented reports. groups to apply for positions. • Describe how various fundraising strategies • Demonstrate applications of appropriate should be facilitated by student affairs techniques (e.g. coaching, performance professionals. accountability) for supervising a range of staff • Assess the usage of various spaces to guide performance levels. space-planning processes. • Identify the pros and cons of various staffing • Advocate for the needs of diverse populations patterns, supporting job descriptions and work through and regarding space management. process configurations related to one’s work • Implement and coordinate sustainability efforts setting. in a range of types of spaces. • Assist and/or direct individuals to create professional development plans that are appropriate for individual growth while also serving the current and future needs of the unit where they are employed. • Apply a range of strategies available for motivating others. • Effectively resolve conflict within the unit and among unit members and others in a timely manner.

ACPA—College Student Educators International & NASPA—Student Affairs Administrators in Higher Education 25 COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS

Organizational and Human Resources (OHR) (cont.) Advanced Outcomes • Assess resources (e.g. people, space, aspects of decline of morale. financial, materials) in regard to institutional • Manage and facilitate conflict at a level of or divisional long-range planning and budget complexity where multiple entities are often in processes. disagreement with each other and lead groups • Teach resource stewardship to others. to effective and fair resolutions. • Champion sustainability efforts within • Discern the pace in which technological unit and across the organization, and advances should appropriately be facilitate institutional support for broadening incorporated into organizational life (with sustainability efforts. students, staff and other constituents). • Participate in developing, implementing, and • Assess the relationship between agenda assessing the effectiveness of the campus management and the group dynamics that crisis management program. occur in meetings and how this relationship • Effectively assess the level of individual and influences the realization of goals, the institutional risk and liability associated with accomplishments of tasks, and any impacts on programs and services offered; ensure that participants. professionals are trained to deliver programs • Effectively speak on behalf of the institution and services at the lowest level of risk with internal and external stakeholders (e.g., possible. parents, prospective students, external • Ensure multiple identities are represented organizations). on every level of staff at the institution, • Assess the level of complexity of networks especially those who are marginalized or established and use this information to underrepresented. determine the strengths of these networks and • Effectively intervene with employees in regard how these networks may benefit or detract to morale, behavioral expectations, conflict, from the mission and goals of the institution or and performance issues. the division. • Evaluate the effectiveness of current staffing • Assess the costs and benefits of current patterns and supporting job descriptions in established political alliances, in particular, regard to a unit’s ability to effectively meet their relationships to fostering collaboration institutional, divisional, and unit mission and and organizational transparency. goals. • Develop long-range budgets that creatively • Anticipate how future needs of students, the and ethically apply fiscal resources to the unit, or the division may affect staffing levels or needs and priorities of the unit, division, or structures and make proactive adjustments to organization. meet those needs. • Effectively implement fundraising initiatives • Develop or lead professional development that support divisional and institutional goals. initiatives that regularly assess the strength • Align evidence-based decision making and weakness of professionals and provide strategies and planning with resource them with purposeful opportunities to advance allocation and re-allocation. their skills and knowledge. • Lead cross-divisional teams engaged in • Implement strategies for motivating individuals facilities master planning processes spanning and groups who are challenged with elements design, construction, and management of of campus life disengagement, apathy, or various types of spaces.

26 Professional Competency Areas for Student Affairs Educators COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS

Leadership (LEAD) The Leadership competency area addresses • Identify basic fundamentals of teamwork the knowledge, skills, and dispositions required and teambuilding in one’s work setting and of a leader, with or without positional authority. communities of practice. Leadership involves both the individual role of a • Describe and apply the basic principles of leader and the leadership process of individuals community building. working together to envision, plan, and affect change in organizations and respond to broad- Development. based constituencies and issues. This can • Describe how one’s personal values, beliefs, include working with students, student affairs histories, and perspectives inform one’s view colleagues, faculty, and community members. of oneself as an effective leader with and This section is organized by the leadership without roles of authority. learning concepts of Education, construct • Build mutually supportive relationships with knowledge and articulation; Training, skill colleagues and students across similarities identification and enhancement; Development, and differences personal reflection and growth; and Engagement, active participation and application. Engagement. • Understand campus cultures (e.g. academic, Foundational Outcomes student, professorial, administrative) and apply that understanding to one’s work. Education. • Articulate the vision and mission of the primary • Use appropriate technology to support work unit, the division, and the institution. leadership processes (e.g. seeking input or feedback, sharing decisions, posting data that • Identify and understand individual-level supports decisions, use group support website constructs of “leader” and “leadership.” tools). • Explain the values and processes that lead to • Think critically, creatively, and imagine organizational improvement. possibilities for solutions that do not currently • Explain the advantages and disadvantages of exist or are not apparent. different types of decision-making processes • Identify and consult with key stakeholders and (e.g. consensus, majority vote, and decision individuals with differing perspectives to make by authority). informed decisions. • Identify institutional traditions, mores, and • Articulate the logic and impact of decisions on organizational structures (e.g., hierarchy, groups of people, institutional structures (e.g. networks, governing groups, technological divisions, departments), and implications for resources, nature of power, policies, goals, practice. agendas and resource allocation processes) and how they influence others to act in the • Exhibit informed confidence in the capacity organization. of individuals to organize and take action to transform their communities and world. Training. • Identify one’s own strengths and challenges • Within the scope of one’s position and as a leader and seek opportunities to develop expertise, lead others to contribute toward the leadership skills. effectiveness and success of the organization.

ACPA—College Student Educators International & NASPA—Student Affairs Administrators in Higher Education 27 COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS Leadership (LEAD) (cont.) Intermediate Outcomes Education. Engagement. • Identify and understand systemic and • Advocate for change that would remove organizational constructs of “leader” and barriers to student and staff success. “leadership.” • Share data used to inform key decisions in • Compare and contrast appropriate leadership transparent and accessible ways while using models to create organizational improvement. appropriate technology. • Identify potential obstacles or points of • Seek entrepreneurial and innovative resistance when designing a change process. perspectives when planning for change. Training. • Facilitate consensus processes where wide • Seek out training and feedback opportunities support is needed. to enhance one’s leader and leadership • Ensure that decision making processes knowledge and skill. include the perspectives of various groups • Encourage colleagues and students to engage on campus, particularly those who are in team and community building activities. underrepresented or marginalized, or who may experience an unintended negative • Create environments that encourage others consequence of the proposed change. to view themselves as having the potential to make meaningful contributions to their • Convene appropriate personnel to identify and communities and be civically engaged in their act on solutions to potential issues. communities. • Inform other units about issues that may • Give appropriate feedback to colleagues and impact/influence their work. students on skills they may seek to become • Willingly engage in campus governance in a more effective leaders. manner that exemplifies responsible campus • Serve as a mentor or role model for others. citizenry. Development. • Within one’s department and areas of • Use reflection to constantly evolve and interest, lead others to contribute toward the incorporate one’s authentic self into one’s effectiveness and success of the organization. identity as a leader. • Recognize the interdependence of members within organizational units and throughout the institution.

28 Professional Competency Areas for Student Affairs Educators COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS

Advanced Outcomes Education. • Seek out and develop new and emerging constructs of “leader” and “leadership.” Training. • Establish systems to provide opportunities for staff to engage in leadership development such as committees, task forces, internships, and cross-functional teams. • Create a culture that advocates the appropriate and effective use of feedback systems (e.g., 360 feedback processes) for improving individual leader and team leadership performance. • Establish and sustain systems of mentoring to ensure individuals receive the training and support needed. Development. • Display congruence between one’s identity as a leader and one’s professional actions. • Facilitate reflective learning and relationship building across campus, community, and the profession. Engagement. • Develop and promote a shared vision that drives unit, divisional, and institutional short- term and long-term planning and the ongoing organizing of work. • Implement divisional strategies that account for ongoing changes in the cultural landscape, political landscape, global perspectives, technology, and sustainability issues. • Promote, facilitate, and assess the effectiveness of collaborative initiatives and team building efforts, using technology as appropriate to support such work. • Embrace responsibility for unit and divisional decisions.

ACPA—College Student Educators International & NASPA—Student Affairs Administrators in Higher Education 29 COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS

Social Justice and Inclusion (SJI) For the purpose of the Social Justice and Inclusion competency area, social justice is defined as both a process and a goal that includes 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. This competency involves student affairs educators who have a sense of their own agency and social responsibility that includes others, their community, and the larger global context. Student affairs educators may incorporate social justice and inclusion competencies into their practice through seeking to meet the needs of all groups, equitably distributing resources, raising social consciousness, and repairing past and current harms on campus communities. Foundational Outcomes • Identify systems of socialization that influence inclusion, oppression, privilege, and power into one’s multiple identities and sociopolitical one’s practice. perspectives and how they impact one’s lived • Connect and build meaningful relationships experiences. with others while recognizing the multiple, • Understand how one is affected by and intersecting identities, perspectives, and participates in maintaining systems of developmental differences people hold. oppression, privilege, and power. • Articulate a foundational understanding of • Engage in critical reflection in order to identify social justice and inclusion within the context one’s own prejudices and biases. of higher education. • Participate in activities that assess and • Advocate on issues of social justice, complicate one’s understanding of inclusion, oppression, privilege, and power that impact oppression, privilege, and power. people based on local, national, and global interconnections. • Integrate knowledge of social justice,

30 Professional Competency Areas for Student Affairs Educators COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS

Intermediate Outcomes Advanced Outcomes • Design programs and events that are • Ensure institutional policies, practices, inclusive, promote social consciousness and facilities, structures, systems, and challenge current institutional, national, global, technologies respect and represent the needs and sociopolitical systems of oppression. of all people. • Effectively facilitate dialogue about issues of • Assess the effectiveness of the institution in social justice, inclusion, power, privilege, and removing barriers to addressing issues of oppression in one’s practice. social justice and inclusion. • Engage in hiring and promotion practices • Take responsibility for the institution’s role in that are non-discriminatory and work toward perpetuating discrimination or oppression. building inclusive teams. • Advocate for social justice values in • Identify systemic barriers to social justice and institutional mission, goals, and programs. inclusion and assess one’s own department’s • Create ongoing strategic plans for the role in addressing such barriers. continued development of inclusive initiatives • Advocate for the development of a more and practices throughout the institution. inclusive and socially conscious department, • Link individual and departmental performance institution, and profession. indicators with demonstrated commitment to • Provide opportunities to reflect and social justice and inclusion. evaluate on one’s participation in systems • Provide consultation to other units, divisions, of oppression, privilege, and power without or institutions on strategies to dismantle shaming others. systems of oppression, privilege, and power • Provide opportunities for inclusive and social on campus. justice educational professional development. • Foster and promote an institutional culture • Effectively address bias incidents impacting that supports the free and open expression campus communities. of ideas, identities, and beliefs, and where • Implement appropriate measures to assess individuals have the capacity to negotiate the campus climate for students, staff, and different standpoints. faculty. • Demonstrate institutional effectiveness in addressing critical incidents of discrimination that impact the institution. • Ensure campus resources are distributed equitably and adequately meet the needs of all campus communities.

ACPA—College Student Educators International & NASPA—Student Affairs Administrators in Higher Education 31 COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS Student Learning and Development (SLD) The Student Learning and Development • Identify and take advantage of opportunities competency area addresses the concepts and for curriculum and program development to principles of student development and learning encourage continual learning and developmental theory. This includes the ability to apply theory to growth. improve and inform student affairs and teaching • Construct effective programs, lesson plans, and practice. syllabi. Foundational Outcomes • Create and assess learning outcomes to • Articulate theories and models that describe evaluate progress toward fulfilling the mission of the development of college students and the the department, the division, and the institution. conditions and practices that facilitate holistic • Teach, train, and practice in such a way that development (e.g. learning, psychosocial and utilizes the assessment of learning outcomes to identity development, cognitive-structural, inform future practice. typological, environmental, and moral). • Critique the dominant group perspective • Articulate how race, ethnicity, nationality, class, present in some models of student learning and gender, age, sexual orientation, gender identity, development and modify for use in practice. dis/ability, and religious belief can influence development during the college years. Advanced Outcomes • Identify the strengths and limitations in applying • Utilize theory to inform divisional and institutional existing theories and models to varying student policy and practice. demographic groups. • Translate theory to diverse audiences (e.g., • Articulate one’s own developmental journey in colleagues, faculty, students, parents, policy- relation to formal theories. makers) and use it effectively to enhance understanding of the work of student affairs. • Identify one’s own informal theories of student development (‘theories in use’) and how they • Analyze and critique prevailing theory for can be informed by formal theories to enhance improved unit, division, or campus practice. work with students. • Contribute to the development of theories. • Identify dominant perspectives present in some • Identify staff members’ level of competency models of student learning and development. regarding the ability to apply learning and • Construct learning outcomes for both daily development theory to practice, and create practice as well as teaching and training professional development opportunities utilizing activities. various learning concepts. • Assess teaching, learning, and training and • Evaluate and assess the effectiveness of learning incorporate the results into practice. and teaching opportunities at the divisional level and communicate their effectiveness to the • Assess learning outcomes from programs and larger campus community as well as explain services and use theory to improve practice. opportunities for collaboration and integrated Intermediate Outcomes learning opportunities. • Build and support inclusive, socially-just, and • Design programs and services to promote welcoming campus communities that promote student learning and development that are deep learning and foster student success. based on current research on student learning and development theories. • Communicate the learning orientation of student affairs to the campus community. • Utilize theory-to-practice models to inform individual or unit practice. • Provide alternative models that explore student learning and development from an inclusive • Justify using learning theory to create learning paradigm. opportunities.

32 Professional Competency Areas for Student Affairs Educators COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS Technology (TECH) The Technology competency area focuses on 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. Foundational Outcomes • Demonstrate adaptability in the face of fast- • Model and promote equitable and inclusive paced technological change. practices by ensuring all participants in • Remain current on student and educator educational endeavors can access and utilize adoption patterns of new technologies and the necessary tools for success. familiarize oneself with the purpose and • Appropriately utilize social media and other functionality of those technologies. digital communication and collaboration tools • Troubleshoot basic software, hardware, and to market and promote advising, programming, connectivity problems and refer more complex and other learning-focused interventions and problems to an appropriate information to engage students in these activities. technology administrator. • Engage in personal and professional digital • Draw upon research, trend data, and learning communities and personal learning environmental scanning to assess the networks at the local, national, and/or global technological readiness and needs of level. students, colleagues, and other educational • Design, implement, and assess stakeholders when infusing technology into technologically-rich learning experiences for educational programs and interventions. students and other stakeholders that model • Critically assess the accuracy and quality effective use of visual and interactive media. of information gathered via technology • Ensure that one’s educational work with and and accurately cite electronic sources of service to students is inclusive of students information respecting copyright law and fair participating in online and hybrid format use. courses and programs. • Model and promote the legal, ethical, and • Incorporate commonly utilized technological transparent collection, use, and securing of tools and platforms including social medial and electronic data. other digital communication and collaboration • Ensure compliance with accessible technology tools into one’s work. laws and policies. • Demonstrate awareness of one’s digital identity and engage students in learning activities related to responsible digital communications and virtual community engagement as related to their digital reputation and identity.

ACPA—College Student Educators International & NASPA—Student Affairs Administrators in Higher Education 33 COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS Technology (TECH) (cont.) Intermediate Outcomes • Model and promote adaptability among • Proactively cultivate a digital identity, presence, students, colleagues, and educational and reputation for one’s self and by students stakeholders in the face of fast-paced that models appropriate online behavior and technological change and demonstrate positive engagement with others in virtual openness to the introduction of new digital tools communities. by others. • Demonstrate a willingness and capacity to • Anticipate potential problems with software, generate, critically examine, and change hardware, and connectivity and prepare technology-related policies and practices that multiple strategies to troubleshoot these privilege one group of students or educational problems and/or prepare alternative means of stakeholders over another. achieving learning and productivity outcomes. • Design and assess outcomes that utilize social • Facilitate educational interventions that are media and other digital communication and based upon research, trend data, and needs collaboration tools for promoting learning- assessments of participants and that increase focused interventions and engaging students in the technological competencies and digital these activities. literacy of those participants. • Utilize local, national, and global digital • Utilize multiple strategies for accessing and professional learning communities and personal assessing information, critically considering the learning networks to enhance intra- and sources of information as well as the purposes inter-institutional collaboration and ongoing or agendas that led to the dissemination of the professional development in educational, data as presented. customer service, marketing, and community • Teach and facilitate the legal and ethical use engagement efforts that reflect the mission and of digital information in a manner that complies values of the organization. with law and policy and that addresses the • Generate a wide and varied array of digital larger values and principles underlying these strategies for enhancing educational laws and policies. interventions with multimedia, interactive tools, • Draw upon universal design principles to model and creativity-enhancing technologies. and promote compliance with accessibility laws • Initiate the development of holistic educational and policies among students, colleagues, and interventions designed for students participating educational partners. in courses and other educational experiences delivered via hybrid and online formats.

34 Professional Competency Areas for Student Affairs Educators COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS

Advanced Outcomes • Anticipate technological change and allocate • Engage in systematic practices aimed at personal, departmental, and/or institutional ensuring students and professionals across all resources to foster in others dispositions demographics have access to technological of adaptability, flexibility, and openness to resources and are educated in their intelligent technological innovation. use and implementation for solving problems • Provide leadership for the proactive creation, and enhancing learning. use, and empirical evaluation of technological • Provide leadership for the seamless tools and digital spaces for students including integration of social media and other digital those drawing on social medial and other digital communications with broader educational, communication and collaboration tools. customer service, marketing, and community • Develop contingency plans for the continual engagement efforts that communicate and operation of basic college and university develop dialogue and community around functions in the event of software, hardware, or shared common institutional values. connectivity failures as a result of routine issues • Contribute to, partner with, and/or provide or in response to crises and emergencies. leadership for local, state/provincial, national, • Contribute to the generation of research, trend and global digital professional learning analyses, and needs assessments related communities and personal learning networks in to digital technologies that inform efforts to promoting the use of technology for educational meet the technological needs of students, purposes. colleagues, and educational stakeholders. • Provide training and instruction for the use, • Support, promote, and/or lead efforts to create adoption, and evaluation of digital strategies a culture in which information is both valued for enhancing educational interventions with and systematically scrutinized prior to its use to multimedia, interactive tools, and creativity- inform educational practice. enhancing technologies by students, colleagues, and other educational stakeholders. • Provide leadership that demands digital information and technologies be used in a • Collaborate with and support faculty by manner that is ethical and in full compliance developing holistic educational and co- with national and state/province laws as well as curricular opportunities for students in online with institutional policies. and hybrid programs promoting the relevance and vision of what student affairs practice in • Lead and demonstrate a commitment to new educational delivery formats. universal design principles in technological implementations that ensures the frictionless • Provide leadership in the development of new use and application of technology by all. means of leveraging technology for assessing, certifying, and credentialing the holistic learning • Provide leadership and ongoing training to and development of students through co- colleagues and students for the cultivation curricular learning endeavors. of a genuine digital identity, presence, and reputation that models appropriate online behavior and enables open access and engagement with virtual communities as appropriate.

ACPA—College Student Educators International & NASPA—Student Affairs Administrators in Higher Education 35 COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS

Advising and Supporting (A/S) The Advising and Supporting competency area 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. Foundational Outcomes • Exhibit culturally inclusive active listening skills and exhibit referral skills in seeking expert (e.g., appropriately establishing interpersonal assistance. contact, paraphrasing, perception checking, • Identify when and with whom to implement summarizing, questioning, encouraging, avoid appropriate crisis management and interrupting, clarifying). intervention responses. • Establish rapport with students, groups, • Maintain an appropriate degree of colleagues, and others that acknowledges confidentiality that follows applicable legal differences in lived experiences. and licensing requirements, facilitates the • Recognize the strengths and limitations of development of trusting relationships, and one’s own worldview on communication with recognizes when confidentiality should be others (e.g., how terminology could either broken to protect the student or others. liberate or constrain others with different • Seek opportunities to expand one’s own gender identities, sexual orientations, abilities, knowledge and skills in helping students cultural backgrounds, etc.). with specific concerns (e.g., relationship • Facilitate reflection to make meaning from issues, navigating systems of oppression, experiences with students, groups, colleagues, or suicidality) as well as interfacing with and others. specific populations within the college student • Conscientiously use appropriate nonverbal environment (e.g., student veterans, low- communication. income students, etc.). • Facilitate problem-solving. • Utilize virtual resources and technology to meet the advising and supporting needs of • Facilitate individual decision-making and goal- students. setting. • Know and follow applicable laws, policies, • Appropriately challenge and support students and professional ethical guidelines relevant and colleagues. to advising and supporting students’ • Know and use referral sources (e.g., other development. offices, outside agencies, knowledge sources),

36 Professional Competency Areas for Student Affairs Educators COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS

Intermediate Outcomes • Perceive and analyze unspoken dynamics in a • Consult with mental health professionals as group setting. appropriate. • Facilitate or coach group decision-making, goal- • Provide and arrange for the necessary training setting, and process. and development for staff to enhance their • Assess the developmental needs of students advising and helping skills. and organizational needs of student groups. • Develop virtual programs and initiatives to • Strategically and simultaneously pursue multiple meet the needs of students with limited access objectives in conversations with students. to campus services (i.e. commuter, graduate, • Identify patterns of behavior that may signal evening, distance, online, among others). mental health or other wellness concerns. • Manage interpersonal conflict between/among individuals and groups. Advanced Outcomes • Mediate differences between/among individuals • Engage in research and publication of holistic or groups. student wellness issues. • Mentor students and staff. • Assess responses to advising and supporting interventions, including traditional campus- • Demonstrate culturally-inclusive advising, based as well as virtual interventions. supporting, coaching, and counseling strategies. • Coordinate and lead response processes as • Initiate and exercise appropriate institutional they relate to crisis interventions. crisis intervention responses and processes. • Collaborate with other campus departments • Develop and implement successful prevention/ and organizations as well as surrounding outreach programs on campus, including community agencies and other institutions effective mental health publicity/marketing. of higher education to address students’ • Utilize communication and learning technology holistic wellness needs in a comprehensive, (e.g., websites, social networking, video clips, collaborative way. podcasts) to address students’ holistic wellness • Provide mental health consultation to faculty, issues. staff, and campus behavioral assessment • Provide advocacy services to survivors of teams. violence. • Provide effective post-traumatic response to • Develop and distribute accurate and helpful campus events/situations, collaborating with mental health information for students, faculty, other appropriate campus departments. and staff. • Develop liaisons with community providers • Develop avenues for student involvement in and support systems to ensure seamless mental health promotion and de-stigmatization and coordinated holistic care (e.g., with of mental illness (e.g., creating student advisory hospitalizations, transfer of care, public councils, peer education programs, advising benefits, support groups, family/parent/ student mental health organizations). guardians, etc.).

ACPA—College Student Educators International & NASPA—Student Affairs Administrators in Higher Education 37 References ACPA: College Student Educators International & NASPA − Student Affairs Administrators in Higher Education (2010). ACPA/NASPA professional competency areas for student affairs practitioners. Washington, DC: Authors. Adams, M., Bell, L. A., & Griffin, P. (Eds.). (2007).Teaching for diversity and social justice (2nd ed.). New York, NY: Routledge. Ahlquist, J. (2014). Trending now: Digital leadership education using social media and the social change model. Journal of Leadership Studies, 8(2), 57-60. Bell, L. A. (2013). Theoretical foundations. In M. Adams, W. Blumenfeld, C. Castaneda, H. W. Hackman, M. L. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice (3rd ed.; pp. 21-25). New York, NY: Routledge. Brown, P. G. (2013, September/October). Re-envisioning student learning in a digital age. About Campus 4(18), 30-32. doi: 10.1002/abc.21129 Cho, A. R., & Sriram, R. (in press). Student affairs collaborating with academic affairs: Perceptions of individual competency and institutional culture. College Student Affairs Journal. Hickmott, J., & Bresciani, M. J. (2010). Examining learning outcomes in student personnel preparation programs. Unpublished manuscript, Department of Postsecondary Educational Leadership, San Diego State University, San Diego, CA. Hoffman, J.L., & Bresciani, M.J. (2012). Identifying what student affairs professionals value: An analysis of professional competencies listed in job descriptions. Research and Practice in Assessment, 7(1), 26-40. International Society for Technology in Education. (2009). ISTE standards: Administrators. Arlington, VA: Author. Junco, R. (2015). Engaging students through new and emerging media. Leadership Exchange, 12(4), 10-13. Lovell, C.D., & Kosten, L.A. (2000). Skills, knowledge, and personal traits necessary for success as a student affairs administrator: A meta-analysis of thirty years of research. NASPA Journal, 37(4), 553-572. National Council for the Accreditation of Teacher Education (NCATE). (2008, February). Professional standards for the accreditation of teacher preparation institutions. Washington, DC: Author. Retrieved from http://www.ncate.org/documents/standards/NCATE%20Standards%202008.pdf Sabado, J. (2015). The CSAO as information technology manager: Channeling the power of information technology. Leadership Exchange, 12(4), 23-25. Sriram, R. (2014). The development, validity, and reliability of a psychometric instrument measuring competencies in student affairs. Journal of Student Affairs Research and Practice, 51(4), 349-363. Thornton, H. (2006). Dispositions in action: Do dispositions make a difference in practice? Teacher Education Quarterly, 33(2), 53-68. Valliere, K., Endersby, L., & Brinton, M. (2013, October). Technology reconsidered: A case for including technology as a professional competency. Report of the NASPA Technology Knowledge Community. Washington, DC: NASPA. Weiner, L., Bresciani, M. J., Oyler, J., & Felix, E. (2011). Developing and implementing learning goals for student affairs practitioners. Journal of Student Affairs, 20, 86-93.

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Professional Competency Areas for Student Affairs Educators August, 2015