Professional Documents
Culture Documents
Acpa Naspa Professional Competencies
Acpa Naspa Professional Competencies
1
Dr. Harper had to withdraw from the task force after participating in preliminary meetings.
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
invited to comment on preliminary drafts of the
Professional Competencies and Standards in
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
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
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
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)
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.
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.
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.
ACPA—College Student Educators International & NASPA−Student Affairs Administrators in Higher Education 15
COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS
ACPA—College Student Educators International & NASPA—Student Affairs Administrators in Higher Education 17
COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS
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.
ACPA—College Student Educators International & NASPA—Student Affairs Administrators in Higher Education 19
COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS
ACPA—College Student Educators International & NASPA—Student Affairs Administrators in Higher Education 21
COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS
ACPA—College Student Educators International & NASPA—Student Affairs Administrators in Higher Education 23
COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS
ACPA—College Student Educators International & NASPA—Student Affairs Administrators in Higher Education 25
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
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
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.
ACPA—College Student Educators International & NASPA—Student Affairs Administrators in Higher Education 31
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
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
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),
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
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