Monday, March 5, 2018 Convention Center, ROOM# Professional Competencies: Students Determining Professional Development for #SApro Dustin K. Grabsch Carolina Ramirez, Kelsey Conley, Winston Johnson, Krystal Parks, Marcus Jenkins Texas A&M University Monday, March 5, 2018 Convention Center, ROOM#

Abstract NASPA/NAACP came up with ten competency areas for student affairs professionals as tools to assess knowledge, skills, and dispositions; however, in their current form they lack student contribution in both their development and evaluative functions. Organizations such as the National Association of Student Personnel Administrators (NASPA), the American College Personnel Association (ACPA), and the Council for the Advancement of Standards in Higher Education (CAS) have all been involved with creating and disseminating different versions of these guidelines. Students then decided to look at Texas A&M to assess them based on these guidelines.

ACPA/NASPA Professional Competencies Personal and Ethical Foundations Values, Philosophy, and History Assessment, Evaluation, and Research Law, Policy, and Governance Organizational and Human Resources Leadership Social Justice and Inclusion Student Learning and Development Technology Advising and Supporting (ACPA/NASPA, 2015)

ACPA/NASPA Professional Competencies Personal and Ethical Foundations Thoughtful development, critique, and adherence to a holistic and comprehensive standard of ethics and commitment to one’s own wellness and growth Values, Philosophy, and History Connect the history, philosophy, and values of the student affairs profession to one’s current professional practice

ACPA/NASPA Professional Competencies Assessment, Evaluation, and Research The ability to design, conduct, critique, and use various AER methodologies and the results obtained from them, to utilize AER processes and their results to inform practice, and to shape the political and ethical climate surrounding AER processes and uses in higher education Law, Policy, and Governance Policy development processes used in various contexts, the application of legal constructs, compliance/policy issues, and the understanding of governance structures and their impact on one’s professional practice

ACPA/NASPA Professional Competencies Organizational and Human Resources The management of institutional human capital, financial, and physical resources Build new skills in the selection, supervision, motivation, and formal evaluation of staff; resolution of conflict; management of the politics of organizational discourse; and the effective application of strategies and techniques associated with financial resources, facilities management, fundraising, technology, crisis management, risk management and sustainable resources

ACPA/NASPA Professional Competencies Leadership Involves both the individual role of a leader and the leadership process of individuals working together to envision, plan, and affect change in organizations and respond to broad-based constituencies and issues Includes working with students, student affairs colleagues, faculty, and community members

ACPA/NASPA Professional Competencies Social Justice and Inclusion Create learning environments that foster equitable participation of all groups while seeking to address and acknowledge issues of oppression, privilege, and power Student Learning and Development The ability to apply theory to improve and inform student affairs and teaching practice

ACPA/NASPA Professional Competencies Technology 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 Advising and Supporting Providing advising and support to individuals and groups through direction, feedback, critique, referral, and guidance

ACPA/NASPA Professional Competencies “Individual student affairs educators are encouraged to use the competency areas and their associated outcomes for self- assessing their current levels of proficiency and for setting goals and tracking professional development work toward the attainment of those goals.” (ACPA/NASPA, 2015, p. 10).

ACPA/NASPA Professional Competencies “Graduate preparation programs…should utilize the competencies as a means of reviewing program- and course- level learning outcomes as well as setting expectations for cocurricular learning experiences.” “Faculty members may also wish to use the competencies to inform the content of research agendas as well as their ongoing professional development work.” (ACPA/NASPA, 2015, p. 10)

A Short Activity… Rank your top 3 professional development needs within the professional competencies: Personal and Ethical Foundations Values, Philosophy, and History Assessment, Evaluation, and Research Law, Policy, and Governance Organizational and Human Resources 6. Leadership 7. Social Justice and Inclusion 8. Student Learning and Development Technology Advising and Supporting (ACPA/NASPA, 2015)

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Student Panel Introductions & Student Leadership Roles On Campus

Tell us about how you went about your ratings: Top Scoring professional competency area Low Scoring professional competency area Why should students be involved in assessing student affairs professionals’ professional development? Describe your overall experience participating in this project. Highlights?

Implications for Practice

Questions & Answers

Contact Information Dustin Grabsch Carolina Ramirez Kelsey Conley Krystal Parks Winston Savoy Marcus Jenkins

Thank you for joining us today! Please remember to complete your online evaluation following the conference. See you in Los Angeles in 2019!