Professional Competencies Across the Student Affairs Profession

1. Professional Competencies Across the Student Affairs Profession Steven Taylor, M.S. EDHE 6730 University of North Texas Fall 2008

2. Professional Associations • NASPA: National Association of Student Personnel Administrators • ACPA: American College Personnel Association • ASJA: Association for Student Judicial Affairs • AFA: Association of Fraternity Advisors • ACUI: Association of College Unions International • SACSA: Southern Association of College Student Affairs • NACADA: National Academic Advising Association

3. Why Professional Competencies? • “Strong, capable leadership is needed on campuses; both in formal leadership roles as well as with the professional cohort who represent the core of typical college administration. Leaders and professionals need to be able to utilize a full set of integrated competencies in their positions, competencies being defined as individual characteristics needed to be successful.” • Source: Smith, David M. (2000) Leadership and professional competencies: Serving higher education in an era of change. Ed.D. dissertation, University of Pennsylvania, United States -- Pennsylvania. Retrieved November 29, 2008, from ABI/INFORM Global database. (Publication No. AAT 9963096).

4. Student Affairs Professional Competencies Note: Full descriptions of competencies are available in the notes section of each slide. A condensed version of the competencies appears on the actual slide.

5. Advising and Helping • ACPA • Application of theories and skills related to providing support, direction, feedback, critique, and guidance to individuals and groups. • AFA • “…guides and facilitates the work of individual chapter members, chapter executive committees, and governing councils, affording them experiential learning opportunities that enhance the education they receive in the classroom.” • NACADA • Academic advisors honor academic freedom. They realize that academic advising is not limited to any one theoretical perspective and that practice is informed by a variety of theories from the fields of social sciences, the humanities, and education. • Advisors advocate for student educational achievement to the highest attainable standard, support student goals, and uphold the educational mission of the institution.

6. Assessment, Evaluation, and Research • NASPA • “Members regularly and systematically assess organizational structures, programs, and services to determine whether the developmental goals and needs of students are being met…” • Members are aware of and take responsibility for all pertinent ethical principles and institutional requirements when planning any research activity dealing with human subjects. • ACPA • The design and implementation of quantitative and qualitative techniques and tools focused on student learning and satisfaction, organizational issues and development, professional development and training, student development, and other emergent issues. • AFA • A fraternity/sorority advisor uses research to guide practice. The advisor assesses the needs of the fraternity/sorority community and engages constituents in strategic planning to set goals for ongoing development and to provide programs and resources for the benefit of chapters and members; the impact of those programs and resources is also assessed. • SACSA • Fostering the growth of the student affairs profession by encouraging and supporting research.

7. Ethics • NASPA • Members recognize their obligation to the employing institution and seek to avoid private interests, obligations, and transactions which are in conflict of interest or give the appearance of impropriety. • Members honor employment relationships. • ACPA • The ability to assess daily activities from an ethical perspective as well as understanding and applying ethical standards to one's work. • ASJA • “…maintain and strengthen the ethical climate and to promote the academic integrity of our institutions. Clearly articulated and consistently administered standards of conduct form the basis for behavioral expectations within an academic community. The enforcement of such standards should be accomplished in a manner that protects the rights, health and safety of members of that community so that they may pursue their educational goals without undue interference. • AFA • A fraternity/sorority advisor sets and clearly communicates high expectations for chapters as values-based organizations hosted at an institution of higher education and holds members accountable for their actions. An advisor challenges students to live up to their shared organizational values and have these expectations of one another. • NACADA • Advisors seek to gain the trust of their students and strive to honor students' expectations of academic advising and its importance in their lives.

8. Legal Foundations • NASPA • Members respect and acknowledge all lawful authority. Members refrain from conduct involving dishonesty, fraud, deceit, and misrepresentation or unlawful discrimination. • ACPA • The ability to assess daily activities from a legal perspective as well understanding and applying knowledge of legal issues to one's work environment and relationships. • ASJA • Members respect and acknowledge all lawful authority. Members refrain from conduct involving dishonesty, fraud, deceit, misrepresentation or unlawful discrimination. • Members shall conduct their professional duties and responsibilities in a manner that complies fully with applicable law and demonstrates equal consideration to individuals regardless of status or position. • Members shall treat all students with impartiality and accept all students as individuals, each with rights and responsibilities…further, members shall fully comply with the rules, regulations and procedural guidelines of the institution in enforcing it's standards of conduct. • Members shall strive to ensure that rules, procedures and standards for student conduct on their respective campuses meet legal requirements for substantive and procedural due process and reflect the general mission and goals of the institution.

9. Leadership and Management/Administration • ACPA • Organizational competencies such as influencing, motivating, and enabling others to contribute toward the effectiveness and success of the organizations of which they are members; and the deployment and manipulation of resources to advance institutional or organizational mission, goals, and initiatives. • AFA • An advisor exhibits leadership skills in his/her daily work through critical thinking, risk taking, and creativity, and by making values-based decisions. An advisor also shares his/her knowledge and mentors others in the field. • An advisor may supervise or oversee full-time professional, paraprofessional, graduate student, and/or undergraduate student staff. A fraternity/sorority advisor may have responsibilities in managing, or supporting students in managing, on- or off-campus chapter houses, chapter suites, and/or offices to ensure they are operating properly and safely. • ACUI • Ability to develop and communicate a vision so that others commit to fulfilling the mission and goals of an organization. • NACADA • Advisors recognize their limitations and make referrals to qualified persons when appropriate. • Advisors maintain clear lines of communication with those not directly involved in the advising process but who have responsibility and authority for decisions regarding academic advising at the institution. • Advisors recognize their individual roles in the success of their institutions.

10. Pluralism and Inclusion/Diversity • NASPA • Members respect individuality and promote an appreciation of human diversity in higher education. • ACPA • An understanding and valuing of diverse groups and views, civic engagement and social responsibility, as well as recognizing the importance of language and culture in pursuit of creating and maintaining more pluralistic and multicultural campuses. • ASJA • Members shall work to protect human rights and promote an appreciation of diversity and pluralism in higher education. • AFA • An advisor provides leadership, marketing, diversity awareness, officer transition, and other types of training for chapter members, advisors, and alumni/alumnae volunteers. • ACUI • Ability to successfully communicate, understand, and interact among persons with differing assumptions that exist because of ethnic and cultural orientations. • SACSA • Encouraging and recruiting a diverse group of promising individuals to enter the student affairs profession and addressing the career development needs of new and established professional in our membership. • NACADA • Advisors' work is guided by their beliefs that students have diverse backgrounds

11. Student Learning and Development • NASPA • Members promote a sense of community among all areas of the campus by working cooperatively with students, faculty, staff, and others outside the institution to address the common goals of student learning and development. • ACPA • Knowledge and understanding of concepts and principles of student development and student learning theories, and ability to apply theory to improve student affairs practice. • AFA • The advisor helps students to be aware of what they are learning and how this applies to their curricular lives • ACUI • Ability to create educational environments and experiences that intentionally provide students with opportunities for acquiring intellectual and interpersonal skills, beyond the traditional place and time boundaries. • NACADA • Academic advisors honor academic freedom. They realize that academic advising is not limited to any one theoretical perspective and that practice is informed by a variety of theories from the fields of social sciences, the humanities, and education. • Advisors advocate for student educational achievement to the highest attainable standard, support student goals, and uphold the educational mission of the institution.

12. Teaching • ACPA • Knowledge and understanding of concepts and principles of teaching, learning, and training theory and how to apply these theories to improve student affairs practice and education. • SACSA • Fostering the growth of the student affairs profession by facilitating the integration of scholarship and practice.

13. Crisis Response / Behavior • NASPA • Members foster conditions designed to ensure a student's acceptance of responsibility for his/her own behavior. Members inform and educate students as to sanctions or constraints on student behavior which may result from violations of law or institutional policies. • ACPA • Understanding, planning, and implementing protocols for both small and large crisis incidents on campus. This includes analysis of campus vulnerability, impact, response, resources and recovery. • ASJA • Members shall demonstrate and promote responsible behavior and seek to enhance the responsibility that each student takes for his/her own actions. Members support the principle of adherence to community standards and when those standards are violated, the necessity of disciplinary interventions that contribute to the educational and personal growth of the student. However, it is understood in situations where the behavior of a student poses a risk to self or others, members must take action consistent with applicable laws and the general mission and goals of the employing institution. • AFA • The advisor works with all necessary constituencies to resolve any individual member, chapter, council, or university crisis.

14. Sustainability • ACPA • Knowledge and practice essential to improving the quality of life now without damaging the planet for the future. This includes educating self, educating students, and influencing institutional change that promotes healthy environments, social justice, and strong economies.

15. Technology • ACPA • Understanding the current and emerging technologies that impact student learning, behavior and engagement. This also includes the provision of student services and developmental programming, the administration of student affairs functions and communications, and procuring and managing resources (software and hardware) that give shape to technology in student affairs. • AFA • An advisor promotes the practical application and effective use of technology to communicate with members, support their positive use of online communities, provide online educational opportunities, and promote the fraternity/sorority experience. • ACUI • Ability to understand the overall intent and to choose from appropriate tools, equipment, and procedures for service delivery and problem-solving.

16. Professionalism / Employment Standards • NASPA • Members honor employment relationships. • Members support nondiscriminatory, fair employment practices. • Members, when serving as a reference, provide accurate and complete information about candidates. • Members have an obligation to continue personal professional growth and development. • ASJA • Members have a responsibility to support both the general mission and goals of the employing institution and the rights, privileges and responsibilities of the students within that institution. Members shall make every effort to balance the developmental and educational needs of students with the obligation of the institution to protect the safety and welfare of the academic community. • ACUI • Ability to interact with staff members and to manage staff resources in a consistent and equitable manner. • SACSA • Providing accessible, on-going, comprehensive professional development activities and services of the highest quality for persons in all areas and levels in the student affairs profession. • NACADA • Advisors participate in professional development opportunities, establish appropriate relationships and boundaries with advisees, and create environments that promote physical, emotional, and spiritual health.

17. Common Professional Associations in Student Affairs • Association of College Administration Professionals (ACAP) • American College Counseling Association (ACCA) • American College Personnel Association (ACPA) • Association of College and University Housing Officers-International (ACUHO-I) • Association of College Unions International (ACUI) • Association of Fraternity Advisors (AFA) • Association of Student Judicial Affairs (ASJA) • Council for the Advancement of Standards in Higher Education (CAS) • Council on Law in Higher Education (CLHE) • National Association for Campus Activities (NACA) • National Association of College and University Residence Halls (NACURH) • National Association of Student Affairs Professionals (NASAP) • National Association of Student Financial Aid Administrators (NASFAA) • National Association of Student Personnel Administrators (NASPA) • National Career Development Association (NCDA) • National Intramural-Recreational Sports Association (NIRSA) • National Orientation Directors Association (NODA) • Southern Association of College Student Affairs

18. Sources • NASPA: Standards of Professional Practice retrieved from the NASPA website on 11/12/08. http://www.naspa.org/about/standards.cfm • ACPA:Competencies adapted from ACPA Steering Committee on Professional Competencies (Report, July 2007).Critical Issues developed by the 2009 ACPA Convention Program Planning Team based on the ACPA Presidential Taskforce on Sustainability (Recommendation memo, July 2007). http://convention.myacpa.org/program/outcomes-issues.cfm • ASJA: Ethical Principles and Standards of Conduct retrieved from the ASJA website on 11/12/08. http://www.asjaonline.org/en/cms/?60 • AFA: Core Competencies for Excellence in the Profession (Established 2002, Revised 2007) retrieved from the AFA website on 11/12/08. http://www.fraternityadvisors.org/Business/CoreCompetencies.aspx • ACUI: ACUI core competencies for the college union and student activities profession (Updated: 4/16/2008). Retrieved from the ACUI website on 11/12/08. http://www.acui.org/content.aspx?menu_id=30&id=118 • SACSA: Statement of Core Values (Adopted February 2001) and Mission Statement (Adopted November 1988; revised February 2001). Retrieved from the SACSA website on 11/12/08. http://www.sacsa.org/displaycommon.cfm?an=1&subarticlenbr=2 • NACADA: Statement of core Values of Academic Advising. Retrieved from the NACADA website on 11/29/08. http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Core-Values-Declaration.htm