Using the ACPA/NASPA Professional Competency Areas & Rubrics Shana Meyer; Susan Marine; Ellen Meents-DeCaigny; Rozana Carducci; Houston Dougharty; Scot Lingrell; Lisa Brown Cornelius; Vince Loffredo; Amy Bergerson; John Hoffman; Stephanie Gordon Monday, March 13, 2017 Convention Center, 213 AB

Session Agenda Competencies Using the Competencies / Resources Rubrics Discussion Inform the design of professional development opportunities for student affairs professionals Provide outcomes that can be incorporated into the design of specific curriculum and training opportunities Guide practitioners in making choices about professional development opportunities afforded to them Focus on practicality & use (instead of theoretical)

Professional Competencies Advising and Supporting #AS Assessment, Evaluation and Research #AER Law, Policy and Governance #LPG Leadership #LEAD Organizational and Human Resources #OHR Personal & Ethical Foundations #PEF Social Justice and Inclusion #SJI Student Learning and Development #SLD Technology #TECH Values, Philosophy & History #VPH ACPA & NASPA Joint Task Force Review of the Literature Professional Competencies for Student Affairs Practitioners – July 2010 Revision Task Force – 2014 Professional Competencies for Student Affairs Educators – 2015 ACPA/NASPA Professional Competencies Rubrics-2016 Cycle of updates--5 year revision cycle (address from faculty perspective / address from practitioner perspective)

Competency Levels Foundational, Intermediate, & Advanced Delineate the increasing complexity and ability that should be demonstrated by practitioners as they grow in their professional development Should not be confused with years of service in the field, current role, or title

Using the Competencies Graduate Program Coordinators Graduate Students Supervisors & Hiring Managers Divisional Professional Development Coordinators Faculty Professional Organizations

Professional Standards Division

PS Division Website

Resources Employee Onboarding Division Training Program Self-Assessment and Professional Development Planning Graduate Fieldwork Evaluation

What Are Competency Rubrics? “A tool that professionals can use to assess their knowledge, skills, and dispositions across foundational, intermediate, and advanced levels of experience.” --ACPA/NASPA Professional Competencies Rubrics Why Rubrics? Rubrics describe skills, knowledge, and dispositions associated with ten professional competencies across three levels of development The rubrics are easy to understand and use that are widely accessible to anyone interested in professional development and learning more about our field.

Personal & Ethical Foundations Dimension Foundational Intermediate Advanced Self-Assessment and Reflection Know personal beliefs, values, assumptions, biases. Ability to engage in rigorous and systematic self-reflection and share insights with others as appropriate. Dispositions to seek meaning in experience and to implement one’s insights. Recognize importance of reflection in personal, professional, and ethical development Broaden perspective by participating in activities that challenge one’s beliefs Craft a realistic, summative self-appraisal with ongoing feedback Analyze personal experiences for deeper learning / growth; engage others in reflection Identify meaningfulness of personal beliefs and commitments Build regular reflection into one’s daily work schedule Put reflection into positive action

Social Justice Inclusion Dimension Foundational Intermediate Advanced Engaging in Socially-Just Practice Knowledge of behaviors and practices that promote inclusion. Ability to incorporate knowledge of inequities, social justice frameworks, and social trends through daily interactions, behaviors, and work products. Disposition to dismantle bias, engage in consciousness raising and lead by example in a way that allows for learning and progress. Integrate knowledge of social justice, inclusion, oppression, privilege, and power into one’s practice Connect and build meaningful relationships with others while recognizing their multiple, intersecting identities, perspectives, and developmental differences Advocate on issues of social justice, oppression, privilege, and power that impact people based on local, country, and global interconnections. Facilitate dialogue about issues of social justice, inclusion, power, privilege, and oppression in one’s practice. Design programs and events that are inclusive, promote social consciousness and challenge current institutional, country, global and sociopolitical systems of oppression Address bias incidents affecting campus communities. Advocate for social justice values in institutional mission, goals, and programs. Foster and promote an institutional culture that supports the free and open expression of ideas, identities, and beliefs, and where individuals have the capacity to negotiate different standpoints. Advocate on issues of social justice, oppression, privilege, and power that affect people based on local country, and global interconnections.

Using the Rubrics Graduate Program Coordinators Graduate Students Supervisors & Hiring Managers Divisional Professional Development Coordinators Faculty Professional Organizations

How Are YOU Using? How is your campus using the competencies & / or the rubrics? What opportunities are there to grow use of the competencies & / or rubrics? How can NASPA serve you in the knowledge & use of the competencies & / or rubrics? What roadblocks hinder your use of the competencies? What roadblocks hinder your use of the rubrics? Potential of Dividing the Room by affiliation Pair with a partner & identify one strategy for utilizing the Competencies in your professional practice or organizational work Make sure to discuss competencies in the conference program book; now is a time to begin building knowledge, skills, etc through session attendance

Division Roster Shana Meyer, Director slmeyer@missouriwestern.edu John Hoffman, Director-Elect jhoffman@fullerton.edu Susan Marine, Faculty Liaison marines@merrimack.edu Ellen Meents-DeCaigny, KC Liaison emeentsd@depaul.edu Rozana Carducci, Region I rcarducci@salemstate.edu Houston Dougharty, Region II w.houston.dougharty@hofstra.edu Scot Lingrell, Region III slingrel@westga.edu Lisa Brown Cornelius, Region IV-E lmbrown@jcu.edu Vince Loffredo , Region IV-W vloffredo@kumc.edu Amy Bergerson, Region V amy.bergerson@utah.edu John Hoffman, Region VI jhoffman@fullerton.edu Stephanie Gordon, NASPA sgordon@naspa.org

Thank you for joining us today! Please remember to complete your customized online evaluation following the conference. See you in Philly in 2018!