1. Creating Meaningful Experiences for Graduate Students Using the ACPA & NASPA Professional Competencies Brett Bruner Director of Persistence & Retention Fort Hays State University (KS) Kimberlie Moock Director of New Student Programs & Veterans Services Eastern Illinois University 2012 NODA Annual Conference Las Vegas, NV

2. Overview of Session Learning Outcomes ACPA & NASPA Professional Competency Areas for Student Affairs Professionals (2010) Our Stories using the Competencies ▫Baker University (KS) ▫Eastern Illinois University Making the Competencies manageable Sharing, Reflection, & Q&A

3. Learning Outcomes Participants who attend this educational session will be able to: 1.Identify approaches to utilizing the ACPA & NASPA Competencies in graduate student professional development 2.Develop a network of other supervisors of graduate students who are interested in graduate student professional development & training 3.Identify tangible strategies for orientation, transition, & retention graduate students to use related to the ACPA & NASPA competencies

4. ACPA & NASPA Professional Competency Areas for Student Affairs Professionals (2010) Summer 2009 – both associations working together to establish 1 set of competency areas to endorse for the broad field of student affairs Endorsed by both associations for immediate implementation in July 2010 Intended to define the broad professional knowledge, skills, & attitudes expected of student affairs professionals – regardless of specialization or positional role Basic, Intermediate, & Advanced levels for each competency

5. ACPA & NASPA Professional Competency Areas for Student Affairs Professionals (2010) 1.Advising & Helping 2.Assessment, Evaluation & Research 3.Equity, Diversity & Inclusion 4.Ethical Professional Practice 5.History, Philosophy & Values 6.Human & Organizational Resources 7.Law, Policy & Governance 8.Leadership 9.Personal Foundations 10.Student Learning & Development

6. Our Stories… Background Baker University University of Kansas Eastern Illinois University 2 Graduate Assistants Professional development programming ▫Supervisory development ▫Connections to program ▫Should I Stay or Go Required use 0f Competencies 2-4 Graduate, 2-3 Interns Professional development is decentralized No divisional standing on Competencies (within & outside of Division of Student Affairs)

7. Our Stories… Development Timeline Baker University University of Kansas Eastern Illinois University Summer 2008: 1 st series of GA competencies Self- & supervisor-ratings 2008-2009: Conversation & revamp of the Multicultural Competence Summer 2009: Release of new Multicultural Competency 2010-2011: GA supervisors utilize competencies to create GA version Fall 2011 Investigated Utilization Spring/Summer 2012 Development of Self- Evaluation Fall 2012 Adaptation

8. Our Stories… Process Baker University University of Kansas Eastern Illinois University 1 st challenge: How do we calibrate the scale? Clarification of Competency levels ▫Basic ▫Intermediate ▫Advanced Primary focus = Basic level Provide strategies to accompany each competency 1 st challenge: Determining focus Clarification of Competency levels ▫Basic level ▫Select specific competencies ▫Determine work cycle competency Finding time to incorporate effectively

9. Our Stories… Implementation Baker University University of Kansas Eastern Illinois University BU implementation ▫Training & tool introduction ▫Completion of self-reflection tool ▫January & May = supervisor & GA reflections to compare notes  Develop action plans & strategies Very intentional ▫NOT the annual evaluation ▫professional development tool ▫different calendar cycle Implementation ▫Introduced at staff development ▫Self-reflection ▫Weekly one-on-one debriefed Connecting to course work ▫Specifically internships ▫Thesis Connect to personal goals ▫Job specific needs ▫Resume ▫Interviews

10. Our Stories… Challenges Baker University University of Kansas Eastern Illinois University Overwhelming for a 1 st year Very labor-intensive process! May not be able to provide experiences that are desired areas of growth No self- or supervisor-rating scale ▫difficult to provide observations Not an evaluative tool ▫easy trap to fall into Next Steps ▫Connection to on-going professional development ▫GA feedback Collaboration with graduate program Collaboration with other Student Affairs departments

11. Our Stories… Success Baker University University of Kansas Eastern Illinois University Intentional conversation about of growth & future in professional Tailored job duties to meet these areas Referred to for- & not-for- credit internships GAs & supervisors were familiar with Competencies when they were introduced to the entire Division of Student Affairs Intentional conversation about graduate student development Framework for staff development and training Articulation of outcomes for internship candidates Commitment to GA’s Professional staff reflection ▫Required job skills ▫Skill development ▫Self-evaluation

12. Making the Competencies Manageable Small Group discussions based on prompt questions of interest What are the advantages & disadvantages of using the Competencies with Graduate Students? What competencies are realistic for Graduate Students to progress in during a maximum of 2 years?

13. Making the Competencies Manageable Small Group discussions based on prompt questions of interest How are we/can we infusing the assistantship experiences with the academic curriculum to provide a holistic approach to the competencies? If we’re focusing time & energy on using the competencies for graduate students, do we have a responsibility to do the same with professional staff?

14. Making the Competencies Manageable Small Group discussions based on prompt questions of interest How do we calibrate the scale for measuring progress on these areas? What’s our goal of where a graduate student should be? What support can we provide to graduate students looking to progress in a competency area? Training? Responsibilities? A mentor? Conference support?

15. Making the Competencies Manageable Small Group discussions based on prompt questions of interest How do we include the competencies in training & orientation for our new graduate students? How/do we incorporate the competencies with graduate assistants who may not be in a higher ed masters program? With for-credit/not-for-credit graduate interns? Summer NODA interns?

16. Reflection What is 1 new tangible way that you can work to create meaningful experiences for your graduate students? How can the ACPA & NASPA Competencies assist you?

17. Creating Meaningful Experiences for Graduate Students Using the ACPA & NASPA Professional Competencies Brett Bruner Director of Persistence & Retention Fort Hays State University (KS) blbruner@fhsu.edu Kimberlie Moock Director of New Student Programs & Veterans Services Eastern Illinois University kamoock@eiu.edu 2012 NODA Annual Conference