Law, Policy, and Governance

     The Law, Policy, and Governance (LPG) competency outlines the legal and ethical practices that should guide student affairs professionals (ACPA & NASPA, 2015). The LPG competency encourages student affairs educators to be aware of the policies and structures that may play a part within their professional roles at their respective institutions (ACPA & NASPA, 2015). Student affairs educators should strive to understand and become a part of institutional governance throughout institutional levels (ACPA & NASPA, 2015). The LPG competency encourages student affairs professionals to be informed of local and federal laws that may impact their work (ACPA & NASPA, 2015). The competency encourages professionals to understand how policy is created and implemented, so they may be prepared to engage with policy and structures of governance (ACPA & NASPA, 2015).

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     I consider myself in the intermediate level of the LPG competency given my extensive time in the State University of New York (SUNY) system. As a college union manager at SUNY Geneseo, I was a mandated reporter which required that I receive periodic Title IX and Title VII training. Within this role, I adhered to SUNY employee handbook rules and regulations. Now during my time at Buffalo State College, I still adhere to similar SUNY policies and rules given I am a graduate employee under the system. Aside from my various employment opportunities within SUNY, I have advanced in this competency through my role as a voting senator in the College Senate at Buffalo State College. The Senate of Buffalo State College oversees the drafting, revision, and implementation of new institutional policies. These policies, of course, need to adhere to SUNY policies and rules. Within this role, I have learned to exercise shared governance as a member of the campus community. I believe I have also advanced in the LPG competency as a student in the Higher Education and Student Affairs Administration program at Buffalo State College. My classroom experiences have helped me advance in this competency because I can better understand the structures of governance within my current and previous institution.

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     In the Strategic Planning and Finance Higher Education and Administration (HEA 620) course, I was able to learn about campus organizational structures and budgetary funds. Within this class I analyzed the strategic plan process of Queens College (CUNY). Through this course I have been able to identify how diverse working departments at an institution interact with one another to ensure the functionality of the institution. In the American Higher Education course (HEA 616) I learned about the impact of federal and local legislation on institutions of higher educations. My academic experience has influenced my work as the co-chair for Working Group 3 of the Middle States Self-Accreditation Buffalo State College is conducting. As working group co-chair I have been able to analyze the effectiveness institutional policies and their impact on the campus community.

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     The LPG competency advocates that student affairs professionals be educated in the laws, policies, and structures of governance that affect their respective roles (ACPA & NASPA, 2015). The LPG competency encourages student affairs educators to evaluate law, policy, and governance through a micro and macro perspective (ACPA & NASPA, 2015). Federal and local policies affect institutions of higher education. Thus, professionals need to be aware of how various forms of legislation affect their institutions (ACPA & NASPA, 2015). The LPG competency advocates that student affairs educators be informed about legal resources at their institutions (ACPA & NASPA, 2015). Lastly, student affairs educators should be able to apply and describe institutional policies and procedures (ACPA & NASPA, 2015).

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