Professional Competencies Reflection & Introduction
The Professional Competency Areas for Student Affairs Educators was developed by the Student Affairs Administrators in Higher Education (NASPA) and College Student Educators International (2015). The document was written by higher education and student affairs scholars and practitioners. Scholars from a broad range of institutions provided the necessary information which was informed by research and practice. In turn, the works of scholars were used to further develop and revise the competency areas for student affairs educators and practitioners. The purpose of this living document is to highlight areas of professional development and growth in the field of higher education administration. Professionals can further evolve their knowledge and skills in these competencies as they advance in their careers. The professional competencies are meant to equip and challenge student affairs and higher education administrators (ACPA & NASPA, 2015).
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The Professional Competency Areas for Student Affairs Educators (2015) provides a format of guided professional skill sets via different competency levels, concise descriptions, and outcomes (ACPA & NASPA, 2015). Competency levels include foundational, intermediate, and advanced. As the professional evaluates the different competencies, they can assess their competency level and create a plan to further develop their respective skillsets. This plan can be centered around enacting outcomes through goals and activities in one’s career. The purpose of creating plans and goals centered around the competency areas is to think critically about and further understand the meaning of the competencies (ACPA & NASPA, 2015).
Practitioners can use this document as a guiding tool. A professional is able to set career goals oriented around the competencies they would like to improve. This document is to be used as an active learning tool, thereby encouraging the use and practices of the competencies in one’s professional and personal life. The competencies are listed as follows: personal and ethical foundations (PEF); values, philosophy, and history (VPH); assessment, evaluation, and research (AER); law, policy, and governance (LPG); organizational and human resources (OHR); leadership (LEAD); social justice and inclusion (SJI); student learning and development (SLD); technology (TECH); and advising and supporting (A/S) (ACPA & NASPA, 2015). The Professional Competencies are meant to equip professionals so that they become well-rounded individuals, coherent, knowledgeable, sources of support, responsible citizens, and sound decision-makers. Thus, the competencies are to promote professional and personal growth as professionals advance in these skills.
As I study the competencies through my graduate assistantship, internship, and supervised classes, I intend to put to practice the skills that I have and acquire. Through actively participating, learning, and practicing the competency objectives in my roles as a student and professional, I would like to acquire a deeper understanding of the competencies at the end of this semester. My goal is to have at least one exemplary event per competency practiced or assessed in class. The purpose of this is to make a habit of enacting what I learn through the competencies so that it becomes second nature.
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References
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American College Personnel Association & National Association of Student Personnel
Administrators (2015). Professional Competency Areas for Student Affairs Educators.https://buffalostate.open.suny.edu/bbcswebdav/pid-1819821-dt-content-rid-17029589_1/courses/202030-HEA624-1665/ACPA_NASPA_Professional_Competencies.pdf.