This document summarizes the process undertaken by ACPA and NASPA to update the competencies for student affairs professionals. It discusses the historical context of competency development in the field since 1987. It then describes the inquiry process used by the 2015 task force, which involved coding 391 student affairs outcomes across several dimensions. Key findings from analyzing this coded data included an emphasis on collaboration and communication, increased focus on social justice and technology, and higher levels of competency intersections at more advanced levels of practice. The document concludes by discussing next steps, such as implications for practice, a new publication format, examples of applying competencies, considering globalism as a competency, and opportunities for further research.
Counternarratives and HBCU Student Success - NASPA 3.24.15saUGA411
A presentation by student affairs scholar practitioners that highlights the work done on a mixed methods research study exploring student success at HBCUs.
The role of OER and OEP in promoting social inclusion in the Global SouthROER4D
This presentation explores whether or not Open Educational Resources and Open Educational Practices can be said to promote social inclusion in the Global South.
This presentation explores the meta-synthesis process undertaken in the Research on Open Educational Resources for Development (ROER4D) project through Archer's (2003) social realist theoretical perspective.
This presentation at OE Global 2018 discusses open educational resource and open eductional practice activities and projects in the Global South under Gidden's (2010) social inclusivity lens, with an eye to answering the question "Whether, why, and how do OEP and OER contribute to the social inclusion of underserved communities in the Global South?" It explores the idea that although OER and OEP may widen access to materials, they may also have an unintended consequence of reinforcing epistemic dependency on Global North pedagogies and theories.
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Counternarratives and HBCU Student Success - NASPA 3.24.15saUGA411
A presentation by student affairs scholar practitioners that highlights the work done on a mixed methods research study exploring student success at HBCUs.
The role of OER and OEP in promoting social inclusion in the Global SouthROER4D
This presentation explores whether or not Open Educational Resources and Open Educational Practices can be said to promote social inclusion in the Global South.
This presentation explores the meta-synthesis process undertaken in the Research on Open Educational Resources for Development (ROER4D) project through Archer's (2003) social realist theoretical perspective.
This presentation at OE Global 2018 discusses open educational resource and open eductional practice activities and projects in the Global South under Gidden's (2010) social inclusivity lens, with an eye to answering the question "Whether, why, and how do OEP and OER contribute to the social inclusion of underserved communities in the Global South?" It explores the idea that although OER and OEP may widen access to materials, they may also have an unintended consequence of reinforcing epistemic dependency on Global North pedagogies and theories.
International collaboration in learning and teaching- Higher Education Ian Willis
Identifies key factors for success in international collaborations in HE (on three levels: personal, social institutional). Uses a UK - Pakistan case study. Draws on and develops theory. Emphasises the personal level
Presentation held by Ester Cois (Università degli studi di Cagliari), during the conference "Inequality vs inclusiveness in changing academic governance: policies, resistances, opportunities" University of Naples "Federico II", 16/17 September 2019
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Problematizing the rapid changes in didactics, material and spatial condition...Khalid Md Saifuddin
This review paper presents categories of barriers of integrating, adopting and designing educational technology.
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Faculty Mentoring: African American Student Development and SuccessDr. Vince Bridges
This study examines the influence of faculty mentorship in the shaping of African American doctoral student success. A case analysis framework is used to investigate the belief systems that doctoral students held about their doctoral experience. Data collection involved a one-phase semi-structured interview protocol used to gather information about these experiences from a post-degree perspective. African American doctoral
degree completion is addressed as a critical function of student success within an elite educational context. Results of the study demonstrate that the African American doctoral degree completion is complicated by students’ perceptions of faculty advising, faculty behavior and the lack of diverse faculty leadership.
Digital capability and teaching excellence: an integrative review Jisc
Slides from the presentation by Helen J Parkin and Dr Liz Austen, of Sheffield Hallam University, at the student experience experts meeting, 12 October
Presentation held by Ester Cois (Università degli studi di Cagliari), during the conference "Inequality vs inclusiveness in changing academic governance: policies, resistances, opportunities" University of Naples "Federico II", 16/17 September 2019
Feminist and critical perspectives on digital pedagogyJennifer Englund
Topics: Feminist and critical perspectives in online teaching, Impetus for combining both perspectives, What are examples of how this new framework might look like in practice?
Decolonising DMU: Building the Anti-Racist UniversityRichard Hall
Slides for Decolonising DMU: Building the Anti-Racist University online, at a University of East Anglia event, hosted by UEA's Decolonising Interns' group. For more details, see: http://decolonising-dmu-building-the-anti-racist-university
Problematizing the rapid changes in didactics, material and spatial condition...Khalid Md Saifuddin
This review paper presents categories of barriers of integrating, adopting and designing educational technology.
Presented at 45th Congress of the Nordic Educational Research Association (NERA)
Growing a Peer Review Culture among Graduate Students (WCCE 2009)Vinícius M. Kern
Preprint @ http://tinyurl.com/bsp7bg, World Conference on Computers in Education
Abstract: Usual processes for pursuing education excellence in a graduate program are candidate selection, coursework, research, and thesis defense. In this paper, we present a complementary approach: the growing of a peer review culture among graduate students. We instruct first-year masters’ and doctoral students on principles for preparing a thesis proposal. Students present their proposals in collective discussion sessions with feedback from professors. The students then submit their proposals through a web interface and are instructed on the role they will play next – of anonymous referees of their peers’ proposals. The referee reports and general statistics are made available to all participating students and advisors. Updated proposals are submitted to an annual workshop open to all participating students and advisors. About 60 students take part in this annual series of seminars with peer review and workshop, generating 60 theses proposals and about 180 referee reports, 3 for each proposal. Students and their advisors receive detailed feedback on individual participation as author and referee. The main strength of the experience is the opportunity to assimilate the techniques of objective criticism and to reflect about the quality of own and others’ work. The paper also outlines research and development issues related to our effort to enhance the peer review culture among graduate students.
Faculty Mentoring: African American Student Development and SuccessDr. Vince Bridges
This study examines the influence of faculty mentorship in the shaping of African American doctoral student success. A case analysis framework is used to investigate the belief systems that doctoral students held about their doctoral experience. Data collection involved a one-phase semi-structured interview protocol used to gather information about these experiences from a post-degree perspective. African American doctoral
degree completion is addressed as a critical function of student success within an elite educational context. Results of the study demonstrate that the African American doctoral degree completion is complicated by students’ perceptions of faculty advising, faculty behavior and the lack of diverse faculty leadership.
Digital capability and teaching excellence: an integrative review Jisc
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From the Penn IUR and Penn GSE sponsored conference:
“Preparing Today’s Students for Tomorrow’s Jobs in Metropolitan America: The Policy, Practice and Research Issues"
May 25-26, 2011
Organized by Laura Perna, a professor in Penn GSE, and Susan Wachter, a professor in Penn’s Wharton School, “Preparing Today’s Students for Tomorrow’s Jobs” explores the most effective institutional and public-policy strategies to be sure high school and college students and adult learners have the knowledge and skills required for future employment.
“The conference addresses such critical questions as: How do we define success with regard to the role of education in preparing students for work?” Perna said. “How well are different educational providers preparing future workers? What is the role of public policy in improving connections between education and work?
“It seeks to improve our understanding of several fundamental dimensions of this issue through insights from federal, state and local policy leaders, college administrators and researchers.”
Guest speakers include Eduardo Ochoa, assistant secretary of the U.S. Department of Education; former Pennsylvania Gov. Edward Rendell; Lori Shorr, chief education officer to Philadelphia Mayor Michael Nutter; Charles Kolb from the Committee for Economic Development in Washington, D.C.; Claudia Neuhauser from the University of Minnesota; Bethany Krom from the Mayo Clinic; and Harry Holzer from Georgetown University.
“Much recent attention focuses on the need to improve high school graduation and college degree completion. But, relatively less attention has focused on whether graduates and degree recipients have the skills and education required by employers,” Perna said.
The event is sponsored by the Penn’s Pre-Doctoral Training Program in Interdisciplinary Methods for Field-Based Research in Education, with funding from the U.S. Department of Education’s Institute for Education Sciences in collaboration with Penn’s Institute for Urban Research.
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https://www.kent.ac.uk/cshe/news-events.html
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Development of Competencies in the Student Affairs Profession– The Process of Inquiry
1. The Development of
Competencies in the
Student Affairs Profession:
The Process of Inquiry
JOHN L. HOFFMAN
COLLEGE OF EDUCATION COLLOQUIUM
OCTOBER 7, 2015
2. Historical Context
1987 – Chickering & Gameson propose Seven Principles of Good
Practice in Undergraduate Education
1990 – NASPA adopts Standards of Professional Practice
1994 – ACPA publishes The Student Learning Imperative
1998 – ACPA & NASPA publish Principles of Good Practice for
Student Affairs
2010 – ACPA & NASPA publish Professional Competency Areas
for Student Affairs Practitioners
2015 – ACPA & NASPA publish Professional Competency Areas
for Student Affairs Educators
3. 2015 TASK FORCE MEMBERS
Berenecea Johnson Eanes,
California State-Fullerton (co-
chair)
Tricia Fechter, ACPA
Stephanie Gordon, NASPA
Shaun Harper, University of
Pennsylvania*
Pamela Havice, Clemson
University
John L. Hoffman, California
State-Fullerton
Bridget Turner Kelly, Loyola
University-Chicago
Patty Perillo, Virginia Tech (co-
chair)
Quincy Martin, Triton College
Laura Osteen, Florida State
University
Jason Pina, Bridgewater State
University
Will Simpkins, John Jay College,
CUNY
Vu Tran, Ohio State University
Case Willoughby, Butler
Community College
*had to withdraw from task force work
4. Guiding Questions
What competencies must we keep and why?
What competencies should we consider modifying
and/or eliminating? Why?
What competencies must we consider adding? Why?
What should we do with the “threads”? Why?
6. Social Justice and Inclusion
Empirical Competency Studies Since 2010
“Dedication to social justice” (Hickmott & Bresciani, 2010)
“Incorporating diversity” (Weiner et al., 2011)
“Diversity and social justice” (Hoffman & Bresciani, 2012)
Theoretical Social Justice Literature
Social justice is “a process and a goal” where the goal is “full
and equal participation of all groups in a society that is
mutually shaped to meet their needs” (Bell, 2013, p. 21).
7. Technology
Empirical Competency Literature
Burkard et al. (2005)
Hickmott & Bresciani (2010)
Hoffman & Bresciani (2012)
Professional Practice Literature
Ahlquist (2014)
Brown (2013)
Junco (2015)
Sabado (2015)
9. Inquiry Process
391 discrete outcomes entered into a database
Each outcome was coded by the following:
Knowledge, skill, and/or disposition
Potential “thread” or “emphasis” areas (globalism,
sustainability, communication, and collaboration)
Competency area intersections
Foundational, intermediate, or advanced
Coded data analyzed with frequencies and crosstabs
11. Intersecting Competencies
Leadership (45)
Social Justice (39)
Personal and Ethical
Foundations (38)
Assessment, Evaluation,
and Research (31)
Law, Policy, and
Governance (25)
Organizational and Human
Resources (22)
Technology (15)
Values, Philosophy, and
History (7)
Student Learning and
Development (5)
Advising and Supporting (4)
13. Next Steps
Implications for Practice
New Publication Format
NASPA’s Professional Standards Division – Examples of
Good Practice with the Competencies
Globalism as a Future Competency?
Implications for Research
Studies Examining Competency Intersections
Qualitative Studies
