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
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
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
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
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
Our Stories… Background
Baker University
University of Kansas
• 2 Graduate Assistants
• Professional development
programming
▫ Supervisory development
▫ Connections to program
▫ Should I Stay or Go
• Required use 0f Competencies
Eastern Illinois University
• 2-4 Graduate, 2-3 Interns
• Professional development is
decentralized
• No divisional standing on
Competencies (within &
outside of Division of Student
Affairs)
Our Stories… Development Timeline
Baker University
University of Kansas
• Summer 2008: 1st 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
Eastern Illinois University
• Fall 2011 Investigated
Utilization
• Spring/Summer 2012
Development of SelfEvaluation
• Fall 2012 Adaptation
Our Stories… Process
Baker University
University of Kansas
• 1st challenge: How do we
calibrate the scale?
• Clarification of Competency
levels
▫ Basic
▫ Intermediate
▫ Advanced
• Primary focus = Basic level
• Provide strategies to
accompany each competency
Eastern Illinois University
• 1st challenge: Determining
focus
• Clarification of Competency
levels
▫ Basic level
▫ Select specific competencies
▫ Determine work cycle
competency
• Finding time to incorporate
effectively
Our Stories… Implementation
Baker University
University of Kansas
• 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
Eastern Illinois University
• 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
Our Stories… Challenges
Baker University
University of Kansas
• Overwhelming for a 1st 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
Eastern Illinois University
• Next Steps
▫ Connection to on-going
professional development
▫ GA feedback
• Collaboration with graduate
program
• Collaboration with other
Student Affairs departments
Our Stories… Success
Baker University
University of Kansas
• Intentional conversation about
of growth & future in
professional
• Tailored job duties to meet
these areas
• Referred to for- & not-forcredit internships
• GAs & supervisors were
familiar with Competencies
when they were introduced to
the entire Division of Student
Affairs
Eastern Illinois University
• 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
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?
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?
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?
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?
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?
Creating Meaningful Experiences
for Graduate Students Using the
ACPA & NASPA Professional
Competencies
Brett Bruner
Director of Persistence & Retention
Fort Hays State University (KS)
[email protected]
Kimberlie Moock
Director of New Student Programs & Veterans Services
Eastern Illinois University
[email protected]
2012 NODA Annual Conference