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Seeing the Connection: Linking Professional Competencies Experience, and Classroom Learning. Jeannine Kranzow, Ph.D. Azusa Pacific University Stacy A. Jacob, Ph.D. Slippery Rock University of Pennsylvania Debra S. Gentry, Ph.D. University of Toledo. Framework.
Jeannine Kranzow, Ph.D.
Azusa Pacific University
Stacy A. Jacob, Ph.D.
Slippery Rock University of Pennsylvania
Debra S. Gentry, Ph.D.
University of Toledo
“The profession as a whole might look to the intersect of curriculum and practice—the internships and assistantships of preparation programs—as a place to focus particular attention for the development of skills and knowledge related to a wide range of competencies”
(Cuyjet, Longwell-Grice, and Molina, 2009, p. 114).
competency. Three of the top seven professional development opportunities aligned with linking professional competencies with graduate assistantships & internships.
Students in professional preparation programs in Student Affairs Higher Education often have disconnect between what they are learning in class and how it applies to their professional work.
Now spend some time writing on the following reflective questions.
Discuss how the rubric was helpful/not helpful in your evaluation of your graduate assistantship or other work experience (in terms of its ability to provide you with the necessary exposure to various competencies).
After considering your exposure to all the competencies for SA practitioners, what professional development opportunities do you think are important for your growth as a professional?
Do you see ways to discuss this rubric with your current and/or future supervisor so that you might gain more exposure to specific competencies?
Did completing this rubric ultimately lead you to feel different about your degree of preparation for the field of student affairs?
Overwhelmingly “Yes, it was Helpful” – 40 of 43 and 7 of 7 students Provides structure to evaluate GA;
Useful vehicle for approaching supervisors & being intentional about work responsibilities -- 39 of 43 and 0 of 0 N/A
Provides awareness of what you are learning & how much there is to learn-- 32 of 43 7 of 7 Became aware of importance and deficits
Ways to maximize use of the rubric.
“Thank you for this rubric; this has been the structure I haven’t had in my graduate assistantship.”
“I think it is very helpful to evaluate my GA based on the competencies because it helps me see what areas I may need to be more intentional to cover. I think that my professional growth depends on the opportunities I have to see things more on the inside, such as planning, budgeting, & making all the necessary steps to execute an event or even a program vision.”
“Often I only knew what I was doing in my GA because it related back to something that was discussed in class. I think it would be important to base trainings off of these competency areas. Basing trainings and the GA off of these competency areas would allow for a more structured training with measurable outcomes.”
“With this rubric, I feel that I can discuss with my supervisor the exact areas that I need more experience in, and she would help me create a project to cover that area.”
“By addressing some of the rubric I think my current & future supervisors would be open to shifting some of my job responsibilities so that I could find a way to develop in some aspects that I may be lacking.”
“My supervisor doesn\'t have an education background in Student Affairs so I don’t know if he would even understand the competencies I would need to hit.”
“I think this rubric should and could be discussed
with supervisors. If it were a program
requirements to have to score between a 2 to 3 in
each competency, I am sure my supervisors would
ensure these learning outcomes were met.”
“The rubric was helpful because it gave me insight into what I am and am not learning in my assistantship. I saw the ways that the competencies are indeed being met, but I also saw ways that I can personally try to attain competencies. I think I realized that I sometimes need to be assertive in my desire to seek these competencies out through the role I have in my office. I also saw that some of the competencies will not be met in my current assistantship, which means I will have to seek some alternatives”
“Completing the rubric helped demonstrate how much knowledge & experience I am lacking as I go into the field & helps me realize there is always more learning to be done.”
This category of awareness made us realize that from a capstone perspective, the awareness is much deeper and more complex
Still thinking about it.
“This opened my eyes to looking elsewhere for experience during the summer & for next year. I have to create my own networks to get where I would like to be.”
“My office suggested that I would gain most, if not all, of my competencies though my assistantship. Either I am not seeing the connection yet to the competencies or I should reexamine how my job relates with my boss.”
“I love the fact that I chose Student Affairs with College Counseling. Sometimes people give advice from a friendly standpoint, but I will be able to see both sides.”
*Note: Intentionally expose yourself!
Encourage students to dialog with others
Encourage discussion with supervisors.
Encourage students to claim their education.
Talk to them about carefully selecting sessions at national conferences.
Speak to students about how this can help them evaluate work offers.
Stacy A. Jacob firstname.lastname@example.org
Jeannine Kranzow email@example.com
Debra S. Gentry firstname.lastname@example.org
American College Personnel Association & National
Association of Student Personnel Administrators.
(2010). ACPA/NASPA professional competency
areas for student affairs practitioners. Washington,
Cuyjet, M. J., Longwell-Grice, R., & Molina, E. (2009).
Perceptions of new student affairs professionals
and their supervisors regarding the application of
competencies learned in preparation programs.
Journal of College Student Development, 50(1),
Reynolds, A. (2011). Helping competencies of student affairs professionals: A Delphi study. Journal of College Student Development, 52(3), 362- 369.
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