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Creating Meaningful Experiences for Graduate Students Using the ACPA & NASPA Professional Competencies PowerPoint Presentation
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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

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Creating Meaningful Experiences for Graduate Students Using the ACPA & NASPA Professional Competencies


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    1. Creating Meaningful Experiences for Graduate Students Using the ACPA & NASPA Professional Competencies Brett Bruner Director of Persistence & Retention Fort Hays State University (KS) KimberlieMoock Director of New Student Programs & Veterans Services Eastern Illinois University 2012 NODA Annual Conference Las Vegas, NV

    2. 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

    3. Learning Outcomes Participants who attend this educational session will be able to: • Identify approaches to utilizing the ACPA & NASPA Competencies in graduate student professional development • Develop a network of other supervisors of graduate students who are interested in graduate student professional development & training • Identify tangible strategies for orientation, transition, & retention graduate students to use related to the ACPA & NASPA competencies

    4. 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

    5. ACPA & NASPA Professional Competency Areas for Student Affairs Professionals (2010) • Advising & Helping • Assessment, Evaluation & Research • Equity, Diversity & Inclusion • Ethical Professional Practice • History, Philosophy & Values • Human & Organizational Resources • Law, Policy & Governance • Leadership • Personal Foundations • Student Learning & Development

    6. Our Stories… Background Baker University University of Kansas Eastern Illinois University • 2 Graduate Assistants • Professional development programming • Supervisory development • Connections to program • Should I Stay or Go • Requireduse 0f Competencies • 2-4 Graduate, 2-3 Interns • Professional development is decentralized • No divisional standing on Competencies (within & outside of Division of Student Affairs)

    7. Our Stories… Development Timeline Baker University University of Kansas Eastern Illinois University • 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 • Fall 2011 Investigated Utilization • Spring/Summer 2012 Development of Self-Evaluation • Fall 2012 Adaptation

    8. Our Stories… Process Baker University University of Kansas Eastern Illinois University • 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 • 1st challenge: Determining focus • Clarification of Competency levels • Basic level • Select specific competencies • Determine work cycle competency • Finding time to incorporate effectively

    9. Our Stories… Implementation Baker University University of Kansas Eastern Illinois University • 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 • 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

    10. Our Stories… Challenges Baker University University of Kansas Eastern Illinois University • Overwhelming for a 1styear • 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 • Next Steps • Connection to on-going professional development • GA feedback • Collaboration with graduate program • Collaboration with other Student Affairs departments

    11. Our Stories… Success Baker University University of Kansas Eastern Illinois University • Intentional conversation about of growth & future in professional • Tailored job duties to meet these areas • Referred to for- & not-for-credit internships • GAs & supervisors were familiar with Competencies when they were introduced to the entire Division of Student Affairs • 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

    12. 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?

    13. 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?

    14. 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?

    15. 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?

    16. 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?

    17. Creating Meaningful Experiences for Graduate Students Using the ACPA & NASPA Professional Competencies Brett Bruner Director of Persistence & Retention Fort Hays State University (KS) blbruner@fhsu.edu KimberlieMoock Director of New Student Programs & Veterans Services Eastern Illinois University kamoock@eiu.edu 2012 NODA Annual Conference