Month: August 2012

Relationships with Colleagues as Professional Development

Dan

I’ve focused my postings lately on ACPA/NASPA Core Competencies and CAS Standards, but this posting has  different framework: relationships.

Today I had coffee with a colleague with whom I had very limited previous interaction. I thought he and I would have things in common: we attended the same conferences, worked in the same functional area, and emailed about different questions. I knew him from a listserv but sensed that he’d be a good person with whom to have a professional relationship.

I was right.

Engaging in a discussion with colleagues about different issues we face and how we’re going about addressing these issues is really stimulating for me (coffee helps too). I approach my conversations with colleagues as friendly, but it’s clear that while we’re building a relationship, we’re benefiting a lot from each other: we’re increasing our competence in student affairs work.

I believe professional relationships should be intentional: providing support as you build these connections and possibly a friendship. It would be a missed opportunity to not engage in “shop talk” as I create collegial friendships.

How do you approach relationships with colleagues as opportunities to develop your competence and confidence?

CAS Standards: What they’re good for!

Dan

I’m a CAS fan! Recently the latest edition of the CAS Standards was released and there’s a lot in there to be fanatical about!

New standards include Services for Transfer Students, Campus Police and Security Programs, and Sexual Assault and Relationship Violence Prevention Programs. Revised standards include the Fraternity and Sorority Advising Programs. More information on the 8th edition of the Standards can be found at: http://www.cas.edu/index.php/updates/

So why should higher education professionals, most notably student affairs educators, use these standards?

1. They provide a shared framework across functional areas. Because CAS has common general standards for ALL of its 41 sets of functional area standards, we have a starting point for collaboration.

2. They provide an assessment tool – do we know we’re doing what we’re supposed to be doing well? And, of course, the learning domains kind of kick butt!

3. They provide a launching point for discussions about how our collective and distinct functions support goals of higher education: learning and retention in particular.

4. They’ve been tested time and again – we have had standards for over 30 years. It’s time we infuse these deeply into our work.

How do you use the CAS Standards? What have you found helpful about them? How have they improved your practice?

 

Equity, Diversity and Inclusion: Expanding the Understanding of “other”

Dan

I continue to focus blog postings on exploring Professional Competency Areas for Student Affairs Practitioners (ACPA & NASPA, 2010). This week is the Equity, Diversity and Inclusion competency.

The Equity, Diversity and Inclusion competency “includes the knowledge, skills, and attitudes needed to create learning environments that are enriched with diverse views and people. It is also designed to create an institutional ethos that accepts and celebrates differences among people, helping to free them of any misconceptions and prejudices” (ACPA & NASPA p. 10).

In the beginner level , student affairs professionals should be able to “analyze the interconnectedness of societies worldwide and how these global perspectives influence institutional learning” (ACPA & NASPA, p. 10). Applying this to your practice, are you able to explain how seemingly divergent religions intersect and overlap (and conversely how they may differ)?

In the intermediate level, professionals must do more than know about social justice but also they should “facilitate others learning and practice of social justice concepts” (ACPA & NASPA, p. 11). For example, if you’re in a conversation with colleagues about diversity topics, do you know the resources and experts to whom you can direct others for information when you yourself may not have all the answers (no one does).

The advanced level has a significant focus on one’s role in enacting policy. To develop skills in this area you might consider what you already know about institutional policies relative to topics such as access and how the functions in which you work can implement practices that are in line with those polices.

What do you need to do to increase your skill set in the equity, diversity and inclusion competency?

Advising and Helping Competency: Supporting Students and Organizations

Dan

The Advising and Helping competency “addresses skills related to providing counseling and advising support, direction, feedback, critique, referral, and guidance to individuals and groups” (p. 6).

For example, in the beginner level of advising and helping, an attribute of this competency indicates professionals “know and use referral services (e.g. other offices, outside agencies, knowledge sources) and exhibit referral skills in seeking expert advice” (p. 6).

So, what if a student came to you with a roommate challenge? A potential mental health issue? Could you properly direct students to the services they need?

In the intermediate level, this competency demands that professionals “demonstrate culturally appropriate advising, helping, coaching and counseling strategies” (p. 7). This in mind, you might consider how you’d advise students in organizations with a large number of people from different backgrounds/countries.

The advanced level has a significant focus on counseling and crisis intervention. To develop skills in this area you might consider to what extent you feel confident talking a student through a difficult time in her/his life such as a family member passing, a friend’s suicide or a disaster or crisis in their hometown.

What do you need to do to increase your skill set in the advising and helping competency?