Professional Competencies

HESAA COMPETENCIES

PEF

PERSONAL AND ETHICAL FOUNDATIONS (PEF)|

PEF competency area involves "...the knowledge, skills, and dispositions to develop and maintain integrity in life and work: (ACPA/NASPA, 2015, p.16).

This competency encourages Student Affairs practitioners to understand that personal and ethical foundations are intertwined because "integrity has an internal locus" (ACPA/NASPA, 2015, p. 16) that is influenced by a mixture of "external ethical guidelines, an internal voice of care, and our own lived experience" (ACPA/NASPA, 2015, p.16). This competency forms a very personal evolving practice for student affairs professionals by expressing the need to "grow through a process of curiosity, reflection, and self-authorship" (ACPA/NASPA, 2015, p. 16)

My proficiency level in PEF is foundational. As an individual, I am a very non-traditional student, which means I have a lot of life experience incorporated into my desire to learn about student affairs as a profession. My experiences are grounded in being a member of various communities, e.g., an active citizen who tries to fully participate in multiple responsibilities such as voting, contacting lawmakers to advocate, etc., a practitioner in two professions (broadcasting and librarianship), and as a family member/caregiver to various people in my life. I believe this provides a solid basis for my potential growth in pursuing my degree and in a career that will serve others on their educational journey.

I believe I am able to effectively, "Articulate key elements of one's set of personal beliefs and commitments (e.g. values, morals, goals, desires, self-definitions), as well as the source of each (e.g. self, peers, family, or larger communities) (ACPA/NASPA 2015, p. 16). I hold strong foundational beliefs on a variety of subjects, I am also open to listening and learning more to inform myself with the knowledge that the more information I obtain, the possibility of refining or even changing my viewpoints exists. Additionally, my morals and values have been developed over time with the positive influence of family and even peers, while my goals, desires, and self-definitions are a byproduct of self-examination.

I feel that I adequately demonstrated my ability to "Appropriately question institutional actions which are not consistent with ethical standards." (ACPA/NASP, 2015, p. 16). While I have not yet worked professionally in student affairs, I have worked as a professional librarian in a publicly funded institution that professed to adhere to the American Library Association's "Bill of Rights", "Freedom to Read", and "Freedom to View" statements (ALA, 2006 & 2007). Although the institution mostly stuck to the contents of these intellectual freedom documents, I can think of two instances where I called their handling of collection development and access into question. I asked that a documentary dealing with a major exhibition at the Guggenheim Museum in NY--The Cremaster Cycle-- (Barney & Tappeninier, 2004) be purchased for the circulating collection. Initially, my order was refused because "it didn't fit in with the collection development policy", which at the time was a dated document sorely in need of revision. It later became a money issue despite the library's purchases of costly commercial items--sometimes in multiple copies. The other instance involved filtering software that public libraries must use to comply with the Children's Internet Protection Act (Federal Communications Commission [FCC], 2011). Author Arundhati Roy's personal website was deemed to be"hate speech" by the software. When asked, a Deputy Assistant Director said that the only way to bypass the filter was to turn it off while searching (patrons and staff over the age of 17 could do this). The software company had no natural way of correcting the mischaracterization. Although I did not see success in my challenges, I recognized and addressed the ethical conflict between my employer and the code they claimed to uphold.

I believe that my life experiences and the knowledge that I earned in librarianship will bolster my growth in the PEF competency. To promote my development, I should utilize the Rubric provided by ACPA/NASPA to guide my journey. Wellness and health are areas that I take a personal interest in and would like to pursue professionally. I am at the foundational level in this area. I am making efforts to "Recognize and articulate healthy habits for better living" (ACPA/NASP, 2015, p.26) This is something that I am very familiar with as I practice meditation daily and I am conscientious about trying to eat right, sleep well, and manage stress. To take this to the next level, I should commit to the corresponding intermediate goal of "Create and implement a healthy living plan." ACPA/NASPA, 2015, p.26). In doing so, I would take my self-awareness to a new level by better planning management of my physical and mental health as I prepare for an internship with Buffalo State's Weigel Health Center in the fall of 2022. Because I am relatively new to HESAA, I need to strive to create a foundational competency in PEF related to "Ethical Codes and Professional Standards". My focus should be on the foundational area of the Rubric--"Describe ethical statements and principles of relevant professional associations" (ACPA/NASPA, 2015, p.26) I will need to explore professional associations that support higher education and student affairs professionals to determine which one(s) are pertinent to the areas of the profession I would like to pursue.

References

American College Personnel Association & National Association of Student Personnel. (2015). ACPA/NASPA professional competency areas for student affairs educators. ACPA;

NASPA. https://www.naspa.org/images/uploads/main/ACPA_NASPA_Professional_Competencies_FINAL.pdf

American College Personnel Association & National Association of Student Personnel Association. (2015). ACPA/NASPA professional competency rubrics. ACPA;

NASPA. https://www.naspa.org/images/uploads/main/ACPA_NASPA_Professional_Competency_Rubrics_Full.pdf

American Library Association. (2006a, June 30). Library bill of rights. Advocacy, Legislation & Issues. https://www.ala.org/advocacy/intfreedom/librarybill

American Library Association. (2006b, July 26). Freedom to read statement. Advocacy, Legislation & Issues. https://www.ala.org/advocacy/intfreedom/freedomreadstatement

American Library Association. (2007, May 29). Freedom to view statement. Advocacy, Legislation & Issues. https://www.ala.org/advocacy/intfreedom/freedomviewstatement

Barney, M., & Tappeinier, M. (Directors). (2004). The body as matrix: Matthew Barney's cremaster cycle [Film]. Films for the Humanities and Sciences.

Federal Communication Commission. (2011). Children's internet protection act. FCC consumer guides. https://www.fcc.gov/consumers/guides/childrens-internet-protection-act

VPH

Values, Philosophy, and History (VPH) |

The Values, Philosophy, and History (VPH) competency area involves “knowledge, skills, and dispositions that connect the history philosophy, and values of the student affairs profession to one’s current practice” (ACPA/NASPA, 2015, p.18 ). This competency is about understanding the roots of higher education and student affairs. It also invites budding professionals to examine where the future lies and identify potential growth areas. Committing to demonstrating this competency “ensures that our present and future practices are informed by an understanding of the profession’s history, philosophy, and values.” (ACPA/NASPA, 2015, p.18 )

I am at a foundational level in the Values, Philosophy, and History competency. This is my second semester in the HESAA program. I have taken only two classes so far. Counseling Techniques and Budgeting and Planning are core courses in this program, but they are from opposite ends of the spectrum. Counseling helped me understand the importance of being able to guide students, and even peers, in handling a variety of personal and scholastic challenges. Budgeting and Planning helped me understand the collective process of charting a course for a higher education institution while creating budgetary plans that support future growth. Learning those key elements was very helpful, but I know a fuller picture awaits me.

Although I am new to this field of study, I can rely on my education and practical work experience in the library field to help get me into the right mindset to learn the values, philosophy, and history of higher education and student affairs. I learned quite a bit about the history of libraries, their organizational systems, and key figures who made a name for themselves through innovation and leadership. I believe my receptivity to learning about the foundations of higher education will serve me well.

Despite my newness to the higher education profession, I know I can rely on my interest in the program along with my past educational and work experiences to gain a foundational knowledge that will allow me to “describe the foundational philosophies, disciplines, and values of the profession” (ACPA/NASPA, 2015, p. 18). The rubric will provide guidance in developing foundational knowledge that enhances my “ability to synthesize the profession’s history…and identify historical contexts of the profession from various perspectives...” (ACPA/NASPA, 2015, p. 35).

References

American College Personnel Association & National Association of Student Personnel. (2015). ACPA/NASPA professional competency areas for student affairs educators. ACPA; NASPA. https://www.naspa.org/images/uploads/main/ACPA_NASPA_Professional_Competencies_FINAL.pdf

American College Personnel Association & National Association of Student Personnel Association. (2015). ACPA/NASPA professional competency rubrics. ACPA; NASPA. https://www.naspa.org/images/uploads/main/ACPA_NASPA_Professional_Competency_Rubrics_Full.pdf

LEAD|

Leadership (LEAD) |

This competency area “...addresses the knowledge, skills, and dispositions required of a leader, with or without positional authority” (ACPA/NASPA, 2015, p. 27). This competency acknowledges the individual role as a leader and how that impacts others within an organization. Leaders must work with a variety of constituents in order to “...envision, plan, and affect change in organizations and respond to broad-based constituencies and issues.” (ACPA/NASPA, 2015, p. 27) An interesting aspect of this competency is that it is organized by “...the leadership learning concepts of Education, construct, knowledge and articulation; Training, skill identification, and enhancement; Development, personal reflection, and growth; and Engagement, active participation, and application.” (ACPA/NASPA, 2015, p. 27). The outcomes of this competency explore the individual’s role as a leader, the construct of leadership within an organization, and the need for student affairs professionals to seek and fulfill leadership opportunities.

My past experiences have positioned me for a foundational level of competency as it applies to higher education and student affairs. It is in my nature to become very involved in organizations that support my work and my personal interests. As an undergraduate, I became the Program Director for WBNY, Buffalo State College’s radio station. That role helped me understand teamwork, leadership, and the responsibilities associated with an elected position e.g. board meetings and how the organization worked with the institution. As a graduate student at UB, I was involved with the student chapter of the American Library Association. In my career as a librarian, I served as Secretary for my union and I also served as an at-large member representing librarians from across the library system. I also served on various committees in the workplace and through the Western New York Library Resources Council. As a Buffalo State graduate student, I filled a vacancy with the Graduate Student Association as a Senator because I wanted more involvement—especially since the program that I transferred from was solely online. I look forward to serving as Secretary for the HESAA Collective. I know I will contribute ideas and assist others in the Collective in planning and executing events. I am new to the higher education/student affairs program, but I am no stranger to volunteering my time and energy—I think that is half the battle in developing leadership skills.

Through my internship in the Fall of 2022, I will have an opportunity to see where and how Health and Wellness promotion fits into Weigel Health Center and Buffalo State, helping me achieve the ability to “articulate the vision and mission of the primary work unit, the division, and the institution.” (ACPA/NASPA, 2015, p. 27)

I am already starting to be able to “Identify one’s own strengths and challenges as a leader and seek opportunities to develop leadership skills.” (ACPA/NASPA, 2015, p.27) This is demonstrated through the leadership opportunities outlined above. I am excited and curious to see how the HESAA Collective will come together for the new school year!

A lot has changed at Buffalo State since I earned my first two degrees—including me—I’m older than most students in the program and that gives me a different perspective. I am looking forward to learning about others who differ from me in many ways and finding common ground through our concern for students in higher education, helping me to “Build mutually supportive relationships with colleagues and students across similarities and differences” (ACPA/NASPA, 2015, p. 27)

Embracing leadership roles and the work that I do along with the interactions that I have with my peers will help me to determine my progress. I have a good mindset for collaboration and I take pride in being part of Buffalo State's HESAA program.

References

SJI|

Social Justice and Inclusion (SJI) |

Social Justice and Inclusion is different from the balance of the competencies related to higher education and student affairs. SJI differs because it is defined as both “a process and a goal.” SJI includes “the knowledge, skills, and dispositions needed to create learning environments that foster equitable participation of all groups and seeks to address issues of oppression, privilege, and power” (ACPA/NASPA, 2015, p. 30. Incorporating social justice and inclusion competencies into one’s practice can be done by trying to meet the needs of all groups, distributing resources in an equitable manner, raising social consciousness, and repairing past and current harm to on-campus communities (ACPA/NASPA, 2015 ). By identifying this competency as a process and a goal, ACPA and NASPA communicate this is something that higher education professionals must work on continually throughout their careers.

I am firmly in the foundational stages of SJI. Although, as an adult with many years of lived experiences, I believe my ability to recognize issues and to create environments of inclusion is a positive building block. It is the first step in many I will need to take, not only throughout any career I might have but throughout my life. Because I have rich lived experiences, I can incorporate knowledge gained into critical thinking in SJI. I have to rethink what I see through the lens of others, so I do not unintentionally offend or align myself with thinking that does not meet the lofty goals and processes of this competency. Part of my foundational knowledge includes a course on diversity in the Adult Education program that I took during the January term. I was exposed to a number of different materials that addressed race, sexuality, and other issues that relate to social justice and inclusion. In my personal life, I am a member of the Hispanic Women’s League, which is focused on improving the lives of Hispanic women through providing scholarships, mentoring, and programs. Additionally, I am an older student. That status allows me to bring awareness of issues related to aging to spaces where the issues are not always considered and allows me to.

"identify systems of socialization that influence one’s multiple identities and sociopolitical perspectives and how they impact one’s lived experiences.” (ACPA/NASPA, 2015, p. 30). I believe this is a good place to start for me as it will allow me to define systems of socialization and then examine how these work with my multiple identities i.e. female, over 40, and Hispanic and how they balance with my lived experiences. A better self-examination will help me to understand the issues better and further my ability to.

“Understand how one is affected by and participates in maintaining systems of oppression, privilege, and power.” (ACPA/NASPA, 2015, p. 30). This outcome is important because in essence, if you are part of the problem, you will not be part of the solution. I believe that through my involvement in identifying the systems I have taken foundational steps to be part of the solution in addressing systems of oppression.

Although I did not stay with the Adult Education program, I believe the course that I took has set the stage for me to understand the importance of SJI in one’s higher education practice. I believe that the course work was helpful in looking at issues through several lenses and understanding the origins of some of our societal problems that create division and do not allow different stakeholders to be seen. The course was helpful in helping me achieve the ability to “Engage in critical reflection in order to identify one’s own prejudices and biases” (ACPA/NASPA, 2015, p. 30). I believe this outcome is critical as a foundational piece because each one of us carries our own prejudices and biases. Without thinking about these beliefs, we cannot hope to grow as individuals in a profession that serves so many types of people. Awakening and opening one’s mind is hopeful progress on what will be a continual journey.

References

TECH|

Technology (TECH)

The Technology (TECH) competency area looks at "the use of digital tools, resources, and technologies for the advancement of student learning, development, and success as well as the improved performance of student affairs professionals" (ACPA/NASPA, 2015, p. 33). The use of technology grows and evolves so student affairs professionals should embrace it as an avenue in which to assist students and help students to help themselves.
TECH at its foundational level requires skills such as adeptness given the changing nature of software, hardware, etc. It also requires troubleshooting problems and developing workarounds. Foundational tech skills include assessing the quality of information and committing to accurately citing materials used to bolster one's own work.
Advancement to the intermediate level includes being receptive to new technologies and using technology to further enhance educational interventions. An advanced level of TECH competency includes anticipating changes in technology and making the resources needed available. An advanced level of this competency also requires contributing to research, trend analyses, and needs assessments about digital technologies that will inform efforts to help all stakeholders. (ACPA/NASPA, 2015, p.35)

My past work experience includes working as a librarian for nearly 16 years, which entailed using technology to help people not only find information but also learn how to work with computer equipment and engage with software to do anything from applying for a job, writing papers, and uploading photos, etc. I believe my knowledge is foundational in the area of higher education, but I also know that because I had so many years in a field that was driven by technology, my ability to grow into advanced levels will be strong.

I believe that I foundationally“Demonstrate adaptability in the face of fast-paced technological change.” (ACPA/NASPA, 2015, p. 33) on a daily basis. Most of my technological knowledge is self-taught. Partially out of necessity but also because I enjoy learning about new tools and new techniques. I am a firm believer in learning about technology and sharing my knowledge with others.

I returned to higher learning in the Fall of 2021. Since that time believe that I have embraced the foundational outcome that states higher education professionals need to "Demonstrate adaptability in the face of fast-paced technological change" (ACPA/NASPA, 2015, p. 33). Although I kept up with technology as a librarian and in other workplaces, returning for a master's degree has challenged me to learn about software such as Pear Deck and Trello.

Much of my library career was spent looking at the accuracy and quality of information gathered digitally, which allowed me to “Critically assess the accuracy and quality of information gathered via technology and accurately cite electronic sources of information respecting copyright law and fair use”(ACPA/NASPA, 2015, p. 33). I have worked with a variety of citation styles and know some better than others, but I believe in the importance of citing work to help others learn more and to give proper credit to creators. Through my knowledge of federal government information, I am well versed in basic copyright law and fair use. When I taught at the University at Buffalo's library school, I designed a unit to address intellectual property, which included copyright (specifically fair use), trademarks, and patents.

I believe I am well on my way to furthering my competency in Technology. Practical experience will bolster the foundational outcomes and lead me to intermediate competency. My past experiences in teaching library patrons how to use Microsoft Office products and databases from Gale and Ebscohost along with teaching graduate students how to use a variety of federal government websites, have prepared me to continue learning more about technology. I know I will share what I learn in addition to helping those I encounter to educate themselves.

References

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HESAA COMPETENCIES

PERSONAL AND ETHICAL FOUNDATIONS (PEF)|

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Values, Philosophy, and History (VPH) |

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Leadership (LEAD) |

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Social Justice and Inclusion (SJI) |

Technology (TECH)

To see more or discuss possible work let's talk >>