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The characteristics of excellence for professionals in higher education, going beyond competencies to include other markers of professionalism. The characteristics are grouped into general knowledge and skills, interactive competencies, and self mastery. They can be used for self-evaluation and professional development.
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Defining competencies of student affairs and other professionals in higher education who plan, implement, and offer programs and services is the mark of a maturing profession. A number of authors and organizations have framed competencies in several broad areas. For example, Pope, Reynolds, and Mueller (2004) identified competencies in the areas of 1) administration and management, 2) multicultural awareness, knowledge, and skills, 3) helping and advising, 4) assessment and research, 5) teaching and training, 6) ethics and professional standards, and 7) translation and use of theory to guide practice. This document seeks to define a list of necessary attributes for professionals in higher education that is broader than competencies and includes other markers of professionalism. These characteristics of excellence can be used in an evaluative format, both self evaluation and in the context of “360 degree” (Tornow, London, & Associates, 1998) or supervisory format.
There are numerous purposes for the creation and use of this document. One purpose is to move the student affairs profession and other professionals within the higher education context to more concrete, concise, and agreed upon characteristics that are expected of professionals who provide, implement, and facilitate programs and services in higher education. Another purpose is to assist in the enculturation of new professionals into the profession by defining what it means to be a professional in higher education. This document also seeks to clarify the context within which people are choosing to work. In response to the literature on supervision that indicates that supervision in higher education is often irregular and when it does occur stresses operational tasks rather than professional development (Arminio & Creamer, 2001; Saunders, Cooper, Winston, & Chernow, 2000; Winston & Creamer, 1997), this document was created to provide aspirational expectations for higher education professionals (Carpenter, 2003).
Because it is the intent of this document to honor individual differences that people bring to their practice, when perceived differences from the expected characteristics are identified these differences need to be discussed. It is through these discussions with supervisors and colleagues that such differences can be acknowledged and their implications explored.
This document offers direction for professional development whether prompted by self evaluation or from supervisory evaluation. In either case, this document is intended to be used in collaboration and discussion with a supervisor, supervisees, students, and/or colleagues. From these discussions an individual professional development plan can be created and then movement toward accomplishing that plan be evaluated.
Arminio, J. & Creamer, D. G. (2001). What quality supervisors say about quality supervision. College Student Affairs Journal, 21 , 35-44.
Carpenter, D. S. (2003). Professionalism. In S. R. Komives & D. Woodard Jr (Eds.). Student services: A handbook for the profession (4th^ edition; pp. 573-592 ). San Francisco: Jossey-Bass.
Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2004). Multicultural competence in student affairs. San Francisco: Jossey-Bass.
Saunders, S. A., Cooper, D. L. Winston, R. B. Jr., & Chernow, E. (2000). Supervising staff in student affairs: Exploration of the synergistic approach. Journal of College Student Development, 41 , 1281-191.
Tornow, W. W., London, M., & Associates (1998). Maximizing the value of 360-degree feedback. San Francisco: Jossey bass. Winston, R. B., Jr., & Creamer, D. G. (1997). Improving staffing practices in student affairs. San Francisco: Jossey-Bass.
Evaluating individual professional practice in higher education requires the identification of ideal performance characteristics that describe excellence in professional practice. This document has evolved from multi-faceted professional competencies that are inherent in the purpose, development, and application of the CAS Standards and Guidelines. It assumes a philosophy and practice of life-long learning and professional development shared by individual practitioners and their institutions. Characteristics are grouped into General Knowledge and Skills , Interactive Competencies , and Self Mastery.
General Knowledge and Skills
General Knowledge
experience for all students
informed professional practice
the institution’s mission
General Skills
Interactive Competencies
With students: