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Markers of Professionalism in Higher Education: Characteristics of Excellence, Exercises of Literature

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.

What you will learn

  • What are the seven broad areas of competencies identified by Pope, Reynolds, and Mueller (2004) in higher education?
  • What are the specific characteristics of self mastery for professionals in higher education?

Typology: Exercises

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CAS Characteristics of Individual Excellence for
Professional Practice in Higher Education
CAS Contextual Statement
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.
References
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.
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CAS Characteristics of Individual Excellence for

Professional Practice in Higher Education

CAS Contextual Statement

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.

References

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.

CAS Characteristics of Individual Excellence for

Professional Practice in Higher Education

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

  1. Understands and supports the broad responsibility of the institution for enhancing the collegiate

experience for all students

  1. Possesses appropriate knowledge of relevant theories, literature, and philosophies on which to base

informed professional practice

  1. Knows values, historical context, and current issues of one’s profession
  2. Has developed, can articulate, and acts consistently with a sound educational philosophy consistent with

the institution’s mission

  1. Understands and respects similarities and differences of people in the institutional environment
  2. Understands relevant legal issues

General Skills

  1. Manages and influences campus environments that promote student success
  2. Works to create campus and related educational environments that are safe and secure
  3. Effectively utilizes language through speaking, writing, and other means of communication
  4. Engages disparate audiences effectively
  5. Teaches effectively directly or through example
  6. Thinks critically about complex issues
  7. Works collaboratively
  8. Is trustworthy and maintains confidentiality
  9. Exercises responsible stewardship of resources
  10. Engages in evaluation and assessment to determine outcomes and identify areas for improvement
  11. Uses technology effectively for educational and institutional purposes
  12. Bases decisions on appropriate data
  13. Models effective leadership

Interactive Competencies

With students:

  1. Counsels, advises, supervises, and leads individuals and groups effectively
  2. Knows the developmental effects of college on students
  3. Knows characteristics of students attending institutions of higher education