Running head: PROFESSIONAL COMPETENCIES

Audrey Batista Professional Competencies: Case Studies Kent State University

Running head: PROFESSIONAL COMPETENCIES During my time in the Higher Education Administration program, I have been afforded the opportunity to grow as both a student and professional in various capacities especially as they relate to the ACPA/NASPA (2010) Competency areas for Professionals in Student Affairs. After reviewing the basic, intermediate, and advanced levels of the competency areas that delineate the knowledge, skills and attitudes of professionals at those levels, I have been able to conduct a personal assessment of my own competencies as they relate to the ones listed. Additionally, I have placed myself within the basic and intermediate levels within these competencies as deemed fit. My personal assessment has resulted in my identifying the most strongly with competencies in the areas of Advising and Helping, Student Learning and Development, and Law, Policy and Governance. I have placed myself at an intermediate level in these categories. The following text will provide a synopsis of my personal assessment of my experiences in the competency levels mentioned above. Advising and Helping (Intermediate) My experiences with my Graduate Assistantship as an Assistant Residence Hall Director and Orientation Supervisor have contributed a great amount to my professional competency in Advising and Helping. For example, I work directly with Resident Assistants and student leaders in developing strategies to balance their personal, professional and academic life, and assist them in recognizing both positive and negative behaviors that influence their psychological wellness by building relationships with the individuals, and working to provide the best resources to assist the students on their path to success. This assisting is done through weekly meetings with the students and through advising student leaders with the planning and implementation of activities and events designed to provide additional students with educational resources and engagement strategies. As an orientation supervisor over the past summer, I was able to excel in advising and

Running head: PROFESSIONAL COMPETENCIES helping by directly facilitating problem solving, actively listen to the concerns and questions of family members and parents, and building rapport with student and families to both retain the students and excite students to become a part of the University. As both an orientation supervisor and ARHD I have been able to observe verbal and nonverbal behaviors to prevent mental health issues. Student Learning and Development (Intermediate) My coursework in Student Development and Multiculturalism have assisted in the development of my competency in Student Learning and Development. Two of the most impactful theories that have helped to shape my competency that were discussed in both of the aforementioned courses are Astins Theory of Student Development and Schlossbergs Transition Theory. In my experience working with both freshmen and upper-class students, I have seen the direct benefits of engaging students both on-campus and within their residence halls. Additionally, understanding the transition process for students has allowed me to utilize the ability to apply theory to practice. The best example of using theory to practice can be found during my disciplinary meetings with students who violate policies within the residence halls. By utilizing the theories I have learned, I am able to separate the act from the students and turn disciplinary meetings into an educational environment where the behavior is addressed and complemented with rich discussion surrounding the students personal, professional, and academic goals. Furthermore, my practicum in college teaching has allowed me to identify and take advantage of opportunities to shape the course curriculum for the topic of Multiculturalism in Higher Education, and to develop and construct learning opportunities that encourage leaning and developmental growth. The most recent example of this can be found in a class I facilitated

Running head: PROFESSIONAL COMPETENCIES in which healthy discussion and debate took place surrounding stage theories and minority development models. My development of the syllabus for the aforementioned course also allowed for a fundamental opportunity in constructing effective lesson plans that promote student growth and development. Law, Policy and Governance (Intermediate) My experiences within the Law in Higher Education course provided me with a plethora of knowledge regarding law, policy and governance within student affairs, and has aided in my understanding of many of legal terms and procedures discussed throughout additional courses in the program. I believe that having a strong understanding of the law is invaluable in the higher education field and have had the opportunity to describe many of the torts and laws that influence decisions that are made. An example of this would be through my role as the advisor of a hall council made up of student leaders within the residence hall. A large majority of students often have questions related to decisions made by the University and as a result of my coursework and peer conversations within the Law in Higher Education course, I have been able to accurately explain why those decisions are made and how those decisions could impact students if not guided by law. I look forward to my continued growth as student affairs professional and aspire to achieve an advanced level in at least eight of the 10 categories listed in the competency document. Although I only chose to share the competencies at which I identified at an intermediate level for the purpose of this text, I believe I have achieved a basic competency level in at least seven of the competencies listed in the document. In closing, I would like to add that I believe in the power of continued professional development and hold all those who have chosen to dedicate their lives to educating students and fostering student success in the highest respect.