I generally find inspiration for blog posts from conversations and observations on Twitter, and this post is no exception. One common strand of Tweets marked by #sachat include statements or questions about the shortcomings of master's degree programs in higher education and student affairs. These statements and questions about #sagrad have prompted me to think a lot about aligning #sagrad program curricula with professional competencies. There are currently two sets of competencies I'm aware of: those offered by ACPA/NASPA, and the CAS Standards for master's programs. My focus in this post is the set of professional competencies by ACPA/NASPA.
On the surface, it looks pretty easy to map most competency areas to individual courses. However, instead of looking at the connection between competencies and individual courses, we should view the master's program in higher education and student affairs through an integrative lens. The learning outcomes associated with each competency should be addressed across the curriculum. Don't we want student affairs professionals to approach their work through the integration of multiple frameworks?
Rather than leave the reader with a question to ponder, I offer some ideas on what would be required to work toward an integrative approach for faculty, students, and professional associations:
What does this require on the part of faculty?
As faculty members in graduate preparation programs, we should always have a finger on the pulse of the field. Not only do we need to keep our course content current and relevant, but so too should our approaches be responsive to changes in the field. Within our individual programs, we need to work with our colleagues to map the curriculum to professional competencies. This can and should be part of regular self-studies that fit into larger assessment plans. We need to know that our curricula meet the needs of the field, while leaving room for individual program identities and niches to emerge.
What does this require on the part of students?
Recognize your responsibility in your learning and preparation for the field. The process of formal education and learning isn't simply the transmission of knowledge to willing learners. Preparation for the field of student affairs through a graduate preparation program requires students to be active in their learning and preparation. Students need to think critically about their learning in the field beyond coursework. How will they make sure they're getting what they need to address professional competencies?
Faculty and students alike should refer to the rubric for professional development published by ACPA that is a companion for the ACPA/NASPA Professional Competencies. For faculty, the rubric can be useful in distilling learning outcomes from the professional competencies. For students, the rubrics can be seen as a road map for professional development, and as a self-assessment tool of competency.
What does this require on the part of professional associations?
This line thinking has also been spurred on by a recent #satech summit hosted by NASPA that doesn't appear to have included faculty from any graduate preparation programs in our field. I'm excited about conversations about professional competencies, but if we are going to hold #sagrad programs accountable for the training and readiness of new student affairs professionals, then faculty should be part of these conversations from the beginning. There isn't a complete disconnect between professional associations and graduate preparation faculty. Since finishing my master's degree in 2000, I have seen more efforts to reach out to faculty on the part of multiple professional associations in student affairs, particularly in the time that I've been a faculty member (since 2007). Something that I've been wanting to see (and I do see in pockets) is greater interaction within associations beyond face to face conferences. We have so much technology at our disposal. Let's use it to connect and engage in discussions about our profession.
All of us engaged in the practice and teaching of student affairs have a vested interest in the future of graduate preparation. Clearly, I want to be part of these kinds of conversations. I want to have the conversations with faculty colleagues from other higher education and student affairs programs; with leaders of professional associations; with student affairs educators at all levels of experience. I'm looking forward to the NASPA session featuring Larry Roper and Pat Whitely (Tuesday March 18 at 8:45 AM in Convention Center Ballroom I & II) as they share their thoughts on the future of graduate preparation programs.
I'd love to read your thoughts on what faculty (either collectively or individually) can or should be doing differently. If nothing else, I want to align my practice with the current realities of the field.
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