Certification Preparation Advisory Task Group
Call for Volunteers
Help develop a bootcamp for the Certified Student Affairs Educator (CSAEd) certification exam!
The Certified Student Affairs Educator (CSAEd) is the core certification credential developed in 2021 and piloted this fall. NASPA is creating a bootcamp, which will launch as a preconference at the 2023 Annual Conference, and will help people prepare to take the core exam. The CSAEd designation signifies continuous learning, knowledge, and competency in eight certification domain areas.
NASPA is looking for volunteers to develop study guides for each of these eight domains. Each contributor will work with a small group on preparation materials for one domain, attend three virtual meetings between January and March, and receive a small stipend for your time and effort. If you are available to join us to present at the preconference, an additional stipend will be available.
If you are interested in helping with this important effort, please complete this brief Google Form by January 20, 2023. Please include your resume or CV and rank your interest in the eight domains. The eight domain areas include:
foundations of the profession
student learning, development, and success
assessment and evaluation
social justice and inclusion
crisis and risk management
financial and facility management
If you have questions, please contact Brooke Supple at [email protected].
Professional Standards: ACPA / NASPA Professional Competencies
Click here for the ACPA / NASPA Professional Competencies.
Click here for the ACPA / NASPA Professional Competencies Rubrics.
Call for Resources for Professional Competency Areas
Click here for more information and to submit a resource.
Resources can be submitted at any time and are accepted on a rolling basis.
Please note: Some of the following resources are based on the Professional Competency Areas for Student Affairs Educators established in 2010. These Competencies were reviewed and revised in 2015. Some of the submitted resources may not reflect the changes if submitted prior to change approvals.
Professional Competencies Self-Assessment and Development Plan
Jerrid Freeman, Vice President for Student Affairs - Northeastern State University
This evaluation template is intended to be used as a self-assessment tool for directors of programs or other professionals within higher education to assess and develop NASPA and ACPA competencies. The evaluation includes an action-oriented rubric for each of the competencies as well as open-ended questions about how each competency relates to one's professional role.
CI Division of Student Affairs Training Program
Jennifer Miller, Director of Student Affairs Assessment, Research and Staff Development - California State University Channel Islands
Jamie Hoffman, Lecturer, University Experience Department & Intructional Technologist, Academic Technology Service - California State University Channel Islands
The purpose of the Division of Student Affairs (DSA) training program is to support and reinforce the Division’s core values (collaboration, commitment, diversity, integrity, and excellence) while preparing staff with the competencies necessary for success as student affairs practitioners. The competency areas addressed through the training are based on the Professional Competency Areas for Student Affairs Practitioners (NASPA/ACPA, 2010).
Over the course of three years, the five competency areas with the lowest means will be the focus of the more in-depth training initiatives such as day long retreats and/or blended learning course(s). The other five competency areas will be addressed through short trainings and/or webinars, Read and Reflect sessions, and newsletters. The measures within each competency area that had the lowest scoring means will be the focus of each training initiative. A follow up survey will be conducted in 2014 to assess the Ethical and professional practice competency area (that was inadvertently missed in the 2013 Needs Assessment). A follow up Needs Assessment will be conducted in 2015 to create another three year training plan to begin 2016-2017.
Resident Director Competency Self-Assessment
Sara Kelly, Director, Residential Life/Learning Communities & Student Conduct - The College at Brockport
As an entry level position in student affairs, the resident director role provides a natural place for the Professional Competencies to be utilized as a foundational resource for professional development, planning and training. The RD program at the College at Brockport is guided by these competencies, starting with RD training through bi-weekly professional development programs for RDs. This helps our team develop key competencies to aid in their success in their current role and future roles in higher education.
Summer Graduate Intern Professional Development Series
Kimberly Piatt, Coordinator of Leadership Development - The College at Brockport - SUNY
Leah Barrett,Associate Vice President of Enrollment Management and Student Affairs - The College at Brockport - SUNY
Sara Kelly, Director, Residential Life/Learning Communities & Student Conduct - The College at Brockport - SUNY
Karen Podsiadly, Director of Community Development - The College at Brockport - SUNY
Each summer, The College at Brockport hires 7-8 graduate interns from all over the country to work in a variety of areas within the Division of Enrollment Management and Student Affairs. As part of this program, we offer an intentional professional development series, based on the competency areas, designed to provide additional learning for the interns. Presenters from across campus provide insight into each of the topics.
Field Experience Evaluation
Kelley Kenney, Full Professor/Program Coordinator - Kutztown University
The following is a performance evaluation to be used at the conclusion of an internship field experience that is part of the curricular requirements for highly experiential, CAS designed graduate preparation program in student affairs. The Student Affairs Professional Competencies at the Basic Level are used to inform this performance assessment and evaluation.
Practicum Performance Evaluation
Kelley Kenney, Full Professor/Program Coordinator - Kutztown University
The following is a performance evaluation to be used during a practicum (pre-internship) experience that is part of the curricular requirements for a highly experiential, CAS designed graduate preparation program in student affairs. The main purpose of the tool is to assess and evaluate graduate students’ level of awareness and understanding of the Student Affairs Professional Competencies at the Basic Level during the practicum (pre-internship) experience.
Student Affairs On-boarding / Orientation Series
Gregory Sammons, Vice President for Student Affairs - Alfred State
The Division of Student Affairs provides a ten-session on-boarding series that is provided to the cohort of employees hired within the past year. Each session is linked to a professional competency including discussion on the expected basic, intermediate, or advanced levels relevant to our institutional expectations for knowledge, skills, or attitude. Each session showcases and educates participants on a department within the division, improving communication, awareness, and cross-functionality among members. After each session, assessment tools are used to track learning and effectiveness.
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The members of the Professional Standards Division:
- Serve as experts within and for the Association on the Standards of Professional Practice and the Professional Competency Areas, researching, presenting, and/or publishing with regard to their current or potential utility
- Consult with Association leadership, constituent groups, and members with regard to the application of the Standards of Professional Practice and the Professional Competency Areas to their work and the work of the Association
- Participate in periodic reviews of and/or revisions to the Standards of Professional Practice and Professional Competency Areas
- Create professional assessment and development opportunities pertaining to the Standards of Professional Practice and the Professional Competency Areas
- Advise Association leadership, particularly the Vice President for Professional Development, with regard to the Association’s learning opportunities and related services for our members
- Research, evaluate, and propose professional standards for the Association and the profession, based on national and global trends, needs, and member feedback
- Serve in a liaison role with the Council for the Advancement of Standards in Higher Education (CAS) for routine communications and stand ready to represent NASPA, if called upon to do so, in any collaborative work with CAS
One of the best resources available to you is the wide range of professional development opportunities. This list contains both our “Hosted Events,” workshops and webinars that we plan and manage, and some “Related Events,” hosted by the NASPA Central Office or other NASPA Constituent Groups. To see a full listing of NASPA events, please see the Events page.