Acpa Naspa Professional Competencies Final
Acpa Naspa Professional Competencies Final
Acpa Naspa Professional Competencies Final
Technology (TECH)
The Technology competency area focuses on
the use of digital tools, resources, and technologies
for the advancement of student learning,
development, and success as well as the improved
performance of student affairs professionals.
Included within this area are knowledge, skills, and
dispositions that lead to the generation of digital
literacy and digital citizenship within communities
of students, student affairs professionals, faculty
members, and colleges and universities.
Foundational Outcomes
• Demonstrate adaptability in the face of fast- • Model and promote equitable and inclusive
paced technological change. practices by ensuring all participants in
• Remain current on student and educator educational endeavors can access and utilize
adoption patterns of new technologies and the necessary tools for success.
familiarize oneself with the purpose and • Appropriately utilize social media and other
functionality of those technologies. digital communication and collaboration tools
• Troubleshoot basic software, hardware, and to market and promote advising, programming,
connectivity problems and refer more complex and other learning-focused interventions and
problems to an appropriate information to engage students in these activities.
technology administrator. • Engage in personal and professional digital
• Draw upon research, trend data, and learning communities and personal learning
environmental scanning to assess the networks at the local, national, and/or global
technological readiness and needs of level.
students, colleagues, and other educational • Design, implement, and assess
stakeholders when infusing technology into technologically-rich learning experiences for
educational programs and interventions. students and other stakeholders that model
• Critically assess the accuracy and quality effective use of visual and interactive media.
of information gathered via technology • Ensure that one’s educational work with and
and accurately cite electronic sources of service to students is inclusive of students
information respecting copyright law and fair participating in online and hybrid format
use. courses and programs.
• Model and promote the legal, ethical, and • Incorporate commonly utilized technological
transparent collection, use, and securing of tools and platforms including social medial and
electronic data. other digital communication and collaboration
• Ensure compliance with accessible technology tools into one’s work.
laws and policies.
• Demonstrate awareness of one’s digital
identity and engage students in learning
activities related to responsible digital
communications and virtual community
engagement as related to their digital
reputation and identity.
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COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS
Advanced Outcomes
• Anticipate technological change and allocate • Engage in systematic practices aimed at
personal, departmental, and/or institutional ensuring students and professionals across all
resources to foster in others dispositions demographics have access to technological
of adaptability, flexibility, and openness to resources and are educated in their intelligent
technological innovation. use and implementation for solving problems
• Provide leadership for the proactive creation, and enhancing learning.
use, and empirical evaluation of technological • Provide leadership for the seamless
tools and digital spaces for students including integration of social media and other digital
those drawing on social medial and other digital communications with broader educational,
communication and collaboration tools. customer service, marketing, and community
• Develop contingency plans for the continual engagement efforts that communicate and
operation of basic college and university develop dialogue and community around
functions in the event of software, hardware, or shared common institutional values.
connectivity failures as a result of routine issues • Contribute to, partner with, and/or provide
or in response to crises and emergencies. leadership for local, state/provincial, national,
• Contribute to the generation of research, trend and global digital professional learning
analyses, and needs assessments related communities and personal learning networks in
to digital technologies that inform efforts to promoting the use of technology for educational
meet the technological needs of students, purposes.
colleagues, and educational stakeholders. • Provide training and instruction for the use,
• Support, promote, and/or lead efforts to create adoption, and evaluation of digital strategies
a culture in which information is both valued for enhancing educational interventions with
and systematically scrutinized prior to its use to multimedia, interactive tools, and creativity-
inform educational practice. enhancing technologies by students,
colleagues, and other educational stakeholders.
• Provide leadership that demands digital
information and technologies be used in a • Collaborate with and support faculty by
manner that is ethical and in full compliance developing holistic educational and co-
with national and state/province laws as well as curricular opportunities for students in online
with institutional policies. and hybrid programs promoting the relevance
and vision of what student affairs practice in
• Lead and demonstrate a commitment to new educational delivery formats.
universal design principles in technological
implementations that ensures the frictionless • Provide leadership in the development of new
use and application of technology by all. means of leveraging technology for assessing,
certifying, and credentialing the holistic learning
• Provide leadership and ongoing training to and development of students through co-
colleagues and students for the cultivation curricular learning endeavors.
of a genuine digital identity, presence, and
reputation that models appropriate online
behavior and enables open access and
engagement with virtual communities as
appropriate.
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