Blended Model of Competence & Action (Howard & Sauter, 2017)
Sarah Howard and I developed the following Blended Model of Competency & Action to provide a practical visual representation of the complexities of professional competencies in relation to action. The model combines the concept of praxis with the NACADA Core Competencies Model, the NASPA/ACPA Professional Competencies, and Multicultural Competence in Student Affairs (ACPA/NASPA, 2015, 2016; hooks, 1994; NACADA, 2017; Pope, Reynolds, 1997, Pope, Reynolds, Mueller 2014, 2019).
This is a versatile model that can be used in a variety of ways including:
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Competencies Integrated into the Blended Model
NACADA Core Competencies
http://bit.ly/NACADAComp
Conceptual - Informational - Relational
Multicultural Competence
http://bit.ly/MulticulturalComp
Awareness - Knowledge - Skills
Praxis
Combination of “action and reflection upon the world in order to change it.” (hooks, 1994, p. 14).
ACPA/NASPA Professional Competencies
Competencies: http://bit.ly/SAProComp
Rubrics: http://bit.ly/SAProCRubrics
Foundational - Intermediate - Advanced
Foundational: Baseline
Intermediate: Engaged
Advanced: Proactive Leadership
http://bit.ly/NACADAComp
Conceptual - Informational - Relational
Multicultural Competence
http://bit.ly/MulticulturalComp
Awareness - Knowledge - Skills
Praxis
Combination of “action and reflection upon the world in order to change it.” (hooks, 1994, p. 14).
ACPA/NASPA Professional Competencies
Competencies: http://bit.ly/SAProComp
Rubrics: http://bit.ly/SAProCRubrics
Foundational - Intermediate - Advanced
Foundational: Baseline
- Adaptability & Learning Communities
- Current & Familiar
- Basic Troubleshooting
- Assess Tech Needs & Readiness
- Critical Assessment of Info
- Data Collection
- Compliance
- Awareness of Digital Identity
- Model Inclusive Practices / Reach
- Learning Communities
- Design, Implement & Assess Digital Learning
- Integrate technology into work
Intermediate: Engaged
- Adaptability to Fast Paced Changes
- Anticipate Pitfalls & Develop Strategies
- Educational Tech Interventions
- Multiple Strategies
- Teach / Facilitate Ethical Use
- Universal Design
- Proactively Cultivate Digital Identity
- Critical Examination of Technology Privileges
- Design & Assess Outcomes
- Utilize Digital Professional Development Communities
- Wide Range of Digital Strategies
- Holistic approach to distance learning
Advanced: Proactive Leadership
- Anticipate Tech Change & Allocate Resources
- Leadership Proactive Creation, Use & Evaluation of Tech/Digital Spaces
- Contingency Plans in case of Failure
- Contribute to Research, Trends & Analysis
- Support, Promote tech use & scrutiny
- Leadership that demands ethical use
- Lead & Demonstrate Universal Design
- Lead & Ongoing Training, Digital Identity & Virtual Communities
- Contribute / Partner / Lead Professional Organizations & Networks
- Provide Training & Instruction
- Collaborate & Support faculty efforts in digital tech
- Generate New Means to assess & leverage tech for Student Affairs Goals
References
- ACPA, NASPA, (2015), Professional Competency Areas for Student Affairs Educators. Washington D.C., ACPA/NASPA.
- ACPA, NASPA, (2016), Professional Competency Areas for Student Affairs Educators. Washington, DC.: ACPA/NASPA.
- Farr, T., & Cunningham, L. (Eds.). (2017). NACADA academic advising core competencies guide. Manhattan, KS: NACADA: The Global Community for Academic Advising.
- hooks, b., (1994), Teaching to transgress: Education as the practice of freedom, Routledge, New York.
- Howard. S., & Sauter, J. P. (2016) Hot topic: NACADA’s technology core competency [Powerpoint slides]. Retrieved from http://bit.ly/NACADA17TechHT
- Howard, S., Sauter, J., Irvin, M., (2022) “Technology as a tool for advisor development) In Archambault, K, & Hapes, R. (Eds.), Advisor Training and Development (3rd edition). Routledge
- NACADA, 2017, NACADA Academic Advising Core Competencies Model, retrieved from http://bit.ly/NACADAComp
- Pope R. L. & Reynolds, A. L. 1997. Student affairs core competencies: Integrating multicultural awareness, knowledge, and skills. Journal of College Student Development. 38(3). 266-277.
- Pope, R. L., Reynolds, A. L. & Mueller, J. A. (2004). Multicultural competence in student affairs. Jossey-Bass: San Francisco, CA.
- Pope, R. L., Reynolds, A. L. & Mueller, J. A. (2014). Creating Multicultural Change on Campus. Jossey-Bass: San Francisco, CA
- .Pope, R. L., Reynolds, A. L. & Mueller, J. A. (2019). Multicultural competence in student affairs: Advancing social justice and inclusion, 2nd edition. Jossey-Bass: San Francisco, CA.
- Sauter, J. P. (2017). Technology & multicultural competence: A learner’s guide [Powerpoint slides]. Retrieved from http://bit.ly/TechMCComp17
- Sauter, J. P. (2018). Technology & multicultural competence: Development & Application [Powerpoint slides]. Retrieved from http://bit.ly/WNYAdvisingTMC