Call for Programs

CCPA and NorCal NASPA January 2010 Drive-In Conference

Call for Programs

Friday, January 28, 2011

California College of the Arts, San Francisco, CA

Submissions Due Sunday, January 9, 2011

https://spreadsheets.google.com/viewform?formkey=dDFpRFBtS1hnd3BfMGxseWxuVjVPX3c6MQ

The California College Personnel Association (CCPA) and NorCal NASPA are currently seeking program submissions for the upcoming January 2011 Drive-In Conference on January 28, 2011 in San Francisco, California.   This is a great opportunity to share your presentation with your California colleagues from two associations! If you are interested in this opportunity to share your knowledge and expertise with your colleagues, please complete the program submission form no later than midnight on Sunday, January 9, 2011.

We have designed our program submission form to align with the ACPA and NASPA Professional Competency Areas for Student Affairs Practitioners.  Notably, we are asking individuals to select up to two ACPA/NASPA Professional Competencies or Contemporary Issues that connect to the program:

Professional Competencies:

Advising & Helping – Skills related to providing counseling and advising support, direction, feedback, critique, referral, and guidance to individuals and groups.

Assessment, Evaluation, and Research (AER) – The ability to use, design, conduct, and critique qualitative and quantitative AER analyses; to manage organizations using AER processes and the results obtained from them; and to shape the political and ethical climate surrounding AER processes and uses on campus.

Equity, Diversity, and Inclusion – The knowledge and skills for student affairs professionals to create learning environments that are enriched with diverse views and people of varied backgrounds, races, cultures, and beliefs, and to create an institutional ethos that accepts and celebrates differences among people and helps to free them of any misconceptions and prejudices.

Ethical Professional Practice – Skills and abilities needed to understand and apply ethical standards to one’s work.

History, Philosophy, and Values – knowledge and skills that connect the history, philosophy, and values of the profession to one’s current professional practice.

Human and Organizational Resources – skills and knowledge in the selection, supervision, motivation, and formal evaluation of staff; conflict resolution; management of the politics of organizational discourse; and the effective application of strategies and techniques associated with financial resources, facilities management, fundraising, technology use, crisis management, risk management and sustainable resources.

Law Policy and Governance – skills and knowledge relating to the application of current legal constructs, policy development processes used in various contexts, and the understanding of governance structures and their impact on one’s professional practice.

Leadership – knowledge and skills required of a leader, whether it be a positional leader or a member of the staff, in both an individual capacity and within a process of how individuals work together effectively to envision, plan, effect change in organizations, and respond to internal and external constituencies and issues.

Personal Foundations – The ability to maintain emotional, physical, social, environmental, relational, spiritual, and intellectual wellness; be self-directed and self-reflective; maintain excellence and integrity in work; be comfortable with ambiguity; be aware of one’s own areas of strength and growth; have a passion for work; and remain curious.

Student Learning & Development – knowledge and understanding of concepts and principles of student development and learning theory. This includes the ability to apply theory to improve and inform student affairs practice, as well as understanding teaching and training theory and practice.

Contemporary Issues:

• Evidence and Improvement – During the past two decades, the assessment movement in higher education has gained momentum. Legislators, accrediting agencies, and the general public continue to demand evidence that our work is producing measurable and positive results. As professionals, we are responsible for developing programs, measuring performance, evaluating findings, and using results to improve our programs and services. How are assessment programs working on our campuses? How are we incorporating assessment into our work? How are we helping staff to view assessment as a useful tool rather than a burdensome requirement? How are we building cultures of evidence by establishing and measuring learning outcomes for our programs and services? What lessons have we learned about assessment practice, and how do we continue to build on these lessons?
• Leadership in Challenging Times – We all know that change is constant in our lives. Each year, decade, and era has its own unique challenges. We are living through a time of significant change in our professional lives and the lives of our students. We are challenged by the many needs of students; the ever increasing expectations of parents, government and other stakeholders; ongoing budget constraints; and the globalization of higher education. What leadership must we provide on our campuses and in the broader student affairs arena to respond to these challenges? In what new ways might we envision our work, roles, partnerships, and organizational structures?
• Student Success – As our student population becomes more diverse, so do the challenges to ensure that all students have the best opportunities to be successful. Each year, new students enroll at our institutions with varying needs and expectations. What have we learned about our students and their experiences that can help us re-think or re-frame our work to better meet student needs? In what ways can we acknowledge and tap into the experiences of students who are coming to our campuses from military service or from other life experiences that differ from those of the majority? What support services do we need to develop and refine to encourage students to take reasonable educational risks, manage their complex responsibilities and pressures, and gain new perspectives? What are we doing that might be hindering the success of our students? What are the new “best practices” for fostering student success?

For more information about the ACPA/NASPA Professional Competencies, download the Professional Competency Areas for Student Affairs Practitioners publication approved by both associations in July 2010. http://www2.myacpa.org/img/Professional_Competencies.pdf

If you have any questions about this process, please contact:

Marissa Reynoso, CCPA Director of Communications, marissa@webccpa.com

Dean Kennedy, NorCal NASPA  Executive Co-Chair, dkennedy@csumb.edu