In July 2010, the NASPA Board of Directors and the ACPA Governing Board approved Professional Competency Areas for Student Affairs Practioners, intended to define the broad professional knowledge, skills, and, in some cases, attitudes expected of student a!airs professionals regardless of their area of specialization or positional role within the field.
- Task Force on the Future of Student Affairs final report and appendix, 2010
In this report, the Task Force on the Future of Student Affairs considers current trends that will have a dramatic impact on higher education in the United States for the foreseeable future and outlines the implications of those trends for student affairs. We begin with a look backward at our past, seeking lessons from our foundations to assist us in moving forward.
Learning Reconsidered argues for the integration of all of higher education's resources in the education and preparation of the whole student. The publication re-examines widely accepted ideas about conventional teaching and learning and questions whether current organizational patterns in higher education support student learning and development in today's environment. This landmark publication builds upon historical student affairs statements that focus on student affairs as a profession and is a critical resource for every student affairs professional. Co-sponsored by ACPA – College Student Educators International.
This report outlines 10 principles about learning and how to strengthen it. Each principle is illustrated by a set of exemplary cooperative practices between student and academic affairs in order to promote higher student achievement.
A joint effort between NASPA and the American College Personnel Association (ACPA), this document outlines seven principles of good practice for student affairs, along with inventories designed to offer student affairs educators another tool to use in the creation of positive learning environments for students.
This paper discusses what institutions and students can reasonably expect from one another to enhance learning productivity. Expectations are divided into five areas. For each of these areas, a pair of complementary propositions is presented expressing the reciprocal expectations of institutions and students followed by questions to help determine whether these expectations are being met.
Written in commemoration of the 50th anniversary of the 1937 Student Personnel Point of View, this statement is intended to promote a greater understanding of student affairs among leaders in higher education.
A revision of the 1937 report that presents a new formulation of the philosophical basis for student personnel work and details the elements in a comprehensive institutional program.
Published after a two-day conference of the American Council on Education, this landmark report clarifies the field of student personnel work and the relationship of student personnel work to other administrative and instructional functions.