Program Competencies

The College Student Services Administration program at Oregon State University strives to advance the field of student affairs through the preparation and continuing education of professional colleagues. With considerable knowledge of the field and through ongoing research, faculty, staff, and students have developed a set of core competencies that represent knowledge and skills that are essential for the student affairs professional to be competent, capable, and successful in the field.

All students who complete a master’s degree in the College Student Services Administration program must show evidence of their competency in each of the following nine areas. (“Competency” is defined as being adequately or well qualified and demonstrating proficient skills to successfully function, lead, and affect change in the student affairs field and higher education.) Evidence of these competencies will be demonstrated through a variety of experiences and in a variety of methods, culminating in a comprehensive capstone experience. In doing so, it is the expectation that CSSA students seek out a comprehensive and well-rounded graduate and professional experience. Additionally, students are asked to reflect on their graduate, professional, and person development experiences toward greater self-understanding.

1. Knowledge of Higher Education and Student Affairs

Graduates should be able to demonstrate their understanding of the role of student affairs in higher education by being able to articulate current and past issues shaping the field and the implications these issues have on students’ lives. In meeting this competency, students should demonstrate their knowledge of. . .

1. The historical and philosophical underpinnings of student affairs;
2. Standards of good practice in student affairs and ethical responsibilities of the student affairs professional;
3. The primary challenges and opportunities being presented to student affairs professionals; and
4. Goals, trends, and key issues related to the future of the student affairs profession.
2. Student Development in Higher Education

Graduates should be able to demonstrate their understanding of student populations and sub-cultures within varied higher education settings. In meeting this competency, students should demonstrate their knowledge of. . .

1. Transitional issues faced by students before and after their tenure in higher education settings;
2. The various and changing needs, goals, affinities of students within varied higher education settings (e.g. community college, private, public, religiously affiliated, tribal colleges, historically Black colleges and universities, Hispanic serving institutions, etc);
3. The diversity of student populations including, but not limited to, age, socioeconomic status, gender, gender identity, race and ethnicity, language, nationality, religion or spirituality, sexual orientation, ability, and preparedness; and
4. Theories related to student development and potential practical applications.
3. Leadership

Graduates should be able to demonstrate their understanding of higher education/ student affairs administration and those aspects related to the leadership of student affairs in college and university settings. In meeting this competency, students should demonstrate their experience with/knowledge of. . .

1. Fiscal resources, budget development and management in supporting student affairs programs or services;
2. Human resource/personnel management, including hiring, supervising, and evaluating employee performance;
3. Organizational structure, dynamics, and systems;
4. Legal issues critical in guiding and influencing practice;
5. Campus climate issues, including administrative strategies to bring congruence between campus climate goals and realities.
4. Multicultural Awareness, Knowledge, Skills and Ability

Graduates should be able to demonstrate multicultural awareness, knowledge, skills and ability. In meeting this competency, students should demonstrate their knowledge of. . .

1. Their cultural heritage and how it affects identity development, world views, values and assumptions;
2. Systems of privilege and oppression and groups and individuals who are different from self;
3. Ways to challenge and support individuals, groups and organizations to maximize multiculturally sensitive and appropriate practices; and
4. Areas of personal and professional growth in improving one’s own multicultural competence.
5. Assessment and Research

Graduates should be able to demonstrate their understanding of and ability to employ good assessment and research practices. In meeting this competency, students should demonstrate their experience with/ability to. . .

1. Design and implement thorough assessment and research efforts including the identification of significant key issues and questions;
2. Create instruments and/or protocols for assessing and researching these important issues and questions; and
3. Credibly convey key findings and recommendations to stakeholders and constituents.
6. Program Planning

Graduates should be able to demonstrate their understanding of and ability to design and execute high quality programs (i.e. seminars, workshops, trainings or other similar experiences that are meant to facilitate development and learning that are thoughtful, engaging, and learner-centered). In meeting this competency, students should demonstrate their experience with/ability to. . .

1. Design original programs including the identification of needs, goals, and resources;
2. Market programs appropriately;
3. Facilitate the implementation of programs; and
4. Evaluate the effectiveness of programs in meeting desired goals and outcomes.
7. Teaching, Presentation, and Publication

Graduates should be able to demonstrate their ability to disseminate scholarly work through public forums. In meeting this competency, students should demonstrate their experience with/ability to. . .

1. Develop and share ideas and concepts to students, staff, or faculty groups outside of the CSSA classroom;
2. Incorporate original and innovative techniques that are appropriate and engaging in sharing these ideas; and
3. Reflect on the experience and make constructive changes and improvements.
8. Individual, Group, and Organizational Communication

Graduates should be able to demonstrate effective interpersonal communication skills with students and colleagues and their ability to develop and maintain effective partnerships with individuals from the campus and local community. In meeting this competency, students should demonstrate their experience with/ability to. . .

1. Positively manage, develop, and engage in working relationships with faculty, staff, and students across functional and institutional boundaries;
2. Initiate and participate in working alliances and teams with a wide range of people across cultural boundaries;
3. Take on key leadership roles though these partnerships and collaborations;
4. Serve as advocate, counselor, and/or advisor to students or student groups; and
5. Manage and/or mediate conflict, crisis, or problematic circumstances.
9. The Developing Professional

Graduates should be able to demonstrate their ability to carefully examine and challenge their own personal and professional values, worldviews, assumptions and biases. In meeting this competency, students should demonstrate their experience with/ability to. . .

1. Articulate and demonstrate their own ethics and standards of good practice within the profession;
2. Articulate and demonstrate their own style and values within a leadership capacity;
3. Develop an understanding of the value of community involvement and participation beyond the OSU campus;
4. Engage in thoughtful career planning and decision making exercises; and
5. Examine and question their “fit” within the profession by clearly articulating personal strengths and potential contributions to the field.