TECHNOLOGY (TECH)
Proficient Competency Assessment
As described by ACPA/NASPA (2016), Technology (TECH) “focuses on the use of digital tools, resources, and technologies for the advancement of student learning, development, and success.” Using ethical, equitable, and current practices, student affairs professionals are expected to incorporate the changes in technology to support student development and contributions to the field. Knowledge and skills within areas such as data use and compliance, digital identity and citizenship, understanding online learning and environments, and more contribute to the competency development of TECH. According to ACPA/NASPA (2015, 2016), development and experiential outcomes within TECH include:
“Engage in personal and professional digital learning communities and personal learning networks at the local, national, and/or global level” (ACPA & NASPA, 2015, p. 33).
“Model and promote the legal, ethical, and transparent collection, use, and securing of electronic data” (ACPA & NASPA, 2015, p. 33).
“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” (ACPA & NASPA, 2015, p. 33).
Activities and artifacts to fulfill my proficient development within TECH include:
Content Management System (CMS) (2019-2021)
As the graduate assistant in the Division of Diversity and Belonging, my responsibilities included assisting with managing the division’s BGSU website. To receive knowledge and authorization to do this, I completed a CMS (Content Management System) training. BGSU’s CMS training covers introduction to the system, page creation and management, editing and adding content within a page, uploading and managing files to the Digital Asset Management system, and web accessibility.
Social Media Management (2019-2021)
As the graduate assistant in the Division of Diversity and Belonging, as well as Office of Title IX, to “engage in personal and professional digital learning communities and personal learning networks at the local, national, and/or global level” (ACPA & NASPA, 2015, p. 33), I recommended the offices utilize social media to connect and communicate to students and other community members, or audiences. From this, I gained the responsibility of managing the Diversity and Belonging Instagram, Twitter, and Facebook, as well as Title IX’s Instagram. To manage these accounts, I use a platform called Hootsuite, which allows me to create, respond, and manage social media posts on differing platforms; also, I use a platform called Canva, along with other editing apps and software to create posts, flyers. and other visual communications for the offices. I also have access to these office areas email accounts to further manage/monitor communication within these areas.
Maxient System (2019-2021)
As the graduate assistant in the Office of Title IX, as well as graduate intern in the Office of the Dean of Student’s Conduct area, I utilize the university’s reporting system, Maxient. In these roles, I utilize this system to keep track of university cases, communicate with individuals regarding their conduct, Title IX, etc. cases, communicate with staff members about certain cases, and more. As Maxient is a platform that contains personal and sensitive information, learning to use it was intimidating at first. Tracking user-clicks and trails, Maxient has the ability to provide an audit trail showing who has viewed different cases or profiles.
