Explain the various roles and responsibilities student affairs staff possess as forward-facing representatives of the larger higher education institution .

Professional Identity
Operating in a role that serves as a primary liaison between the university and the student population, student affairs staff play a vital role in representing the mission of the larger university through their interactions and relationships to students. Because of this, it is essential that student affairs staff are trained in effective servant leadership, mentorship, team building, compassion, and justice.
Create a 10-12 slide digital presentation outlining the different identities a student affairs professional must possess to accomplish forward-facing, departmental-based, and larger higher education institutional goals.
Address the following:
· Identify the targeted populations.
· Explain the various roles and responsibilities student affairs staff possess as forward-facing representatives of the larger higher education institution .
· Identify the personal and professional traits that encompass effective student affairs employment by connecting them to the “Statement on the Integration of Faith and Work.”
· Describe significant indicators of success and potential issues or vulnerabilities.
· Describe how to incorporate critical thinking and problem-solving skills through leadership and collaboration.
· Title slide, reference slide, and presenter’s notes.
Support your presentation with 3-5 scholarly resources including the “Statement on the Integration of Faith and Work.”
The digital presentation should include graphics that are relevant to the content, visually appealing, and use space appropriately.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines
4 Rubric: Professional Identity
Targeted Populations
10.0
Not addressed.
Inaccurately identifies the targeted populations.
Vaguely identifies the targeted populations.
Accurately identifies the targeted populations.
Specifically identifies the targeted populations.
Roles and Responsibilities
20.0
Not addressed.
Incompletely explains the various roles and responsibilities student affairs staff possess as forward-facing representatives of the larger higher education institution.
Partially explains the various roles and responsibilities student affairs staff possess as forward-facing representatives of the larger higher education institution.
Reasonably explains the various roles and responsibilities student affairs staff possess as forward-facing representatives of the larger higher education institution.
Exceptionally explains the various roles and responsibilities student affairs staff possess as forward-facing representatives of the larger higher education institution.
Personal and Professional Traits
20.0
Not addressed.
Poorly identifies the personal and professional traits that encompass effective student affairs employment by connecting them to the “Statement on the Integration of Faith and Work.”
Somewhat identifies the personal and professional traits that encompass effective student affairs employment by connecting them to the “Statement on the Integration of Faith and Work.”
Suitably identifies the personal and professional traits that encompass effective student affairs employment by connecting them to the “Statement on the Integration of Faith and Work.”
Thoughtfully identifies the personal and professional traits that encompass effective student affairs employment by connecting them to the “Statement on the Integration of Faith and Work.”
Success Indicators and Potential Issues
15.0
Not addressed.
Inappropriately describes significant indicators of success and potential issues or vulnerabilities.
Weakly describes significant indicators of success and potential issues or vulnerabilities.
Appropriately describes significant indicators of success and potential issues or vulnerabilities.
Realistically describes significant indicators of success and potential issues or vulnerabilities.
Incorporating Critical Thinking and Problem-Solving Skills
15.0
Not addressed.
Ineffectively describes how to incorporate critical thinking and problem-solving skills through leadership and collaboration.
Superficially describes how to incorporate critical thinking and problem-solving skills through leadership and collaboration.
Effectively describes how to incorporate critical thinking and problem-solving skills through leadership and collaboration.
Insightfully describes how to incorporate critical thinking and problem-solving skills through leadership and collaboration.
Visual Appeal
10.0
Not addressed.
There are few or no graphic elements. No variation in layout or typography is evident.
Minimal use of graphic elements is evident. Elements do not consistently contribute to the understanding of concepts, ideas, and relationships. There is some variation in type size, color, and layout.
Thematic graphic elements are used, but not always in context. Visual connections mostly contribute to the understanding of concepts, ideas, and relationships. Differences in type size or color are used well and consistently.
The slide digital presentation is visually pleasing for the audience. There is a good variety and use of graphics, colors, and fonts. The arrangement of material is logically organized for presentation.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5.0
Not addressed.
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.
Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language.
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0
Not addressed.
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Percentage 100

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