Certified Student Affairs Educator and Campus Recreation Certification
NIRSA partnered with ACUHO-I, ACUI, AFA, ASCA, NACA, and NASPA to develop a certification for student affairs educators, recreation professionals, and other student affairs functions.
Student Affairs Educator Certification includes seven credentials–the core student affairs educator certification and six specialty area certifications including one for Campus Recreation. The core certification serves as an important, independent credential as well as a required prerequisite for each specialty certification.
About Certification
An established certification program—built upon the foundation of guiding research and scholarship about student affairs and recreation, created through the collaborative efforts of student affairs professionals—has tremendous and transformative potential to further advance our profession.
This consideration and exploration of certification in student affairs is by no means new. There has been an ongoing conversation for decades about this concept among student affairs leaders. The conversation has consisted of various approaches to documenting professional competency across multiple professional disciplines within student affairs, including recreation. Many well-respected higher education and student affairs thought leaders and scholars have proposed ways to distinguish individual educators who are both qualified and have made a commitment to advancing their own professional development.
In 2019 NASPA conducted an extensive market analysis which yielded thought-provoking insights about how professional certification could benefit student affairs educators. Certification could identify areas of focus in ongoing education and serve as a roadmap for educators in demonstrating current knowledge, skills, and competencies, while identifying areas for further development.
About the Consortium
The Higher Education Consortium for Student Affairs Certification was formed in 2021 by ACUHO-I, ACUI, AFA, ASCA, NACA, NASPA and NIRSA. The new 501c6 organization was developed through the mutual efforts of our student affairs professional associations to provide professional certification to a broad range of student affairs educators including the functional areas represented by the consortium associations. Each consortium member has committed resources and holds a Board seat.
Learn More
- Early mid-level to late mid-level professionals, directors, and AVPs
- Educators with a master’s degree and approximately five years of work experience in student affairs/services in a higher education setting
- Educators who have worked for an extended period of time in student affairs/services in a higher education setting and who do not have a master’s degree
Learn more about eligibility requirements by visiting the Student Affairs Educator Certification website.
Certification is generally considered to be the “gold standard” of professional credentialing. A valued certification program provides a structured and recognized system for educators working in campus recreation to demonstrate ongoing learning, identify high quality professional development opportunities, and open new pathways for their professional mobility and career advancement.
Certification:
- Provides a formal means to demonstrate knowledge and commitment to ongoing learning and continuous education.
- Supports movement into new functional areas and advancement into senior-level positions by demonstrating competencies and knowledge to manage multiple or new functional areas.
- Signals credibility and integrity to external individuals who may not understand or value student affairs work.
- Includes timely topics that may not have been addressed when one completed a formal degree program.
- Provides accountability through ethical conduct standards.
- Multiple pathways for master’s, bachelor’s, and associate’s degree holders
- For mid-level educators and above
- Access includes community and small college educators
- Continual evaluation of certification to address equity questions
- Financial support for individuals seeking certification
- Pilot program at reduced rates and no retake fees
- Pricing model designed to provide access while covering operating expenses
The field of student affairs and recreation is complex. While traditional and critical theories provide a strong basis, the work of student affairs and recreation is regularly evolving. Certification offers a way for more nimble content engagement around new and emerging topics that impact the work of a student affairs educator and recreation professional.
There are more learning options than ever before for recreation, student affairs, and higher education professionals from a wide range of providers—both through not-for-profit associations and for-profit companies. A quantitative and qualitative market analysis conducted by NASPA revealed that professionals care about the quality and clarity of education programs available for ongoing professional learning.
The CSAEd and specialty certifications involve CEU providership programs. Educational opportunities and learning outcomes that are up to standards will be approved for continuing education units towards certifications. The providership program will be available to any entity that meets the criteria established for CEU-qualified educational offerings. Providership programs are common practice in many industry certifications as a method of maximizing opportunities for certified professionals to access CEUs; providerships are also a good way to ensure the intellectual rigor of those learning opportunities.
An established certification program, built upon the foundation of guiding research and scholarship about student affairs and recreation and created through the collaborative efforts of student affairs professionals has tremendous and transformative potential to further advance the profession.
This consideration and exploration of certification in student affairs is by no means new. There has been an ongoing conversation for decades about this concept among student affairs leaders. The conversation has consisted of various approaches to documenting professional competency across multiple professional disciplines within student affairs, including recreation. Many well-respected higher education and student affairs thought leaders and scholars have proposed ways to distinguish individual educators who are both qualified and have made a commitment to advancing their own professional development.
In 2019 NASPA conducted an extensive market analysis which yielded thought-provoking insights about how professional certification could benefit student affairs educators. Certification could identify areas of focus in ongoing education and serve as a roadmap for educators in demonstrating current knowledge, skills, and competencies, while identifying areas for further development.
The Registry program introduced the core competency framework. The Registry designation focused on a commitment to ongoing learning in the body of knowledge (core competencies) validated by the profession and endorsed by the Association. Since launching in 2011, the core competency framework has been an effective tool to design content offered at NIRSA learning events.
The Registry for Collegiate Recreational Sports Professionals (RCRSP) is now being phased out. Current RCRSP holders will continue to hold the credential until their individual expiration dates. Use of the RCRSP designation continues to demonstrate an individual’s commitment to intentional and ongoing professional development. Additional details for RCRSP holders are outlined on the RCRSP page of the NIRSA website.
NIRSA’s Core Competency Framework will remain the foundation of NIRSA educational initiatives.
Certification has the rigor of an assessment upon entry to confirm knowledge and skills in areas confirmed by a job task analysis, core competency framework and other foundational documents. Like the Registry, it includes an ongoing commitment to learning tied to the body of knowledge endorsed by the profession. By updating the content framework every five years, the renewal process demonstrates that a certified professional remains current on advances in the field.
Please visit the Student Affairs Educator Certification fees page for details.
The Higher Education Consortium for Student Affairs Certification was formed in 2021 by ACUHO-I, ACUI, AFA, ASCA, NACA, NASPA and NIRSA. The new 501(c)(6) organization was developed through the mutual efforts of the founding student affairs associations to provide professional certification to a broad range of student affairs educators including the functional areas represented by the consortium associations. Each consortium member has committed resources and holds a Board seat.
The NIRSA Board of Directors decided to join the consortium after consultation with the NIRSA Professional Registry Commission and NIRSA Staff. The Consortium and certification program aligns with NIRSA’s mission, vision, and strategic priorities, and the Board believes it creates stronger professional development and advancement opportunities for professionals. The consortium strengthens the ties to our peer associations in student affairs that in turn inspires stronger ties among departments on campus. It also provided an opportunity to create a high-quality recreation certification at a lower cost than if NIRSA attempted to create it on our own.
The NIRSA Board and Professional Registry Commission reviewed several documents provided by NASPA, including the results of their market analysis, proposed certification structure and possible requirements, the ‘why’ for certification, and the business model for the consortium. Those leadership groups also reviewed the history of the RCRSP and member feedback about the Professional Registry gathered over time. Both groups met individually and together over several meetings to consider the information, surface additional questions, and consider options and alternatives. The Board made the final decision about the consortium and the Registry with support from the NIRSA Professional Registry Commission and members of NIRSA Staff.
Learn more by visiting the Student Affairs Educator Certification website.
- Early mid-level to late mid-level professionals, directors, and AVPs
- Educators with a master’s degree and approximately five years of work experience in student affairs/services in a higher education setting
- Educators who have worked for an extended period of time in student affairs/services in a higher education setting and who do not have a master’s degree
Learn more about eligibility requirements by visiting the Student Affairs Educator Certification website.
Certification is generally considered to be the “gold standard” of professional credentialing. A valued certification program provides a structured and recognized system for educators working in campus recreation to demonstrate ongoing learning, identify high quality professional development opportunities, and open new pathways for their professional mobility and career advancement.
Certification:
- Provides a formal means to demonstrate knowledge and commitment to ongoing learning and continuous education
- Supports movement into new functional areas and advancement into senior-level positions by demonstrating competencies and knowledge to manage multiple or new functional areas
- Signals credibility and integrity to external individuals who may not understand or value student affairs work
- Includes timely topics that may not have been addressed when one completed a formal degree program
- Provides accountability through ethical conduct standards
- Multiple pathways for master’s, bachelor’s, and associate’s degree holders
- For mid-level educators and above
- Access includes community and small college educators
- Continual evaluation of certification to address equity questions
- Financial support for individuals seeking certification
- Pilot program at reduced rates and no retake fees
- Pricing model designed to provide access while covering operating expenses
The field of student affairs and recreation is complex. While traditional and critical theories provide a strong basis, the work of student affairs and recreation is regularly evolving. Certification could offer a way for more nimble content engagement around new and emerging topics that impact the work of a student affairs educator and recreation professional.
There are more learning options than ever before for recreation, student affairs, and higher education professionals from a wide range of providers—both through not-for-profit associations and for-profit companies. A quantitative and qualitative market analysis conducted by NASPA revealed that professionals care about the quality and clarity of education programs available for ongoing professional learning.
The CSAE and specialty certifications will involve a CEU providership program. Educational opportunities and learning outcomes that are up to standards will be approved for continuing education units towards certifications. This providership program will be available to any entity that meets the criteria established for CEU-qualified educational offerings. Providership programs are common practice in many industry certifications as a method of maximizing opportunities for certified professionals to access CEUs; providerships are also a good way to ensure the intellectual rigor of those learning opportunities.
An established certification program, built upon the foundation of guiding research and scholarship about student affairs and recreation and created through the collaborative efforts of student affairs professionals has tremendous and transformative potential to further advance the profession.
This consideration and exploration of certification in student affairs is by no means new. There has been an ongoing conversation for decades about this concept among student affairs leaders. The conversation has consisted of various approaches to documenting professional competency across multiple professional disciplines within student affairs, including recreation. Many well-respected higher education and student affairs thought leaders and scholars have proposed ways to distinguish individual educators who are both qualified and have made a commitment to advancing their own professional development.
In 2019 NASPA conducted an extensive market analysis which yielded thought-provoking insights about how professional certification could benefit student affairs educators. Certification could identify areas of focus in ongoing education and serve as a roadmap for educators in demonstrating current knowledge, skills, and competencies, while identifying areas for further development.
The Registry program introduced the core competency framework. The Registry designation focused on a commitment to ongoing learning in the body of knowledge (core competencies) validated by the profession and endorsed by the Association. Since launching in 2011, the core competency framework has been an effective tool to design content offered at NIRSA learning events.
The Registry for Collegiate Recreational Sports Professionals (RCRSP) will be phased out as the new certification becomes available. Current RCRSP holders will continue to hold the credential until their individual expiration dates come due. Use of the RCRSP designation continues to demonstrate an individual’s commitment to intentional and ongoing professional development. New applications will be suspended at this time. Additional details for RCRSP holders are outlined on the RCRSP page of the NIRSA website.
NIRSA’s Core Competency Framework will remain the foundation of NIRSA educational initiatives.
Certification has the rigor of an assessment upon entry to confirm knowledge and skills in areas confirmed by a job task analysis, core competency framework and other foundational documents. Like the Registry, it includes an ongoing commitment to learning tied to the body of knowledge endorsed by the profession. By updating the content framework every five years, the renewal process demonstrates that a certified professional remains current on advances in the field.
Please visit the Student Affairs Educator Certification fees page for details.
The Higher Education Consortium for Student Affairs Certification was formed in 2021 by ACUHO-I, ACUI, AFA, ASCA, NACA, NASPA and NIRSA. The new 501(c)(6) organization was developed through the mutual efforts of the founding student affairs associations to provide professional certification to a broad range of student affairs educators including the functional areas represented by the consortium associations. Each consortium member has committed resources and holds a Board seat.
The NIRSA Board of Directors made the decision to join this consortium after consultation with the NIRSA Professional Registry Commission and members of NIRSA HQ staff. The NIRSA Board took the opportunity to join this Consortium because aligns with the NIRSA mission, vision, and strategic priorities and the Board believes it creates stronger professional development opportunities for members. The consortium model will strengthen the ties to our peer associations in student affairs that in turn inspires stronger ties among departments on campus. It also provides an opportunity to create a high-quality recreation certification at a lower cost than if NIRSA attempted to create it on our own.
The NIRSA Board and Professional Registry Commission reviewed several documents provided by NASPA, including the results of their market analysis, proposed certification structure and possible requirements, the ‘why’ for certification, and the business model for the consortium. Those leadership groups also reviewed the history of the RCRSP and member feedback about the Professional Registry gathered over time. Both groups met individually and together over several meetings to consider the information, surface additional questions, and consider options and alternatives. The Board made the final decision about the consortium and the Registry with support from the NIRSA Professional Registry Commission and members of NIRSA Staff.
Learn more by visiting the Student Affairs Educator Certification website.
There is an important distinction between Certification, Certificates, and Professional Registries. Professional associations have offered certificate programs for several years to document learning, but have lacked a widely-recognized certification program for educators to demonstrate ongoing learning, identify high quality professional development opportunities, and open new pathways for professional mobility and career advancement.
Professional Certification
- Certification is voluntary
- Assesses current experience, knowledge, and skills
- One usually has to meet eligibility requirements and pass an assessment to become certified
- Certification assessment covers a broad area of knowledge and skills–at entry, specialty, or advanced levels
- Certified individuals usually have ongoing requirements (such as continuing education or retesting) that need to be met to maintain the certification
Certificate
- A comprehensive training program on a focused subject for which participants receive a certificate only after completion of coursework and successful demonstration of course learning objectives
- No ongoing requirements, similar to educational degrees, never revoked
- Clearly defined curriculum and linked assessment
Professional Registries
- Demonstrate an individual’s commitment to intentional and ongoing professional development
- Require continuing education or professional involvement for renewal
- Involve eligibility requirements
- Participation is voluntary
- May not include a formal assessment component
Certification development is a multi-phase process expected to occur over many months. The process is currently in Phase Two.
- Job Task Analysis and Validation Study: A job task analysis is an in-depth study of the tasks, responsibilities, and competencies required to perform a student affairs job successfully. A thorough job task analysis can assist with developing training materials and procedures, and assessment tests.
- Content Development: The job task analysis will provide the basis upon which the necessary framework for the certification process, and the content for the certifying assessment, will be built. A Certification Advisory Task Force will engage a psychometrician to review the results of the job task analysis and validation results, as well as the other documents, in order to develop the assessment. In addition to the job task analysis results, there are several currently available documents that will be used in the development of a comprehensive certification assessment.
- Code of Ethics Development: As part of the certification program, participants would need to commit to adhering to a code of ethics. A new code of ethics for participants will be developed as part of the certification program after extensive review of existing, related statements. This activity will be led by a Code of Ethics Development Committee (comprised of several faculty, administrators, and educators from various areas of student affairs). The Committee will complete a thorough analysis of current documents to develop the code of ethics for certification.
- Groundwork for 501c6: A new organization has been created to maintain the certification program. This organization will be a 501c6, which focuses on certification, as opposed to a 501c3, which focuses on education. Establishing the 501c6 will include a number of steps (e.g. articles of incorporation, governance structure, staffing, insurance). The organization will also seek accreditation for certification through ANSI (American National Standards Institute).
Degrees measure the mastery of knowledge or skills at a specific point in time. Success for career professionals working in campus recreation requires continuing education to deepen existing or learn new skills, and to develop new competencies as their responsibilities increase. A certification is an evidence-based method for demonstrating a commitment to lifelong learning in content areas established as critical by a professional association or governing body. Unlike the conferral of a degree, certifications are structured to evolve with the body of knowledge for a profession or industry.
Certification can serve as an established, further credential for educators—who already have attained a graduate degree—to demonstrate knowledge, skills, and competencies after having worked in the profession for a designated period of time. It is not being developed to compete with, or replace, graduate preparation programs or terminal degrees. Faculty members in graduate preparation programs are engaged in this process and will serve as vital contributors to developing a certification program that is designed to appropriately align with graduate programs.
The development phase is wrapping up and certifications will start to become available fall 2022. Fees will be determined as part of the development process.
Certification is regarded as a means to enhance the credibility and integrity of the student affairs profession and collegiate recreation as a core pillar of the broader profession. It offers potential for establishing a structured framework to demonstrate mastery of skills, including around more current bodies of knowledge, and ongoing commitment to professional development. Educators would have a formal means to showcase their knowledge and skills in the field. This includes in specialty areas, which would help facilitate career transitions and mobility across functional areas.
Supervisors see tremendous benefits in certification including further establishing a standard for knowledge, skills, and experiences of student affairs professionals; providing personal recognition for student affairs professionals; improving the professionalism of student affairs; and providing a career pathway for aspiring leaders. Certification could also provide hiring, retention, and promotion incentives for student affairs educators.
A Certification Advisory Task Force and a Code of Ethics Task Force was appointed to develop the CSAE. The Certification Advisory Task Force and the Code of Ethics Development Task Force includes senior leaders, faculty, student affairs educators, and representatives from student affairs professional associations focused on specific program and service areas. The groups are respectively chaired by Drs. Laura Osteen, assistant vice president for Campus Life, Tulane University, and Keegan Nichols, vice president for student affairs, Arkansas Tech University.