Journal of College & University Student Housing Vol 49, No. 1 - 37

NACE Competencies Within Collegiate Residential Life
can be facilitated through intentional programming that brings diverse student bodies
together to live and learn. Programming opportunities allow for self-development-
and therefore learning-in a nontraditional setting (Day et al., 2004). Additionally,
some housing departments clearly emphasize National Association of Colleges and
Employers (NACE) competencies and their connection to student employment opportunities
(University of Illinois Urbana-Champaign [UIUC], 2019).
RESIDENTIAL LIFE AND STUDENT LEARNING
Learning is a truly holistic experience that involves all aspects of the college experience,
one of which includes student learning and development. " Students learn what they
need to know to accomplish a particular task such as resolving a conflict, confronting
or counseling another student or taking leadership responsibility in a group " (Day
et al., 2004, p. 12). In residential communities, engagement in various tasks or situations
allows students to learn in an active context, which is not often possible in the
traditional classroom setting (Day et al., 2004).
Recent studies have indicated that residential communities have an indirect influence
on retention and graduation; however, the effect on student learning and development
is greatest in residential living-learning communities (Pascarella & Terenzini,
2005). As colleges and universities aim to create an immersive educational experience
for students, " residence halls provide purposeful spaces for student affairs professionals
to plan formal and informal educational opportunities " (Graham et al., 2018, p. 256).
The positive impact on student learning gained from living on a college campus is
mostly attributed to organic interactions between peers facilitated by residential programming
(Blimling et al., 1999). By virtue of existing in a collaborative and diverse
space, student learning and development occurs, which can have a positive impact on
career readiness.
NACE COMPETENCIES
Previous studies have examined the cocurricular experience and its relationship with
core competencies for college. The National Association of Colleges and Employers
is a professional association established in 1956 that connects college career services,
recruiting professionals, and business solution providers (NACE, 2022a). The association
is a reputable source of information on student employment and outcomes,
and an initial task force-made up of NACE members from the departments of career
services and university relations and recruiting-developed a definition of career
readiness and associated competencies. These were subsequently reviewed and updated
by a task force of members in 2017 to reflect feedback from those who were
using the competencies with students (NACE, 2022b). The resultant competencies
for personal and professional development were as follows: (a) intercultural competence,
(b) career management, (c) teamwork, (d) problem solving and decision making,
(e) workflow planning, (f) oral communication, (g) critical thinking, (h) digital technology,
(i) written communication, (j) influencing, (k) leadership, and (l) professionalism and
work ethic (NACE, 2022b).
34 The Journal of College and University Student Housing
Journal of College & University Student Housing Vol 49, No. 1

Table of Contents for the Digital Edition of Journal of College & University Student Housing Vol 49, No. 1
