New frontiers for student affairs professionals: Teaching and the first-year experience

2007 ◽  
Vol 2007 (117) ◽  
pp. 25-34 ◽  
Author(s):  
Mary Stuart Hunter ◽  
Kathleen A. Murray
Keyword(s):  
Student Affairs ◽  
Student Affairs Professionals ◽  
First Year Experience ◽  
First Year

The First Year on the Job: Experiences of New Professionals in Student Affairs

NASPA Journal ◽  
2007 ◽  
Vol 44 (2) ◽  
Author(s):  
Kristen A Renn ◽  
Jennifer Hodges
Keyword(s):  
Longitudinal Study ◽  
Qualitative Study ◽  
Student Affairs ◽  
Student Affairs Professionals ◽  
Future Research ◽  
First Year ◽  
New Professionals ◽  
Online Data ◽  
Online Data Collection ◽  
New Student

Ten new student affairs professionals participated in this longitudinal study of their first year on the job. This qualitative study used online data collection. Participants submitted monthly responses to open-ended prompts inquiring about their experiences, challenges, and surprises. Over three time phases (Pre-Employment and Orientation, Transition, and Settled In), three themes emerged: the importance of relationships, institutional and professional fit, and issues of competence and confidence. Findings suggest several implications for practice, including preparing new professionals, being a new professional, and supervising new professionals. The authors suggest areas for future research.

scholarly journals Academic Advising and Student Affairs Working Together to Improve First-year Experience of Engineering Students

2020 ◽  
Author(s):  
Heather Bacon ◽  
J. Birdwell ◽  
Ordel Brown ◽  
Emma Tevaarwerk ◽  
Richard Freeman ◽  
...  
Keyword(s):  
Student Affairs ◽  
Academic Advising ◽  
Engineering Students ◽  
First Year Experience ◽  
First Year ◽  
Working Together

“No Space for Humanizing Us:” Men of Color Identifying Institutional Needs at a Rural University

2021 ◽  
pp. 152102512110586
Author(s):  
Adrian H. Huerta ◽  
Maritza E. Salazar ◽  
Jude Paul Matias Dizon
Keyword(s):  
Student Affairs ◽  
Asian American ◽  
Sense Of Belonging ◽  
Peer Groups ◽  
Student Affairs Professionals ◽  
First Year ◽  
The West ◽  
Men Of Color ◽  
Enrollment Status ◽  
Asian American Men

Men of color are not persisting or graduating from college at similar rates as their same-aged peers. This qualitative study seeks to understand how men of color understand and experience college at a rural comprehensive public four-year university on the west coast. This study draws on focus group and interview data from 23 Black, Latino, and Asian American men whose enrollment status at the rural university varied from first-year undergraduate to graduate students. Using the notion of sense of belonging as the theoretical lens, we find that students highlighted the importance of peer groups and the need for vulnerable spaces on campus to explore their gender identity. With the findings from this paper, we aim to help student affairs professionals better understand how to support men of color in rural universities.

scholarly journals Teaching Reconsidered: Exploring the Teaching Experiences of Student Affairs Professionals in the College Classroom

10.28945/3616 ◽  
2017 ◽  
Vol 2 ◽  
pp. 023-041 ◽  
Author(s):  
Ramona Meraz Lewis ◽  
Ginny Jones Boss ◽  
Ayanna T. McConnell
Keyword(s):  
Student Affairs ◽  
General Education ◽  
Empirical Studies ◽  
Academic Culture ◽  
Student Affairs Professionals ◽  
Teaching Experience ◽  
First Year Experience ◽  
College Classroom ◽  
Future Research ◽  
Teaching Experiences

Aim/Purpose The purpose of this study was to explore the experiences of student affairs professionals who teach in a variety of college classroom settings. Background Increasingly, student affairs professionals are serving in teaching roles inside the college classroom; yet, there are few empirical studies that explore that teaching role or the impacts of that teaching experience. Because there are so few studies, we know little of the impacts of these experiences on the individual, the institution, or students. Methodology This qualitative study explores the experiences of student affairs professionals who also teach in a variety of campus and classroom settings. The 12 participants from 11 different institutions ranged in years of service in the profession from six to 40 years. They taught an array of undergraduate and graduate courses including first-year experience and career courses, general education courses, and courses in higher education graduate programs. Participants share insights on how their training as student affairs professionals impacts them in their roles as college teachers. Findings The findings are categorized into two broad themes: the impacts of practice on teaching and the impacts of teaching on practice. Additionally, participants share how their teaching experiences enhanced their awareness of the academic culture of the academy, enriched their understanding of students, and improved collaborations across their campuses. Future Research Our research addresses the gap in the literature by providing a number of considerations on how formal teaching and student affairs practice have a recursive relationship. Future research might explore how teaching at the undergraduate level may differ from teaching at the graduate level. Future research, should explore in what, if any, ways the number of years teaching influences how professionals approach teaching. Future research on teaching might also explore the experiences of student affairs professionals who teach in discipline specific areas.

scholarly journals Converting a Dynamic in-Person Experience to Remote Life

2021 ◽  
Vol 28 (2) ◽  
Author(s):  
Alicia Roybal ◽  
Emilie Waggoner ◽  
Christy Heaton ◽  
Emily Moroney ◽  
Nicole Hoff ◽  
...  
Keyword(s):  
Student Affairs ◽  
Student Affairs Professionals ◽  
Lessons Learned ◽  
First Year ◽  
Student Orientation ◽  
University Of Colorado ◽  
New Student Orientation ◽  
New Ideas ◽  
New Students ◽  
The University

This paper explores the work the Student Transitions and Family Engagement (STFE) team did to convert dynamic in-person experiences into virtual programs, advising, and courses. These opportunities were framed through the lenses of Academic and Social Integration (Tinto, 1975; Braxton et al., 2004), Belonging (Strayhorn, 2019), and Transition Theory (Schlossberg, 1981).  The COVID-19 pandemic caused disruptions in every sector of business and higher education and student affairs was not immune to these effects. The unprecedented disturbances to business-as-normal forced student affairs professionals to find innovative ways to welcome new students into their universities. This article details the monumental programmatic changes employed, as well as the challenges faced and lessons learned by the New Student Orientation and First-Year Experiences teams at the University of Colorado Denver. While catalyzed by unfortunate circumstances and necessity, many of the new ideas and methods developed during 2020 will be adopted as mainstays in STFE’s suite of operations and programmatic offerings.

Understanding difference through dialogue: A first-year experience for college students.

2016 ◽  
Vol 9 (2) ◽  
pp. 130-142 ◽  
Author(s):  
Charu Thakral ◽  
Philip L. Vasquez ◽  
Bette L. Bottoms ◽  
Alicia K. Matthews ◽  
Kimberly M. Hudson ◽  
...  
Keyword(s):  
College Students ◽  
First Year Experience ◽  
First Year

The First Year Experience of Ankara Child Follow up Center

2012 ◽  
Author(s):  
Fadime Yuksel ◽  
Safa Celik ◽  
Filiz Daskafa ◽  
Nilufer Keser ◽  
Elif Odabas ◽  
...  
Keyword(s):  
First Year Experience ◽  
First Year
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