Perceptions of New Student Affairs Professionals and Their Supervisors Regarding the Application of Competencies Learned in Preparation Programs

2009 ◽  
Vol 50 (1) ◽  
pp. 104-119 ◽  
Author(s):  
Michael J. Cuyjet ◽  
Robert Longwell-Grice ◽  
Eduardo Molina
Keyword(s):  
Student Affairs ◽  
Student Affairs Professionals ◽  
Preparation Programs ◽  
New Student

scholarly journals Entry-Level Competencies of New Student Affairs Professionals: A Delphi Study

NASPA Journal ◽  
2005 ◽  
Vol 42 (3) ◽  
Author(s):  
Alan W. Burkard ◽  
Darnell C. Cole ◽  
Molly Ott ◽  
Tara Stoflet
Keyword(s):  
Student Affairs ◽  
Professional Practice ◽  
Delphi Study ◽  
Student Affairs Professionals ◽  
New Professionals ◽  
Preparation Programs ◽  
Entry Level ◽  
Graduate Preparation ◽  
Professional Development Training ◽  
New Student

The study examines the perceptions of 104 mid- and senior-level student affairs administrators of positions, responsibilities, competencies, and theories important for professional practice for new student affairs professionals. In regard to competencies, the results of this study provide important information about preprofessional abilities that are integral to professional practice, and participants also identified several competencies not identified in prior research that may be important to positions involving high contact with students. These results, then, provide vital information for curriculum development in graduate preparation programs and for professional development training for new professionals.

Moving from Theory to Practice

2014 ◽  
pp. 165-177
Author(s):  
Melissa L. Johnson
Keyword(s):  
Student Affairs ◽  
Student Development ◽  
Student Affairs Professionals ◽  
Development Theory ◽  
Degree Programs ◽  
Preparation Programs ◽  
Graduate Preparation ◽  
Student Development Theory ◽  
Graduate Preparation Programs

While higher education grapples with new and emerging technologies that are changing the way courses and degree programs are delivered, as well as how students and faculty communicate with each other, the field of student affairs has been relatively slow to adapt to this changing landscape. The purpose of this case study is to describe the integration of technological skills and competencies into a graduate-level education course for future student affairs professionals, a relatively new phenomenon for graduate preparation courses. A brief overview of the field student affairs and student development theory is followed by an in-depth description of the adapted course, course assignments using technology, and the results of those activities. Recommendations for graduate preparation programs are provided at the conclusion of the case.

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.

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