Student and Instructor Perceptions: Emphasis on Cognitive and Affective Goals in a Freshman Seminar by Faculty and Student Affairs Professionals

NASPA Journal ◽  
1996 ◽  
Vol 34 (1) ◽  
Author(s):  
Anne Blackburst ◽  
Frances Pearson
Keyword(s):  
Student Affairs ◽  
Student Assessment ◽  
Student Affairs Professionals ◽  
Faculty Members ◽  
Student Affairs Administrators ◽  
Freshman Seminar ◽  
Freshman Orientation ◽  
Self Assessment ◽  
Affective Development ◽  
Orientation Course

The authors explore traditional assumptions about the relative emphasis faculty members and student affairs administrators place on cognitive and affective development in the classroom. Through use of the Instructor Self-Assessment Forms and the Student Assessment Form, both groups' perceptions of the extent to which faculty and student affairs administrators emphasized these goals in a freshman orientation course are examined.

The Nature of Student Affairs Work in the Liberal Arts College

NASPA Journal ◽  
2004 ◽  
Vol 42 (1) ◽  
Author(s):  
Joan B. Hirt ◽  
Catherine T. Amelink ◽  
Steven R Schneiter
Keyword(s):  
Student Affairs ◽  
Work Environment ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Student Affairs Professionals ◽  
Student Affairs Administrators ◽  
Student Affairs Administration ◽  
Liberal Arts Institutions ◽  
Work Habits ◽  
Liberal Arts Institution

The mission of the liberal arts institution is to educate the whole student; this parallels the aims of student affairs administration. How does this mission affect what student affairs professionals employed at these institutions do? For this study, researchers examined the nature of work for student affairs administrators at liberal arts institutions. Results revealed that professional life can be conceptualized through three themes: the manner in which work is conducted, work habits in relation to students, and the work environment.

scholarly journals Combining Academic Advising with a Freshman Orientation Course in an Integrated Baccalaureate–Medical Degree Program: Evaluation of the System

2000 ◽  
Vol 20 (2) ◽  
pp. 16-20 ◽  
Author(s):  
Dani L. McBeth ◽  
Susan M. Richardson ◽  
Louis L. Cregler ◽  
Jodie Meyer
Keyword(s):  
Academic Advising ◽  
Degree Program ◽  
Grade Point Averages ◽  
First Year ◽  
Freshman Seminar ◽  
Freshman Orientation ◽  
Grade Point ◽  
Medical Degree ◽  
Orientation Course ◽  
Students First

The effectiveness of an advising system that combines a freshman seminar course taught by advisors for the students that they advise in a combined baccalaureate–medical degree program was analyzed. Students reported satisfaction with the seminar course, and more than 80% felt that they were more likely to seek out their advisor as a result of participating in this course. After the new advising system was implemented, the number of students receiving an A or B in a required biology course increased from nearly 70% to approximately 80%. In addition, students' first year grade-point averages increased modestly.

Understanding and Promoting College Student-Athlete Health: Essential Issues for Student Affairs Professionals

NASPA Journal ◽  
2006 ◽  
Vol 43 (3) ◽  
Author(s):  
Edward F Etzel
Keyword(s):  
Student Affairs ◽  
Psychological Health ◽  
Drug Testing ◽  
Student Athletes ◽  
Eating Behaviors ◽  
Current Knowledge ◽  
Student Affairs Professionals ◽  
Student Affairs Administrators ◽  
Physical And Psychological Health ◽  
Current Article

Collegiate student athletes are faced with the same developmental challenges and stressors as their nonathlete peers, but they are also expected to deal with the challenges of athletic involvement (e.g., time demands, physical demands, travel schedules). Such additional demands may put athletes at greater risk for experiencing physical and psychological health problems. The current article was written for student affairs administrators as an overview of the current knowledge about several healthrelated issues commonly faced by collegiate student athletes (i.e., training and overtraining, alcohol, drug use and drug testing, depression and suicidality, dysfunctional eating behaviors, injury, and hazing), and to provide assistance to these administrators for making decisions about the best practices for dealing with such issues.

Promoting the Scholarly Writing of Female Doctoral Students in Higher Education and Student Affairs Graduate Programs

NASPA Journal ◽  
1999 ◽  
Vol 36 (4) ◽  
Author(s):  
Catherine McHugh Engstrom
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Doctoral Students ◽  
Graduate Programs ◽  
Female Students ◽  
Women Faculty ◽  
Faculty Members ◽  
Student Affairs Administrators ◽  
Research Writing ◽  
Scholarly Writing

This study reports on the influence of their doctoral experiences on the scholarly writing and productivity of tenured women faculty members in higher education and student affairs programs. Factors that contributed to creating their identities as scholarly writers and influenced their scholarly writing and productivity included: a) structured opportunities in research, writing, and publishing, b) mentors, and c) student peers. Strategies are presented for faculty members, student affairs administrators, and female students who encourage women to develop a commitment to integrate scholarly activities and writing into their professional identity and practice.

Fear of AIDS Among Faculty Members and Student Affairs Administrators

NASPA Journal ◽  
1998 ◽  
Vol 35 (3) ◽  
Author(s):  
T. Lynn Hogan ◽  
Audrey L. Rentz
Keyword(s):  
Student Affairs ◽  
Faculty Members ◽  
Student Affairs Administrators ◽  
Recommendations For Practice ◽  
Aids Knowledge

The authors present the results of a study examining fear of AIDS and the level of AIDS knowledge and homophobia among student affairs administrators and faculty members. Student affairs administrators were found to have more knowledge and less fear of AIDS than faculty members. A discussion of these results and recommendations for practice are presented.

The impact of a faculty development program: evaluation based on the self-assessment of medical educators from preclinical and clinical disciplines

2010 ◽  
Vol 34 (2) ◽  
pp. 35-40 ◽  
Author(s):  
Ozlem Sarikaya ◽  
Sibel Kalaca ◽  
Berrak Ç. Yeğen ◽  
Sanda Cali
Keyword(s):  
Faculty Development ◽  
Student Assessment ◽  
Development Program ◽  
Faculty Members ◽  
Assessment Tools ◽  
Structured Learning ◽  
Faculty Development Program ◽  
Self Assessment ◽  
Medical Educators ◽  
The Impact

Self-assessment tools have previously been used to assess the impact of a faculty development program on the teaching skills of medical educators. In this study, we aimed to assess the impact of a faculty development program on the teaching performances of faculty members in relation to their medical disciplines and academic positions. A faculty-training program consisted of “training skills” and “student assessment instruments” courses. The impact of the program was evaluated by self-reporting of faculty members (a total of 225 reports) 1–2 yr after the program. Both courses were found to be beneficial by nearly all of the attendants. Clinicians benefited more from some topics in the student assessment course and could apply the structured learning and assessment guides, structured oral examination, and objective structured clinical examination more efficiently than their peers from preclinical departments. In conclusion, the results demonstrated that the participants of the faculty development program modified their teaching activities according to the demands of their clinical practice. The correlations between the benefits and behavioral changes were statistically significant.

scholarly journals From Disciplinarian to Change Agent: How the Civil Rights Era Changed the Roles of Student Affairs Professionals

NASPA Journal ◽  
2005 ◽  
Vol 42 (3) ◽  
Author(s):  
Joy L Gaston-Gayles ◽  
Lisa E. Wolf-Wendel ◽  
Kathryn N Tuttle ◽  
Susan B Twombly ◽  
Kelly Ward
Keyword(s):  
Civil Rights ◽  
Student Affairs ◽  
Change Agent ◽  
Secondary Analysis ◽  
Student Affairs Professionals ◽  
College Campuses ◽  
Student Affairs Administrators ◽  
Student Protest ◽  
Civil Rights Era ◽  
Student Protest Movement

Little has been written about the roles and functions of student affairs administrators during the civil rights era. Therefore, the purpose of this study was to examine how the civil rights era influenced the student affairs profession, paying particular attention to the roles played by student affairs administrators in relation to students, other administrators, and the community. A secondary analysis was conducted based on interviews with 18 student affairs professionals who served on a variety of college campuses during the civil rights era, primarily from the 1950s through the 1970s. Our findings suggest that these administrators took on roles such as educator, advocate, mediator, initiator, and change agent in order to effectively and efficiently resolve issues that arose on their campuses as a result of the civil rights era and the student protest movement.

Teaching students how to talk about, think about, and do community

NASPA Journal ◽  
2008 ◽  
Vol 45 (3) ◽  
Author(s):  
Lori Varlotta
Keyword(s):  
Student Affairs ◽  
Community Organization ◽  
Student Affairs Professionals ◽  
Student Leaders ◽  
Educational Value

This article charges student affairs professionals who work with student leaders to become more intentional in how they and their students create and contribute to community. Towards that end, this article delineates a process called community-praxis that teaches students how to talk about, think about, and do community. Organization advisors who utilize community-praxis will help student members more deliberately conceptualize and create and recreate the type of community associated with their particular club, organization, or association. The process may have educational value for the advisors as well. By facilitating the community-praxis delineated here, advisors will be prompted to review the democratic theories and procedures that have long shaped educational communities. Additionally, they likely will be introduced to viable postmodern theories and practices that have not traditionally informed the ways educators conceptualize and operationalize their own campus communities.

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