The Grass is Always Greener on the Other Side of the Fence: Making a Transition from Student Affairs Administrator to Full-Time Faculty

NASPA Journal ◽  
2004 ◽  
Vol 41 (2) ◽  
Author(s):  
Phyllis McCluskey-Titus ◽  
Tony W. Cawthon
Keyword(s):  
Student Affairs ◽  
Small Population ◽  
Full Time ◽  
Personnel Preparation ◽  
Administrative Positions ◽  
Faculty Position ◽  
Student Affairs Practitioners ◽  
Graduate Preparation ◽  
Student Personnel ◽  
Time Faculty

A research study was conducted using the small population of current graduate preparation faculty who were both NASPA members and former student affairs practitioners (n=38). The purpose of this study was to discover the benefits and challenges faced by practitioners when moving from an administrative position to a full-time faculty position in a student personnel preparation program. The following subjects were considered in this study: factors respondents considered when moving to a full-time faculty position, challenges respondents encountered in making the career change, differences between former administrative positions and current faculty positions, and type of preparation respondents reported were necessary for success in a faculty role. Some of the positive differences respondents described included: control over their quality of life, the ability to focus on teaching and research, and the ability to contribute to the profession. Certain challenges were recounted by respondents such as adjusting to the faculty culture and work expectations, development of a research agenda, having fewer resources as a full-time faculty member, and a difference in quality and nature of relationships.

Experiences with Diversity in the Curriculum: Implications for Graduate Programs and Student Affairs Practice

NASPA Journal ◽  
2007 ◽  
Vol 44 (1) ◽  
Author(s):  
Joy Gaston Gayles ◽  
Bridget T Kelly
Keyword(s):  
Student Affairs ◽  
Focus Group Interviews ◽  
Diversity Courses ◽  
Preparation Programs ◽  
Student Affairs Practitioners ◽  
Graduate Preparation ◽  
Theory To Practice ◽  
Diversity Issues ◽  
Group Interviews ◽  
Graduate Preparation Programs

The purpose of this study was to assess individuals’ perceptions of and experiences with diversity in the curriculum of graduate preparation programs in student affairs. We were particularly interested in how diversity is incorporated into the curriculum and how individuals have been able to apply what they learned about diversity issues to student affairs practice. Using focus group interviews, data were collected from graduate students and student affairs practitioners. Three major themes that focus on requiring diversity in the curriculum, what should be included in diversity courses, and effective ways of linking theory to practice are discussed.

scholarly journals A Conceptual Model of Professional Socialization within Student Affairs Graduate Preparation Programs

10.28945/2344 ◽  
2016 ◽  
Vol 1 ◽  
pp. 035-052 ◽  
Author(s):  
Rosemary J Perez
Keyword(s):  
Student Affairs ◽  
Conceptual Model ◽  
Doctoral Students ◽  
Professional Socialization ◽  
Full Time ◽  
Theoretical Frameworks ◽  
Preparation Programs ◽  
Graduate Preparation ◽  
Self Authorship ◽  
Graduate Preparation Programs

Prior research exploring professional socialization in student affairs has been grounded in models that do not fully capture the distinct features of the field. Moreover, these studies have primarily focused on the transition into full-time work positions, and they have captured what happens to new professionals rather than how individuals understand their socialization experiences. With these gaps in mind, this conceptual paper presents a new model of professional socialization in student affairs graduate preparation programs that draws upon literature in the helping professions (i.e., nursing, social work), research on doctoral students and pre-tenure faculty, and the theoretical frameworks of sensemaking and self-authorship to highlight the dynamic relationship between individuals and organizations during the socialization process. Specifically, this model attempts to illuminate the cognitive mechanisms that undergird how individuals interpret their professional socialization. In doing so, the model proposes different ways individuals may make sense of their student affairs graduate training experiences based on (a) whether or not they encounter discrepancies and (b) their developmental capacity for self-authorship. The conceptual model presented here has implications for shaping graduate level coursework and fieldwork within student affairs preparation programs.

Preparing and Applying for a Teaching-Focused Faculty Position

2017 ◽  
Author(s):  
Geraldine L. Palmer
Keyword(s):  
Higher Education ◽  
Video Conferencing ◽  
Full Time ◽  
Cover Letter ◽  
Faculty Position ◽  
Education Market ◽  
Curriculum Vitae ◽  
Higher Education Market ◽  
First Interview ◽  
Time Faculty

With a dose of humor, the author of this chapter chronicles her journey as she searched for a full-time faculty position at local and national colleges and universities after receiving her PhD in community psychology. The search provided excellent first-hand experience that the author shares with readers and includes information about the process, highlighting concrete tools that are needed to be successful. She covers the importance of creating an effective curriculum vitae, teaching statement, and cover letter to land your first interview; how to be more tech savvy, mastering interviews via video conferencing software, such as Skype and Google Hang-Out; and why it is essential to get input on the highly important job talk from prospective academic colleagues. This chapter delivers a sense of the climate and process of entering the higher education market, while leaving the reader with hope for securing that sought-after faculty position.

Perceptions of Competencies of Entry-level Practitioners in Student Affairs

NASPA Journal ◽  
2008 ◽  
Vol 44 (4) ◽  
Author(s):  
Linda Kuk ◽  
Brian Cobb ◽  
Cynthia S Forrest
Keyword(s):  
Student Affairs ◽  
Student Affairs Administrators ◽  
Preparation Program ◽  
Preparation Programs ◽  
Student Affairs Practitioners ◽  
Entry Level ◽  
Graduate Preparation ◽  
Graduate Preparation Programs ◽  
Academic Content

The academic content of graduate preparation programs and the competencies they instill in their graduates is central to the quality and competence of student affairs practitioners within colleges and universities. The focus of this study was to gain additional understanding of what professional competencies were considered important for entry level practitioners by student affairs administrators and preparation program faculty, and whether these competencies were expected to be attained in either preparation programs or on the job. Significant differences were found between the three surveyed groups related to both importance and where the competencies were expected to be attained. These findings have implications for both preparation programs and the mentoring role of supervising administrators.

Friends from Home: Asset and Liability to African American Students Attending a Predominantly White Institution

NASPA Journal ◽  
2004 ◽  
Vol 41 (4) ◽  
Author(s):  
Douglas A. Guiffrida
Keyword(s):  
African American ◽  
Student Affairs ◽  
Predominantly White ◽  
Student Development ◽  
African American Students ◽  
Predominantly White Institution ◽  
Student Affairs Practitioners ◽  
Student Departure ◽  
American Students ◽  
The Impact

The importance of connections with peers to student development and retention has been highlighted in Astin's (1984) Theory of Student Involvement and Tinto's (1993) Theory of Student Departure, which are two of the most widely referenced and validated models in student affairs literature. However, recent research has questioned the applicability of these models to African American students who attend predominantly White institutions (PWIs). Although prior research has indicated that the models should be modified to recognize the importance of students’ relationships with their families, research has failed to understand the impact of relationships with friends from home. The purpose of this qualitative study was to understand the conditions under which friends from home were perceived as assets or liabilities to 99 African American undergraduates who attended a PWI. The results provide a link for broadening the applicability of Astin’s and Tinto's models and offer student affairs practitioners deeper insight into African American students' experiences at PWIs.

The Performance Appraisal Paradox: An Essential but Neglected Student Affairs Staffing Function

NASPA Journal ◽  
1999 ◽  
Vol 36 (4) ◽  
Author(s):  
Don G. Creamer ◽  
Roger B. Winston
Keyword(s):  
Student Affairs ◽  
Performance Appraisal ◽  
Student Affairs Practitioners

Performance appraisal is widely endorsed as an essential part of the staffing process, yet most student affairs practitioners acknowledge that it is done poorly, or not at all, in their institutions. The reasons for this neglect are outlined, and suggestions are offered for ways to make performance appraisal a more valuable staffing tool.

Common Issues in Professional Behavior

NASPA Journal ◽  
2007 ◽  
Vol 44 (2) ◽  
Author(s):  
Steven M. Janosik
Keyword(s):  
Student Affairs ◽  
Case Studies ◽  
Organizational Level ◽  
Professional Behavior ◽  
Years Of Experience ◽  
Institutional Type ◽  
Student Affairs Practitioners

Most conversations about ethics and professional behavior involve case studies and hypothetical situations. This study identifies and examines the most common concerns in professional behavior as reported by 303 student affairs practitioners in the field. Differences by gender, years of experience, organizational level, institutional type, and institution size are also explored.

Thyrsa Wealtheow Amos: The Dean of Deans

NASPA Journal ◽  
2004 ◽  
Vol 41 (2) ◽  
Author(s):  
Richard J. Herdlein
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Historical Research ◽  
University Of Pittsburgh ◽  
Student Personnel ◽  
Dean Of Women ◽  
History Of ◽  
Personnel Administration ◽  
The University

The scholarship of student affairs has neglected to carefully review its contextual past and, in the process, failed to fully integrate historical research into practice. The story of Thyrsa Wealtheow Amos and the history of the Dean of Women’s Program at the University of Pittsburgh,1919–41, helps us to reflect on the true reality of our work in higher education. Although seemingly a time in the distant past, Thyrsa Amos embodied the spirit of student personnel administration that shines ever so bright to thisd ay. The purpose of this research is to provide some of thatcontext and remind us of the values that serve as foundations of the profession.

Some Propositions Worth Debating

1996 ◽  
Vol 1 (4) ◽  
pp. 31-32
Author(s):  
Elizabeth J. Whitt
Keyword(s):  
Student Affairs ◽  
Student Learning ◽  
Student Affairs Practitioners

In 1995 a team of student affairs practitioners and faculty got together under the auspices of NASPA to explore the connection between student learning and student affairs practice. The propositions discussed here are an important result of their work.

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