Doctoral Student Learning and Development: A Shared Responsibility

NASPA Journal ◽  
2004 ◽  
Vol 41 (4) ◽  
Author(s):  
Carolyn R Bair ◽  
Jennifer Grant Haworth ◽  
Melissa Sandfort
Keyword(s):  
Graduate Students ◽  
Student Affairs ◽  
Doctoral Students ◽  
Undergraduate Students ◽  
Educational Administration ◽  
Student Affairs Professionals ◽  
Shared Responsibility ◽  
Scholarly Activity ◽  
Computer Engineering ◽  
Roles And Responsibilities

Historically, student affairs professionals focused their work almost exclusively on undergraduate students. Doctoral faculty remained focused on the comprehensive needs of doctoral students. However, this situation is changing. Due largely to growth in numbers and diversity of graduate students, student affairs professionals at colleges and universities across the country are increasingly redefining their visions and their roles to include graduate students, including doctoral students. This research study focuses on the roles currently held by faculty in four fields of doctoral study (clinical psychology, nursing, educational administration, and electrical and computer engineering) at 12 universities in order to illuminate the comprehensive nature of the work currently being done by doctoral faculty. Interviews were conducted with 128 doctoral faculty, students, administrators, alumni, and employers. Findings detail the roles and responsibilities of faculty in four thematic areas: (1) scholarly activity and research productivity, (2) advising and mentoring, (3) selection and retention of students, and (4)defining and shaping of program culture. The findings from this study provide information that may be useful to student affairs professionals who plan to include doctoral students in their purview and who seek to better understand the work of doctoral faculty as they move in that direction.

Technology Use Among College Students: Implications for Student Affairs Professionals

NASPA Journal ◽  
2006 ◽  
Vol 43 (2) ◽  
Author(s):  
Erin L Gemmill ◽  
Michael Peterson
Keyword(s):  
Social Support ◽  
College Students ◽  
College Student ◽  
Student Affairs ◽  
Undergraduate Students ◽  
Perceived Stress ◽  
Technology Use ◽  
Student Affairs Professionals ◽  
Significant Problem

The purposes of this study were to explore the extent to which technology disrupts and occupies the time of a college student and to determine the degree to which these disruptions contribute to perceived stress. A 71-item survey to assess perceived stress, technology use and disruptions, and social support was administered to 299 undergraduate students. The results indicate 25% of participants have problems with disruptions from technology, and more disruptions from technology are related to higher levels of perceived stress. Experiencing disruptions from technology is a significant problem among college students and needs to be addressed by student affairs professionals.

scholarly journals Integrating International Graduate Students on Campus: The Perspectives of Student Affairs Professionals

2020 ◽  
Vol 11 (Winter) ◽  
pp. 107-109
Author(s):  
RACHAL ETSHIM
Keyword(s):  
Higher Education ◽  
International Students ◽  
Graduate Students ◽  
Student Affairs ◽  
International Education ◽  
Higher Education Institutions ◽  
Student Affairs Professionals ◽  
The United States ◽  
International Graduate Students ◽  
International Graduate

Higher education institutions in the United States (U.S.) recruit international students as part of their internationalization strategies. The overall number of international students enrolled in American universities and colleges between 2017 and 2018 increased by 1.5% compared to the previous year, totaling over 1 million international students (Institute of International Education 2018). Of this total, 382,983 are international graduate students. International graduate students are good resources for the internationalization and economy of higher education institutions in the U.S. (Urban and Palmer, 2014) and, despite the reduction in the number of visas approved and job prospects, their numbers continue to grow (Almurideef 2016; Killick 2015). These students come from different countries, have different cultural backgrounds and needs, and face different challenges that student affairs professionals at host institutions must address to integrate them into campus (Harper and Hurtado, 2007; Lee and Rice 2007). Moreover, the needs and challenges of international students differ depending on their level of studies, undergraduate vs. graduate (Rai 2002). While student affairs professionals are often the first contacts for all international students, and they play a key role in the integration and development of international graduate students on campus (Brandenburg 2016), most higher education institutions and their student affairs units today are not yet prepared to serve international graduate students (Arokiasamy 2011; Burdzinski 2014; Castellanos et al., 2007; Di Maria 2012; Moswela and Mukhopadhyay 2011; Yakaboski and Perozzi 2018). The purpose of this study is to understand the perspectives of student affairs professional about their role in integrating international graduate students into campus and the policies, services, programs, and other elements they consider most helpful in integrating these students.

In the Eye of the Beholder: Students’ Views of Mentors in Psychology

2019 ◽  
Vol 47 (1) ◽  
pp. 15-23 ◽  
Author(s):  
Terry A. Cronan ◽  
Charles Van Liew ◽  
Julia Stal ◽  
Nicole Marr ◽  
Alan Patrus ◽  
...  
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Undergraduate Students ◽  
Public Universities ◽  
The United States ◽  
Faculty Members ◽  
The Other ◽  
Research Teams ◽  
Conducting Research ◽  
Faculty Mentors

The purpose of the present study was to determine whether students’ views of mentors have changed as a function of the increased number of faculty members conducting research and the inclusion of undergraduate students in faculty mentors’ research teams, using reports from current students. The participants were 227 undergraduate, master’s, and doctoral students at two large, Western public universities located in the United States. One institution was a research-intensive university and the other was not. Students were asked to complete a questionnaire about whether they had a mentor, the characteristics of their mentors, and their perceptions of their mentors. The findings indicated that 28.5% of undergraduates and 95% of graduate students had mentors. Undergraduate students were significantly more likely to choose mentors for being inspiring instructors, and graduate students were significantly more likely to choose mentors because of interest in their research. The most important characteristic of both good and bad mentors was personality. Students at all levels perceived their mentors as very interested in their futures. Mentor satisfaction was high among students at all levels. The findings are encouraging, and they provide evidence that psychology has adapted well to the increased number of faculty conducting research and to the inclusion of undergraduate students in research.

scholarly journals Provisional selves, revolving teams & temporary workspaces

1969 ◽  
Vol 2 ◽  
pp. 21
Author(s):  
Emelia Dunston
Keyword(s):  
Student Affairs ◽  
Student Affairs Professionals ◽  
Organizational Structures ◽  
Roles And Responsibilities

When you look at the division of staff responsibilities among student affairs units at most midsize to large institutions, you will see that many professionals have adopted a specialist persona.  This is a common outcome found with the organizational structures used within student affairs. The overlap of roles and responsibilities does not occur, leading to silos.  Silos perpetuate isolation, discourage collaboration, and make advancement difficult for professionals.  To help our field combat this problem, we need to structure our units to develop professionals into generalists.  Blending concepts developed by Ancona & Bresman (2007) and Petriglieri, Petriglieri & Wood (2017), this paper proposes a new workplace model for student affairs professionals that encourages the formation of provisional selves, revolving teams and temporary workspaces. 

Autobiographical Stories of Rites of Passage of Caucasian and African-American Female Doctoral Students in Educational Administration

1997 ◽  
Vol 7 (2) ◽  
pp. 165-193 ◽  
Author(s):  
Joan Poliner Shapiro ◽  
Margaret Briggs-Kenney ◽  
Rochelle W. James Robinson ◽  
Pamela M. De Jarnette
Keyword(s):  
African American ◽  
Graduate Students ◽  
Doctoral Students ◽  
Educational Administration ◽  
Rites Of Passage ◽  
Rite Of Passage ◽  
African American Female

This paper focuses on the autobiographical stories of one Caucasian and three African-American female doctoral students during their rites of passage in departments of educational administration. A rite of passage has been defined as the student's journey toward the completion of the dissertation. While not generalizable, the four stories offer different perspectives and experiences of nontraditional doctoral students and may provide new insights for those who advise and teach diverse graduate students.

Advocating for Transgender and Non-Binary Affirmative Spaces in Graduate Education

2020 ◽  
Author(s):  
Douglas Knutson ◽  
Em Matsuno ◽  
Chloe Goldbach ◽  
Halleh Hashtpari ◽  
Nathan Grant Smith
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Undergraduate Students ◽  
Ecological Model ◽  
Well Being ◽  
Educational Success ◽  
Post Secondary Education ◽  
Identity Exploration ◽  
Post Secondary ◽  
Social Ecological

Nearly 50% of graduate students report experiencing emotional or psychological distress during their enrollment in graduate school. Levels of distress are particularly high for transgender and non-binary graduate students who experience daily discrimination and marginalization. Universities and colleges have yet to address and accommodate the needs and experiences of transgender and non-binary graduate students. Given the multitude of challenges these students may face, educational settings should not present additional barriers to educational success and well-being. In an effort to improve graduate education for transgender and non-binary students, we add to the existing scholarship on affirming work with transgender undergraduate students by addressing the unique concerns of graduate students. We utilize a social-ecological model to identify sources of discrimination in post-secondary education and to provide transgender- and non-binary-affirming recommendations at structural, interpersonal, and individual levels. For practitioners who wish to do personal work, we provide guidance for multicultural identity exploration. A table of recommendations and discussion of ways to implement our recommendations are provided.

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.

The Student Affairs Profession in the Academic Marketplace

NASPA Journal ◽  
2007 ◽  
Vol 44 (2) ◽  
Author(s):  
Joan B. Hirt
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Good Practice ◽  
Student Affairs Professionals ◽  
Academic Affairs ◽  
Seven Principles ◽  
Market Driven ◽  
Principles Of Good Practice ◽  
The Way

This essay compares the narratives that have emerged in recent years to describe the higher education enterprise with the narratives used to describe student affairs’ endeavors. I posit that the way in which student affairs professionals present their agenda is out of sync with the market-driven culture of the academy. The seven Principles of Good Practice are used to illustrate the incongruence between student affairs and academic affairs narratives on campus. I offer ways that those Principles can be recast to be more closely aligned with the new academic marketplace.

Book Review: A Legal Guide for Student Affairs Professionals

NASPA Journal ◽  
1998 ◽  
Vol 35 (4) ◽  
Author(s):  
Donald D. Gehring
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Student Affairs Professionals ◽  
The Law

Bill Kaplin and Barbara Lee let their readers know up front - on the book's cover in fact - that "A Legal Guide for Student Affairs Professionals" has been adapted from their highly regarded third edition of "The Law of Higher Education" [LHE3](1995) ("the big red book," as my students refer to it). The authors have included material already presented in LHE3 but have completely reorganized, updated, and edited the earlier work.

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