Moving Toward a Global Community: An Analysis of the Internationalization of Student Affairs Graduate Preparation Programs

2007 ◽  
Vol 44 (3) ◽  
Author(s):  
Scott Andrew Schulz ◽  
Jenny J. Lee ◽  
Brendan J Cantwell ◽  
George McClellan ◽  
Doug Woodard
NASPA Journal ◽  
2007 ◽  
Vol 44 (1) ◽  
Author(s):  
Joy Gaston Gayles ◽  
Bridget T Kelly

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.


10.28945/2344 ◽  
2016 ◽  
Vol 1 ◽  
pp. 035-052 ◽  
Author(s):  
Rosemary J Perez

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.


Author(s):  
Melissa L. Johnson

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.


JCSCORE ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 6-35
Author(s):  
Jennifer L. Plagman-Galvin ◽  
Ann M. Gansemer-Topf

Multiculturally competent student affairs educators are required to effectively meet the needs of today’s diverse student population. However, little is known about how educators acquire these skills. This study examined the multicultural awareness, knowledge, and skills gained by student affairs educators through their participation in NCORE, an experiential conference exploring race and ethnicity. Results of the study have implications for graduate preparation programs and professional development opportunities for student affairs educators.


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