scholarly journals Examining Scholar-Practitioner Identity in Peer-Led Research Communities in Higher Education Programs

10.28945/3783 ◽  
2017 ◽  
Vol 2 ◽  
pp. 095-113 ◽  
Author(s):  
Genia M. Bettencourt ◽  
Victoria K. Malaney ◽  
Caitlin J. Kidder ◽  
Chrystal A. George Mwangi
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Future Research ◽  
Education Student ◽  
Preparation Programs ◽  
Descriptive Case Study ◽  
Graduate Preparation ◽  
Future Goals ◽  
Graduate Research ◽  
Data Points

Aim/Purpose: The purpose of this study is to explore how research skills and communities can be promoted in student affairs and/or higher education graduate preparation programs through a peer-led, team-based model. Background: Numerous scholars emphasized a lack of empirical research being conducted by student affairs professionals, even though integration of scholarship with practice remains of critical importance to field of higher education. Methodology: Though a descriptive case study of a graduate research course, we engage both quantitative and qualitative data points in a convergent parallel mixed methods design. Contribution: This study provides an important contribution in understanding how graduate programs may better prepare students to engage within a spectrum of scholar-practitioner identity. Findings: Findings suggest that while participants see value in a scholar-practitioner identity and its impact on their future goals, there is often a discrepancy between the perceived feasibility of embodying the role in actual student affairs practice as well as variations across master’s and doctoral student levels. Recommendations for Practitioners: Recommendations for practice include working to integrate scholarship in professional positions and promoting greater collaboration between graduate coursework and professional supervisors. Recommendation for Researchers: Recommendations for researchers include continuing to examine how communities of practice develop across the levels of graduate socialization. Impact on Society: Understanding how individuals engage in scholarship in their fields carries interdisciplinary implications for merging research into professional roles. Future Research: A key area for future research is longitudinal inquiry into how emerging professionals in higher education/student affairs negotiate the scholar-practitioner spectrum across career development.

scholarly journals Striving to Align with the CAS Standards: Graduate Preparatory Programs in Higher Education & Student Affairs

10.28945/4472 ◽  
2020 ◽  
Vol 5 ◽  
pp. 001-016
Author(s):  
Daniel W Calhoun ◽  
Steven Tolman ◽  
Kaylee M. King
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
The United States ◽  
Future Research ◽  
Curriculum Alignment ◽  
Education Student ◽  
Content Areas ◽  
Credit Hours ◽  
Cas Standards ◽  
Preparatory Programs

Aim/Purpose: This study examined Higher Education/Student Affairs (HE/SA) programs’ curriculum alignment with the CAS Standards. Background: HE/SA programs have a limited number of credit hours (27-65) and must structure their curriculum within the confines. The CAS Standards guides HE/SA programs and recommends this curriculum include a focus on six content areas. Methodology: A quantitative study that examined the curriculum of the HE/SA programs in the United States (n = 230) and their offering of exclusive courses aligning with the six content areas recommended by the CAS Standards. Contribution: This study is the first to broadly examine the curriculum of the collective HE/SA programs in the United States. It can serve as a catalyst to encourage further research and scholarly discussion around the curriculum of HE/SA programs and the professional preparation of higher education administrators. Findings: Key findings included that of the six content areas, History and Counseling were the areas least likely to be offered in HE/SA programs (48% and 41%, respectively) compared to 82% and above for the other four areas. Evidence suggests that program offerings of 36-39 credit hours may be the “sweet spot” in balancing credit hours with their ability to meet CAS Standards. Recommendations for Practitioners: There is a need for HE/SA faculty and practitioners to communicate where HE/SA programs fell short meeting the CAS Standards so that practitioners can continue in the professional development of these young practitioners. This “handoff” between faculty and practitioners will further strengthen the field of student affairs. Recommendation for Researchers: The findings of this study illuminate the important future research question as to whether there is a difference in the academic preparedness (perceived and/or actual) of graduates who attend programs that are more closely aligned with the CAS Standards? Impact on Society: Recognizing the importance that student affairs professionals have on student development (in-and-out of the classroom), this study challenges educators and practitioners to ensure they are adequately developing the next generation of college administrative leaders. Future Research: Examination of the curriculum alignment in the future once the CAS Standards for Graduate Preparatory Programs are revised

scholarly journals Teaching Trans*: Strategies and Tensions of Teaching Gender in Student Affairs Preparation Programs

10.28945/3859 ◽  
2017 ◽  
Vol 2 ◽  
pp. 165-179 ◽  
Author(s):  
Kathryn S Jaekel ◽  
Z Nicolazzo
Keyword(s):  
Student Affairs ◽  
Empirical Work ◽  
Future Research ◽  
Preparation Programs ◽  
Pedagogical Strategies ◽  
Gender Nonconforming ◽  
Graduate Preparation ◽  
Student Affairs Preparation ◽  
And Gender ◽  
Graduate Preparation Programs

Aim/Purpose: The purpose of this article is to outline a pedagogical framework we as trans* educators utilize to center trans* identities and epistemologies in classrooms alongside graduate students. Background: Little has been written about the experiences of trans* educators in classroom spaces, in particular how gender mediates pedagogical approaches. Methodology : This article is conceptual in nature, and as such, does not draw on any particular methodology. Instead, we draw from our ongoing experiences as trans* educators in the classroom. Contribution: Due to the lack of theorizing or empirical work about trans* educators in classroom spaces, this article serves as an entry point into thinking what we as authors describe as ‘teaching trans*.” Findings: This article is broken into three theoretical components: teaching as trans*, teaching about trans*, and teaching with trans* epistemologies. Recommendations for Practitioners: Through this article, we as authors encourage practitioners to be aware of how gender is always already present in all spaces, including in classrooms. Thus, it becomes incumbent upon practitioners to use expansive notions of gender through pedagogical strategies, materials, and praxis. Recommendation for Researchers: This article promotes a deeper understanding of how one’s gender identity, expression, and/or embodiment mediates and can enhance classroom teaching. While this article starts to address an under-theorized and under-researched area of study, more should be done to address how gender influences pedagogy. Impact on Society: Due to the omnipresence of gender binary thinking, this article has implications not just for classroom spaces, but for student affairs graduate preparation programs, as well as society writ large. Future Research: This article opens the door for further research into student resistance to trans* and gender nonconforming educators’ pedagogy.

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

NASPA Journal ◽  
2007 ◽  
Vol 44 (3) ◽  
Author(s):  
Scott Andrew Schulz ◽  
Jenny J. Lee ◽  
Brendan J Cantwell ◽  
George McClellan ◽  
Doug Woodard
Keyword(s):  
Student Affairs ◽  
The United States ◽  
Vital Role ◽  
Future Research ◽  
Student Affairs Administrators ◽  
Preparation Programs ◽  
International Program ◽  
Graduate Preparation ◽  
Program Components ◽  
Graduate Preparation Programs

Student affairs could potentially play a vital role in the internationalization of colleges and universities, but the extent to which international issues are included in the preparation of future student affairs administrators has remained relatively unknown. As such, a team of researchers sought to investigate the extent of internationalization among student affairs graduate preparation programs in the United States. More specifically, this study was commissioned to reveal: (1) what types of institutions have student affairs graduate preparation programs that are internationalized, (2) the types of international program components being embraced by student affairs graduate preparation programs, and (3) anticipated future trends and factors that inhibit or promote the development of international program components. The findings of this study have implications for future research on internationalization and the preparation of student affairs administrators.

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.

Creating a Sustainable Program for Ethics in Student Affairs

2015 ◽  
pp. 278-300
Author(s):  
Christina Van Wingerden ◽  
Maureen Ellis ◽  
Theodore W. Pratt Jr.
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Current Literature ◽  
Ethical Climate ◽  
Student Affairs Professionals ◽  
University Student ◽  
Education Student ◽  
Ethical Climates ◽  
Industry Standards ◽  
Mixed Method Design

Ethics is an important thread within higher education student affairs. Creating avenues for intentional, sustainable dialogues and consistent education for employees, one Ethics Officer at a four-year public university in the Northwest embarked on understanding the ethical climate to improve how student affairs professionals interact with students. The goal of this mixed-method design study examined the knowledge, skills, and attitudes of its division administrators about ethics, the ethical climate of a university student affairs division, and the design of an ethical training curriculum for division employees. This chapter reviews the current literature about ethics in higher education, organizational ethical climates, industry standards, and gaps in performance, while providing insights and ideas about best practices.

Higher Education Graduate Preparation Programs: Characteristics and Trends

2016 ◽  
Vol 57 (3) ◽  
pp. 326-332 ◽  
Author(s):  
Susan J. Underwood ◽  
Christine E. Austin
Keyword(s):  
Higher Education ◽  
Preparation Programs ◽  
Graduate Preparation ◽  
Graduate Preparation Programs
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