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 BRIDGES AND BARRIERS TO TEACHING ONLINE COLLEGE COURSES: A STUDY OF EXPERIENCED ONLINE FACULTY IN THIRTY- SIX COLLEGES

2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Peter Shea
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
The United States ◽  
Future Research ◽  
Education Student ◽  
Online Faculty ◽  
Teaching Online ◽  
Barriers To Teaching

This paper reports on initial findings from a research study of factors that enable and constrain faculty participation in online teaching and learning environments. It is noted that demand for higher education continues to grow in the United States. It is argued that the nature of the higher education student population will likely continue to transform towards a non-traditional profile. These two trends drive an increased demand for alternative routes to a college degree and have fueled dramatic growth in online learning recently. The study identifies faculty acceptance of online teaching as a critical component for future growth to meet this demand and ensure quality. Through analysis of data from 386 faculty teaching online in 36 colleges in a large state university system, the most significant factors that support and undermine motivation to teach online are identified. The top motivator is a more flexible work schedule. The top demotivator is inadequate compensation for perceived greater work than for traditionally delivered courses, especially for online course development, revision, and teaching. However, respondents in this study chose to teach online for a wide variety of reasons many of which were associated with demographic and contextual differences. These distinctions are reviewed in light of their implications for future quality of online education. Additionally, through factor analysis, underlyingconstructs for online faculty motivations are identified. Finally, recommendations are made for policy, practice, faculty development and future research.

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 Executive Higher Education Doctoral Programs in the United States: A Demographic Market-Based Analysis

10.28945/3713 ◽  
2017 ◽  
Vol 14 ◽  
pp. 001-019
Author(s):  
Sydney Freeman Jr. ◽  
Gracie Forthun
Keyword(s):  
Higher Education ◽  
United States ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
Practical Experience ◽  
The United States ◽  
Future Research ◽  
Education Programs ◽  
Doctoral Degree Programs ◽  
Education Degree

Aim/Purpose: Executive doctoral programs in higher education are under-researched. Scholars, administers, and students should be aware of all common delivery methods for higher education graduate programs. Background This paper provides a review and analysis of executive doctoral higher education programs in the United States. Methodology: Executive higher education doctoral programs analyzed utilizing a qualitative demographic market-based analysis approach. Contribution: This review of executive higher education doctoral programs provides one of the first investigations of this segment of the higher education degree market. Findings: There are twelve programs in the United States offering executive higher education degrees, though there are less aggressively marketed programs described as executive-style higher education doctoral programs that could serve students with similar needs. Recommendations for Practitioners: Successful executive higher education doctoral programs require faculty that have both theoretical knowledge and practical experience in higher education. As appropriate, these programs should include tenure-line, clinical-track, and adjunct faculty who have cabinet level experience in higher education. Recommendation for Researchers: Researchers should begin to investigate more closely the small but growing population of executive doctoral degree programs in higher education. Impact on Society: Institutions willing to offer executive degrees in higher education will provide training specifically for those faculty who are one step from an executive position within the higher education sector. Society will be impacted by having someone that is trained in the area who also has real world experience. Future Research: Case studies of students enrolled in executive higher education programs and research documenting university-employer goals for these programs would enhance our understanding of this branch of the higher education degree market.

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.

Blending Technology-Centric Strategies for Faculty Development in Higher Education

2017 ◽  
pp. 90-107
Author(s):  
Ute S. Lahaie ◽  
Jacqueline M. Mumford
Keyword(s):  
Higher Education ◽  
United States ◽  
New Technology ◽  
Education Institution ◽  
The United States ◽  
Faculty Members ◽  
Future Research ◽  
Learning Technology ◽  
Pedagogical Approaches

Many universities in the United States are working to incorporate innovative 21st century skills, new active learning pedagogical approaches, and technology. Creating new physical and virtual spaces requires agile faculty professional for technology-centric experiences. Designing and offering meaningful professional development to faculty members in new virtual and physical learning technology-centric environments is a challenge. This case study explores the journey of one higher education institution in the Midwest as they implemented new technology-centric strategies, initiatives, and support. Data from faculty participants indicate the program's success and establish an agenda for future research.

Whose pedagogy is it anyway? Decolonizing the syllabus through a critical embrace of difference

2020 ◽  
pp. 016344372098092
Author(s):  
Sulafa Zidani
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
White Male ◽  
The United States ◽  
Participatory Culture ◽  
Education Student ◽  
Student Body ◽  
Media Communication ◽  
Body Of Knowledge ◽  
Communication Culture

The higher-education student body in the United States is increasingly diverse. Diversity and transnationalism are present in the classroom through the increased numbers of students and instructors who are international and/or non-White-identifying. However, syllabi in media, communication, and cultural studies remain centered around an orthodox body of literature that has come to be conceived of as the canon, consisting of scholars who are mostly white, male, and U.S.-American or European. This essay brings communication, culture, and media studies theories into conversation with critical pedagogy to suggest changes in the organization of syllabi and class activities. Namely, I use participatory culture, critical and decolonial pedagogical theories, and Black and transnational feminist pedagogy, to suggest a critical embrace of different as an approach for designing syllabi that center the students rather than the Western-rooted tradition. This paper is part of the critical body of knowledge that pushes for a decolonizing and transnationalizing intervention in higher education.

Indigenous Students in Higher Education in the United States

Education ◽  
2020 ◽  
Author(s):  
Robin Zape-tah-hol-ah Minthorn
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Indigenous Peoples ◽  
Lived Experiences ◽  
Teaching And Learning ◽  
The United States ◽  
Indigenous Students ◽  
Indigenous Student ◽  
Student Affairs Professional ◽  
Shed Light

This article attempts to highlight literature that focuses on Indigenous students, including the various areas that work to support and honor Indigenous students, faculty, staff, and communities. Only since 2000 has there been more literature produced by Indigenous scholars that honors Indigenous peoples’ lived experiences. This article attempts to focus on Indigenous-authored and Indigenous-centered literature whose goal is to shed light on how we better support Indigenous students through representation, research, teaching, and learning to the praxis of being an Indigenous student affairs professional and faculty member.

Catholic Higher Education

2018 ◽  
Author(s):  
Michael Galligan–Stierle ◽  
Paula Moore
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Affairs ◽  
Intellectual Development ◽  
The United States ◽  
Faith Formation ◽  
Campus Ministry ◽  
Catholic Higher Education

This chapter provides an overview of Catholic higher education in the United States, primarily the major themes that have developed in the twentieth and twenty-first centuries. It covers the history and development of these institutions, including general characteristics and trends related to students, faculty, and leadership. The authors describe the distinctive mission of Catholic higher education to support both intellectual development and faith formation among students. Special attention is given to those staff responsible for implementing this reality: Student Affairs staff, mission officers, and campus ministry staff. The authors analyze some of the major challenges confronting contemporary Catholic higher education.

scholarly journals Models of Student Engagement in Music Education Classroom in Higher Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Aiqin Wang
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Music Education ◽  
Future Research ◽  
Education Student ◽  
Passive Learning ◽  
Education Theory ◽  
Student Skill ◽  
New Guidelines

Higher education is undergoing a paradigm move from passive learning toward active learning. Student engagement is assumed to be a significant criterion and gauge for the quality of the student skill for higher education; however, in the literature, the term engagement remains to be vague to delineate, and it is construed in different ways. Since institutions accentuate preparing alumnae for life further than their education, student engagement has turned out to be a priority for music education, and within the last 5 years, the attention was drawn to “Students as Partners” as a response to “students as consumers” construct manipulating higher education theory. Concerning the literature review, the meaning of student engagement, determinants influencing it, and its merits are brought together. In conclusion, the implications of student engagement are presented, and new guidelines for future research are depicted.

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