Preparing New Professionals: Lessons for Graduate Preparation Programs from the National Study of New Professionals in Student Affairs

2008 ◽  
Vol 49 (4) ◽  
pp. 319-335 ◽  
Author(s):  
Kristen A. Renn ◽  
Eric R. Jessup-Anger
Keyword(s):  
Student Affairs ◽  
National Study ◽  
New Professionals ◽  
Preparation Programs ◽  
Graduate Preparation ◽  
Graduate Preparation Programs

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.

Moving from Theory to Practice

2014 ◽  
pp. 165-177
Author(s):  
Melissa L. Johnson
Keyword(s):  
Student Affairs ◽  
Student Development ◽  
Student Affairs Professionals ◽  
Development Theory ◽  
Degree Programs ◽  
Preparation Programs ◽  
Graduate Preparation ◽  
Student Development Theory ◽  
Graduate Preparation Programs

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.

scholarly journals Entry-Level Competencies of New Student Affairs Professionals: A Delphi Study

NASPA Journal ◽  
2005 ◽  
Vol 42 (3) ◽  
Author(s):  
Alan W. Burkard ◽  
Darnell C. Cole ◽  
Molly Ott ◽  
Tara Stoflet
Keyword(s):  
Student Affairs ◽  
Professional Practice ◽  
Delphi Study ◽  
Student Affairs Professionals ◽  
New Professionals ◽  
Preparation Programs ◽  
Entry Level ◽  
Graduate Preparation ◽  
Professional Development Training ◽  
New Student

The study examines the perceptions of 104 mid- and senior-level student affairs administrators of positions, responsibilities, competencies, and theories important for professional practice for new student affairs professionals. In regard to competencies, the results of this study provide important information about preprofessional abilities that are integral to professional practice, and participants also identified several competencies not identified in prior research that may be important to positions involving high contact with students. These results, then, provide vital information for curriculum development in graduate preparation programs and for professional development training for new professionals.

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