Validation of Subject Areas of CAS Professional Studies Standards for Master’s Level Student Affairs Professional Preparation Programs

2015 ◽  
Vol 56 (4) ◽  
pp. 386-391
Author(s):  
Dallin George Young ◽  
Laura A. Dean
Keyword(s):  
Student Affairs ◽  
Professional Preparation ◽  
Master's Level ◽  
Preparation Programs ◽  
Subject Areas ◽  
Student Affairs Professional ◽  
Level Student ◽  
Professional Studies

Using CAS Standards to Measure Learning Outcomes of Student Affairs Preparation Programs

NASPA Journal ◽  
2007 ◽  
Vol 44 (2) ◽  
Author(s):  
Dallin George Young ◽  
Steven M. Janosik
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Learning Outcomes ◽  
Clear Understanding ◽  
Preparation Programs ◽  
Student Affairs Preparation ◽  
Cas Standards ◽  
Recent Graduates ◽  
Level Student

A majority of recent graduates from master’s level student affairs preparation programs report having a clear understanding of 58 of 60 foundational learning outcomes derived from the Council for the Advancement of Standards in Higher Education (CAS) guidelines. While there were only two significant differences between selfreported learning of graduates from CAS compliant and non-compliant programs on 60 items, data suggest that recent graduates from CAS compliant programs report greater confidence in their preparation in 48 of the 60 outcomes presented in the questionnaire.

scholarly journals Graduate Student Placement: An Examination of Experience and Career Barriers in a Student Affairs Professional Preparation Program

10.28945/2342 ◽  
2016 ◽  
Vol 1 ◽  
pp. 053-065
Author(s):  
Amy B Wilson ◽  
Jeremy B. Hall ◽  
Amanda Alba
Keyword(s):  
Student Affairs ◽  
Graduate Student ◽  
Job Search ◽  
Professional Preparation ◽  
Perceived Barriers ◽  
Job Placement ◽  
Search Process ◽  
Preparation Program ◽  
Student Placement ◽  
Student Affairs Professional

This quantitative descriptive study examined the job placement success and challenges of graduate students in a higher education and student affairs professional preparation program at a mid-size public institution in the U.S. Specifically, this study investigated the impact of curricular standards in the form of supervised practice (i.e., internships and graduate assistantships) on the job placement rate of recent alumni. In addition, perceived barriers in the job search process were investigated and examined comparatively by gender. Findings suggest that current curricular standards may not be sufficient for successful placement and that men and women do not differ significantly with respect to perceived barriers in their job search process. Implications for practice include a re-evaluation of curricular standards for student affairs professional preparation programs and a greater understanding of what factors and barriers contribute to successful graduate student placement.

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 Book Review: Multicultural and Diversity Issues in Student Affairs Practice - A Professional Competency Based Approach

10.28945/4444 ◽  
2019 ◽  
Vol 4 ◽  
pp. 279-280
Author(s):  
Crystal R Chambers
Keyword(s):  
Professional Development ◽  
Student Affairs ◽  
Continuing Education ◽  
Master's Level ◽  
Undergraduate Level ◽  
Education Professional ◽  
Education Professional Development ◽  
Competency Based ◽  
Diversity Issues

Aim/Purpose: Book Review: Multicultural and Diversity Issues in Student Affairs Practice - A Professional Competency Based Approach Background: This text explores cases and concepts regarding multiculturalism, diversity, and inclusion in student affairs practice as guided by ACPA/ NASPA competencies. Methodology: Review Contribution: Review Findings: Overall, this text is a useful resource for introductory student affairs coursework at the undergraduate level, master’s level, for workshops and other continuing education/ professional development. Recommendations for Practitioners: Overall, this text is a useful resource for introductory student affairs coursework at the undergraduate level, master’s level, for workshops and other continuing education/ professional development. Recommendation for Researchers: Overall, this text is a useful resource for introductory student affairs coursework at the undergraduate level, master’s level, for workshops and other continuing education/ professional development. Impact on Society: Overall, this text is a useful resource for introductory student affairs coursework at the undergraduate level, master’s level, for workshops and other continuing education/ professional development. Future Research: See Review

scholarly journals Building our social landscape in cyberspace

2021 ◽  
Author(s):  
Cynthia Houston
Keyword(s):  
Best Practices ◽  
Community Building ◽  
Professional Preparation ◽  
Academic Program ◽  
Academic Programs ◽  
School Librarian ◽  
Preparation Programs ◽  
Social Landscape ◽  
School Librarianship ◽  
Social Landscapes

Developing a community of learners and leaders in school librarianship is fundamental to effective practice in professional preparation programs. As more and more school librarian preparation programs go online, staying focused on community building and collaboration becomes the key challenge to the best practices ideal. The Internet provides excellent tools and resources for developing online professional communities, as well as opportunities for academic programs to create social landscapes that students will engage in after they finish their academic program.

scholarly journals Designing Effective Online Orientation Programs for First-Year University Students

2021 ◽  
Vol 28 (2) ◽  
Author(s):  
Nicole Crozier
Keyword(s):  
Literature Review ◽  
Student Affairs ◽  
Community Of Inquiry ◽  
First Year ◽  
Orientation Programs ◽  
Orientation Program ◽  
Online Orientation ◽  
First Year University ◽  
First Time ◽  
Student Affairs Professional

While asynchronous, self-paced online orientation programs are not brand new in the field of orientation, transition and retention, COVID-19 forced many institutions to rapidly create a program for the first time to help welcome fall 2020 students. Using the community of inquiry model as a framework, this literature review explores the research related to orientation and online learning in an effort to identify the principles, practices and processes that can help a student affairs professional to design an effective and engaging online orientation program, or enhance an existing program.

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