Overall Alumni Confidence and Effect of Culminating Experiences on Learning in Student Affairs Preparation Programs: Examining CAS Professional Studies Standards

2015 ◽  
Vol 33 (1) ◽  
pp. 66-86
Author(s):  
Dallin George Young ◽  
Laura A. Dean
Keyword(s):  
Student Affairs ◽  
Preparation Programs ◽  
Student Affairs Preparation ◽  
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 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.

Student Affairs Preparation Programs

NASPA Journal ◽  
1992 ◽  
Vol 30 (1) ◽  
pp. 59-65
Author(s):  
Larry H. Ebbers ◽  
Beverly J. Kruempel
Keyword(s):  
Student Affairs ◽  
Preparation Programs ◽  
Student Affairs Preparation

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.

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