Journal of student affairs research and practice, Jul 1, 2014
Abstract Though history has long been a part of graduate preparation in higher education administ... more Abstract Though history has long been a part of graduate preparation in higher education administration, new student affairs professionals often struggle to see its relevance to their work. We present a conceptual framework that links organizational ecology, institutional culture and climate, and student development through a historical lens. We then provide concrete recommendations regarding the framework’s use as a reflexive tool
Examining the Impact of Community Colleges on the Global Workforce
In this chapter, we explore the potential of the Associate in Applied Science as both a terminal ... more In this chapter, we explore the potential of the Associate in Applied Science as both a terminal and a transfer degree. We first contextualize AAS degrees by examining their place in the development and missions of community colleges and their current purpose and prominence. We then review recent U.S. employment data and wage dividends for individuals with AAS degrees as well as those graduates with AAS plus baccalaureate degrees. Initially intended as a terminal credential leading directly to employment, a subset of students is likely to utilize the AAS degree for transfer and additional preparation leading to significant economic benefits and career mobility. We suggest that this phenomenon — presently understudied — is likely to increase in frequency as the United States becomes an increasingly credentialed society. Using North Carolina as an example, we document the state's workforce needs for AAS and AAS plus baccalaureate degrees and conclude by examining the implications for policy and practice created by the hidden transfer function of the AAS degree.
Email [email protected] Abstract Assessment to improve student learning and program effectiveness i... more Email [email protected] Abstract Assessment to improve student learning and program effectiveness is an essential skill for student affairs practitioners. Empirical findings from a content analysis of the Professional Competency Areas for Student Affairs Practitioners (ACPA & NASPA, 2010) shed important light on reflexivity as a foundational aspect of assessment. Based on these findings, we present a conceptual model that positions assessment and reflexivity at the center of student affairs practice and offer concrete recommendations for reflexive student affairs assessment.
Development and Learning in Organizations: An International Journal
Purpose This study examines reframing an organization that permitted three typically siloed unive... more Purpose This study examines reframing an organization that permitted three typically siloed university programs to collaborate around a shared experience focused on teaching, leadership, evaluation, and applied learning. Design Participants were seven faculty members who designed and implemented the shared experience. Data sources included participants’ responses to a feedback survey, meeting notes, and project documents. The data were coded and grouped based on themes. Findings Themes revealed challenges and advantages faculty experienced during the project. Challenges included creating shared expectations, technology, and continuity with student evaluators. Advantages included reflecting on teaching practices, frameworks, instructional strategies, and professional goals. Originality Despite the difficulty and rarity of cross-program collaborations, this study demonstrates how such efforts may incorporate best practices in preparing educators.
This study examined the student characteristics, student engagement, and the campus climate for c... more This study examined the student characteristics, student engagement, and the campus climate for civic learning and engagement. Using 13,780 student responses to the Personal and Social Responsibility Inventory (PSRI) at 23 institutions, the study used multilevel modeling to identify key relationships. Three key findings emerged: students’ identities systematically shaped their perception of climate, students’ subjective environment was positively related to climate, and there was a positive relationship between diversity-related measures and campus climate.
Decisions in student affairs often require the integration of multiple knowledge bases (O’Brien, ... more Decisions in student affairs often require the integration of multiple knowledge bases (O’Brien, 2018). Although learning and development have historically been core values of the profession (Evans & Reason, 2001), legal demands on student affairs professionals have grown with increasing responsibility for compliance in areas like Title IX and campus speech policies (Kaplin & Lee, 2014; Lake, 2011). While guidelines for relevant legal training exist (American College Personnel Association & National Association of Student Personnel Administrators [ACPA & NASPA], 2015), student affairs professionals come from a variety of educational and professional backgrounds (Wesaw & Sponsler, 2014). Using a focused reanalysis of data derived from a constructivist grounded theory study of legal reasoning in student affairs, we explored how practitioners think about their own training in the law as well as how they perceive colleagues with advanced legal training (e.g., law degrees, participation in continuing education).
This study sought to better understand the relationship between access to spending money and stud... more This study sought to better understand the relationship between access to spending money and students’ social relationships with peers through a survey and four follow-up focus groups at a public regional comprehensive university. Using sense of belonging as a conceptual lens, findings demonstrated that spending money was a significant influence on students’ social relationships in college. Additionally, access to spending money factored into students’ sense of belonging or, conversely, their sense of social exclusion.
ABSTRACT This chapter examines the existing literature in two major areas. A review of literature... more ABSTRACT This chapter examines the existing literature in two major areas. A review of literature related to higher education's mission to educate for personal and social responsibility provides a rationale to refocus our collective attention on this important area of student learning and development. The chapter also reviews the current understanding on how well colleges and universities are currently doing in educating for personal and social responsibility.
The ACPA/NASPA Professional Competencies for Student Affairs were designed to articulate skills n... more The ACPA/NASPA Professional Competencies for Student Affairs were designed to articulate skills needed for effective practice. However, since its first publication in 2010, little research has been done to understand whether these competencies align with the skills needed to be successful student affairs professionals. This qualitative study examined mid-level supervisors' perceptions of the skills needed for effective entry-level student affairs work and compared these responses to the ACPA/NASPA competencies. Mid-level manager's perceptions of skills aligned with stated competencies with some minor discrepancies noted. These findings have implications for practice, graduate preparation programs, potential revisions to the competencies and future research.
Evans, N. J., & Ranero, J. (2009). Professional associations in student affairs. In G. S. McC... more Evans, N. J., & Ranero, J. (2009). Professional associations in student affairs. In G. S. McClellan, J. Stringer, & Associates (Eds.), The handbook of student affairs administration (3rd ed.; pp. 206-221). San Francisco, CA: Jossey-Bass. Hirschy, A. S., Wilson, M. E., Liddell, D. L., Boyle, K. M., & Pasquesi, K. (2015). Socialization to student affairs: Early career experiences associated with professional identity development. Journal of College Student Development, 56, pp. 777-793. Hirt, J. B., & Creamer, D. G. (1998). Issues facing student affairs professionals: The four realms of professional life. In N. J. Evans & C. E. Phelps Tobin (Eds.), The state of the art of preparation and practice in student affairs: Another look (pp. 47-60). Lanham, MD: University Press of America. Moore, L. V., & Young, R. B. (Eds.). (1987). New Directions for Student Services: No. 37. Expanding opportunities for professional education. San Francisco, CA: Jossey-Bass. Roberts, D. M. (2007). Preferred methods of professional development in student affairs. NASPA Journal, 44, 561-577.
Scholars and organizations have called for a renewed emphasis on civic outcomes of higher educati... more Scholars and organizations have called for a renewed emphasis on civic outcomes of higher education such as active citizenship, civic engagement, and social responsibility
Utilizing data from 15 institutions that participated in the 2013 and 2014 administrations of the... more Utilizing data from 15 institutions that participated in the 2013 and 2014 administrations of the Personal and Social Responsibility Inventory (PSRI), this study employed a multilevel modeling approach to examine the relationship of students' perceptions of their climate for learning to their scores on the Openness to Diversity and Challenge Scale (ODC). Guided by Bronfenbrenner's process-person-context-time (PPCT) model of student environments, we found that a climate for learning perceived as valuing a wide range of ideas and perspectives and including faculty advocacy for the respect of diverse ideas and points of view is positively related to students' openness to diversity and challenge.
Typescript (photocopy). Thesis (M.S.)--Iowa State University, 1996. Includes bibliographical refe... more Typescript (photocopy). Thesis (M.S.)--Iowa State University, 1996. Includes bibliographical references.
ABSTRACT Dashboard systems are increasingly popular as assessment and performance management tool... more ABSTRACT Dashboard systems are increasingly popular as assessment and performance management tools in higher education. This chapter examines the use of dashboards in student affairs, including examples of key indicators and considerations for developing and implementing these tools.
Journal of student affairs research and practice, Jul 1, 2014
Abstract Though history has long been a part of graduate preparation in higher education administ... more Abstract Though history has long been a part of graduate preparation in higher education administration, new student affairs professionals often struggle to see its relevance to their work. We present a conceptual framework that links organizational ecology, institutional culture and climate, and student development through a historical lens. We then provide concrete recommendations regarding the framework’s use as a reflexive tool
Examining the Impact of Community Colleges on the Global Workforce
In this chapter, we explore the potential of the Associate in Applied Science as both a terminal ... more In this chapter, we explore the potential of the Associate in Applied Science as both a terminal and a transfer degree. We first contextualize AAS degrees by examining their place in the development and missions of community colleges and their current purpose and prominence. We then review recent U.S. employment data and wage dividends for individuals with AAS degrees as well as those graduates with AAS plus baccalaureate degrees. Initially intended as a terminal credential leading directly to employment, a subset of students is likely to utilize the AAS degree for transfer and additional preparation leading to significant economic benefits and career mobility. We suggest that this phenomenon — presently understudied — is likely to increase in frequency as the United States becomes an increasingly credentialed society. Using North Carolina as an example, we document the state's workforce needs for AAS and AAS plus baccalaureate degrees and conclude by examining the implications for policy and practice created by the hidden transfer function of the AAS degree.
Email [email protected] Abstract Assessment to improve student learning and program effectiveness i... more Email [email protected] Abstract Assessment to improve student learning and program effectiveness is an essential skill for student affairs practitioners. Empirical findings from a content analysis of the Professional Competency Areas for Student Affairs Practitioners (ACPA & NASPA, 2010) shed important light on reflexivity as a foundational aspect of assessment. Based on these findings, we present a conceptual model that positions assessment and reflexivity at the center of student affairs practice and offer concrete recommendations for reflexive student affairs assessment.
Development and Learning in Organizations: An International Journal
Purpose This study examines reframing an organization that permitted three typically siloed unive... more Purpose This study examines reframing an organization that permitted three typically siloed university programs to collaborate around a shared experience focused on teaching, leadership, evaluation, and applied learning. Design Participants were seven faculty members who designed and implemented the shared experience. Data sources included participants’ responses to a feedback survey, meeting notes, and project documents. The data were coded and grouped based on themes. Findings Themes revealed challenges and advantages faculty experienced during the project. Challenges included creating shared expectations, technology, and continuity with student evaluators. Advantages included reflecting on teaching practices, frameworks, instructional strategies, and professional goals. Originality Despite the difficulty and rarity of cross-program collaborations, this study demonstrates how such efforts may incorporate best practices in preparing educators.
This study examined the student characteristics, student engagement, and the campus climate for c... more This study examined the student characteristics, student engagement, and the campus climate for civic learning and engagement. Using 13,780 student responses to the Personal and Social Responsibility Inventory (PSRI) at 23 institutions, the study used multilevel modeling to identify key relationships. Three key findings emerged: students’ identities systematically shaped their perception of climate, students’ subjective environment was positively related to climate, and there was a positive relationship between diversity-related measures and campus climate.
Decisions in student affairs often require the integration of multiple knowledge bases (O’Brien, ... more Decisions in student affairs often require the integration of multiple knowledge bases (O’Brien, 2018). Although learning and development have historically been core values of the profession (Evans & Reason, 2001), legal demands on student affairs professionals have grown with increasing responsibility for compliance in areas like Title IX and campus speech policies (Kaplin & Lee, 2014; Lake, 2011). While guidelines for relevant legal training exist (American College Personnel Association & National Association of Student Personnel Administrators [ACPA & NASPA], 2015), student affairs professionals come from a variety of educational and professional backgrounds (Wesaw & Sponsler, 2014). Using a focused reanalysis of data derived from a constructivist grounded theory study of legal reasoning in student affairs, we explored how practitioners think about their own training in the law as well as how they perceive colleagues with advanced legal training (e.g., law degrees, participation in continuing education).
This study sought to better understand the relationship between access to spending money and stud... more This study sought to better understand the relationship between access to spending money and students’ social relationships with peers through a survey and four follow-up focus groups at a public regional comprehensive university. Using sense of belonging as a conceptual lens, findings demonstrated that spending money was a significant influence on students’ social relationships in college. Additionally, access to spending money factored into students’ sense of belonging or, conversely, their sense of social exclusion.
ABSTRACT This chapter examines the existing literature in two major areas. A review of literature... more ABSTRACT This chapter examines the existing literature in two major areas. A review of literature related to higher education's mission to educate for personal and social responsibility provides a rationale to refocus our collective attention on this important area of student learning and development. The chapter also reviews the current understanding on how well colleges and universities are currently doing in educating for personal and social responsibility.
The ACPA/NASPA Professional Competencies for Student Affairs were designed to articulate skills n... more The ACPA/NASPA Professional Competencies for Student Affairs were designed to articulate skills needed for effective practice. However, since its first publication in 2010, little research has been done to understand whether these competencies align with the skills needed to be successful student affairs professionals. This qualitative study examined mid-level supervisors' perceptions of the skills needed for effective entry-level student affairs work and compared these responses to the ACPA/NASPA competencies. Mid-level manager's perceptions of skills aligned with stated competencies with some minor discrepancies noted. These findings have implications for practice, graduate preparation programs, potential revisions to the competencies and future research.
Evans, N. J., & Ranero, J. (2009). Professional associations in student affairs. In G. S. McC... more Evans, N. J., & Ranero, J. (2009). Professional associations in student affairs. In G. S. McClellan, J. Stringer, & Associates (Eds.), The handbook of student affairs administration (3rd ed.; pp. 206-221). San Francisco, CA: Jossey-Bass. Hirschy, A. S., Wilson, M. E., Liddell, D. L., Boyle, K. M., & Pasquesi, K. (2015). Socialization to student affairs: Early career experiences associated with professional identity development. Journal of College Student Development, 56, pp. 777-793. Hirt, J. B., & Creamer, D. G. (1998). Issues facing student affairs professionals: The four realms of professional life. In N. J. Evans & C. E. Phelps Tobin (Eds.), The state of the art of preparation and practice in student affairs: Another look (pp. 47-60). Lanham, MD: University Press of America. Moore, L. V., & Young, R. B. (Eds.). (1987). New Directions for Student Services: No. 37. Expanding opportunities for professional education. San Francisco, CA: Jossey-Bass. Roberts, D. M. (2007). Preferred methods of professional development in student affairs. NASPA Journal, 44, 561-577.
Scholars and organizations have called for a renewed emphasis on civic outcomes of higher educati... more Scholars and organizations have called for a renewed emphasis on civic outcomes of higher education such as active citizenship, civic engagement, and social responsibility
Utilizing data from 15 institutions that participated in the 2013 and 2014 administrations of the... more Utilizing data from 15 institutions that participated in the 2013 and 2014 administrations of the Personal and Social Responsibility Inventory (PSRI), this study employed a multilevel modeling approach to examine the relationship of students' perceptions of their climate for learning to their scores on the Openness to Diversity and Challenge Scale (ODC). Guided by Bronfenbrenner's process-person-context-time (PPCT) model of student environments, we found that a climate for learning perceived as valuing a wide range of ideas and perspectives and including faculty advocacy for the respect of diverse ideas and points of view is positively related to students' openness to diversity and challenge.
Typescript (photocopy). Thesis (M.S.)--Iowa State University, 1996. Includes bibliographical refe... more Typescript (photocopy). Thesis (M.S.)--Iowa State University, 1996. Includes bibliographical references.
ABSTRACT Dashboard systems are increasingly popular as assessment and performance management tool... more ABSTRACT Dashboard systems are increasingly popular as assessment and performance management tools in higher education. This chapter examines the use of dashboards in student affairs, including examples of key indicators and considerations for developing and implementing these tools.
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Papers by Andrew J Ryder