Student Perceptions of Wikipedia as a Learning Tool for Educational Leaders

This non-experimental qualitative study examined archival survey data collected to evaluate the e‑cacy of a research assignment utilizing Wikipedia. Respondents were 14 doctoral students enrolled in Educational Leadership coursework during Fall 2011. There is limited research available on this topic, as Wikipedia has been minimally utilized as a legitimate learning tool in the education setting. Parker and Chao (2007) noted that Wikis are one of many Web 2.0 components that could be used to enhance the learning process. The primary purpose of this study was to investigate doctoral student\u27s perceptions of Wikipedia as an instructional tool in Educational Leadership coursework. The researchers also examined if completing this assignment changed students\u27 understanding and anticipated future use of Wikipedia. Students responded that they felt Wikipedia was as effective or more effective than traditional research assignments for meeting learning objectives. In addition, their perceptions and expected use changed as a result of this assignment. Data suggested that students anticipated use expanded from primarily personal use to applications in academic and professional settings

Pedagogical Approach to Developing the Hiring Practices of Higher Education Administrators

Most student affairs professionals will serve in a managerial and/or supervisory role at some point in their careers, but only a limited number of higher education graduate preparatory programs have required coursework focusing on this competency area. This situation is disconcerting, as there seems to be an assumption within the student affairs field that new professionals have the formal training and experiences needed to immediately be placed into these managerial and/or supervisory roles. In an effort to address this discrepancy, and in particular staffing practices, one higher education graduate preparatory program developed a course on staffing practices, using an innovative pedagogical approach rooted in the theoretical framework of experiential learning. Recommendations are provided for faculty members, senior administrators, and a general calling for empirical research

Student Affairs Professionals’ Perceptions of Campus Incivility

The purpose of this study was to gather data regarding student affairs professionals’ perceptions of student incivility and which acts of incivility are most often observed. Results from 409 participants suggested that student affairs professionals perceive that “very uncivil” acts are observed less often whereas acts that are perceived to be neither civil nor uncivil are witnessed more frequently. In addition, findings indicated that student affairs professionals are seeing an increase in uncivil acts related to social media and technology, and the manner in which students are using social media to vent frustrations with campus staff and their peers. Finally, recommendations for practice and further research are provided

Book Review of \u3cem\u3e Debunking the Myth of Job Fit in Higher Education and Student Affairs \u3c/em\u3e

Book review of Debunking the Myth of Job Fit in Higher Education and Student Affairs by Jamie L. Workman, Daniel W. Calhoun, and Steven Tolman

Skills and Perceptions of Entry-Level Staff Supervision

The following study consisted of 532 respondents to a survey related to the supervision of entrylevel staff in student affairs. Participants included both supervisors of entry-level staff and entrylevel staff themselves. Individuals shared their thoughts and experiences regarding the supervision of this population. Themes emerged in four areas: Readiness for the supervisory role, challenges related to supervision, supervisor skills, and working through transition. Implications and recommendations for practice and further research are discussed

Debunking the Myth of Job Fit in Higher Education and Student Affairs (Book Review)

Book review of Debunking the Myth of Job Fit in Higher Education and Student Affairs by Jamie L. Workman, Daniel W. Calhoun, and Steven Tolman

An Examination of Faculty and Staff Collaboration and Relationships In Higher Education

Collaboration between academic and student affairs professionals is an important means of increasing student success; however, historical divides between these units have made implementation of these efforts challenging. This quantitative study sought to evaluate the perceptions of faculty and student affairs staff towards collaborative efforts and toward one another within a single campus of a comprehensive regional university within the southeast. Findings show that while both faculty and staff value collaborations and believe they positively impact student success, these units do not experience equitable voice and responsibility within collaborative efforts when conducted. Additionally, differences were found in enjoyment of collaborative efforts and how various traits impacted willingness to collaborate. Significant differences were also found in the perceptions faculty and staff hold toward one another, both in perceptions of the roles and within relational descriptors. Finally, this study identified that interpersonal relationships and perceptions do in fact relate to willingness to collaborate, but do so in differing ways for the two employee classifications. Implications for institutional leadership and recommendations for future research are provided

Exploring the impact of identity on the experiences of entry-level men in student affairs

The purpose of this study was to understand the experiences of men at the entry-level of the student affairs profession. Using the concepts found in the existing literature related to gender identity as a framework, the research was focused upon the meanings constructed by entry-level men within the field of student affairs and how those meanings are similar to or different from the societal definitions of masculinity. The study consisted of 22 entry-level men currently working in the field of student affairs. Participants took part either in individual interviews (n=18) or a focus group (n=4) and discussed their experiences being a man in the student affairs workplace. Careful attention was paid to the perceived identity of entry-level men in student affairs in an effort to uncover any relationships between this identity and their experiences in the field. In addition, particular consideration was placed upon the ways in which these entry-level men in student affairs defined their roles and the ways in which they negotiated their identity. Results indicated these entry-level men in student affairs identified with three distinct roles: Traditional Man, Leader/Mentor, and World Changer. In addition, according to participants, relationships and environmental factors have an impact on the experiences of this population. The level of support that an entry-level man receives, particularly from male mentors, has a large impact on his experience and potentially on his decision to remain in the field. Findings revealed that these men make meaning based upon their day-to-day activities, the contextual environment, and from traditional societal norms. Addition findings include strategies used by this population to negotiate their identity within student affairs

Inquiry as Practice: The Pathway to Redesigning an Educational Leadership Doctoral Research Seminar Series

As faculty of an educational leadership doctoral program (EdD) aligned with the Carnegie Project on the Education Doctorate (CPED) principles, we acknowledge the importance of inquiry to develop scholarly practitioners. Applying the tenet of Inquiry as Practice, our EdD faculty critically examined the doctoral curriculum to explore ways to effectively prepare our doctoral students to learn and apply research methodology meaningfully. This essay details how the review of our research curriculum led to a pedagogical and curriculum redesign of our research seminar series. This revised research seminar series culminates in a course offered every fall/spring semester in the final two years of the program and intentionally has different faculty members teaching each course. We have utilized a backward design to create the themes/content of these seminar courses to better prepare students for their dissertation research

Volume 18. Article 3. Studies on two skates: Raja erinacea Mitchill, Raja eglanteria Bosc.

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