Encouraging professional competency development of higher education administration graduate students through supervised student affairs practice

Professional preparation and socialization of student affairs educators and their competency development is increasingly important in today\u27s higher education environment (ACPA & NASPA, 2015; Janosik, Creamer, Hirt, Winston, Saunders, & Cooper, 2003; Schuh, Jones, & Harper, 2010). This professional preparation often occurs during graduate programs in higher education administration, and features a supervised practice component (CAS, 2012; Janosik, Cooper, Sauders, & Hirt, 2015). The purpose of this grounded theory study is to explore the process of competency development of higher education administration graduate students as part of their professional socialization into the student affairs profession. The intent of the study is to derive a grounded theory of how site supervisors contribute to professional socialization and competency development of student affairs graduate students. Nine graduate students and eight supervisors from three campuses with higher education administration graduate programs in the Philadelphia region participated in interviews describing supervisor support, professional socialization, and significant learning moments as contributors to competency development

Perceived Roles of Vice President of Student Affairs in U.S. Colleges and Universities

Literature describing the role of the Vice President for Student Affairs (VPSA) is plentiful, but research studies describing the perceptions of those serving as VPSA with regard to the nature of the position and its changes have proven to be fewer in quantity. This study developed a deeper understanding of the perceived role of the VPSA by exploring how its role is construed by current, experienced VPSAs. Q-Methodology was employed to elicit personal constructs from VPSAs as a means of identifying a set of shared viewpoints about the VPSA role. Background information on the participants was collected and was associated with the model viewpoints, which serve to describe their individual conceptions of the VPSA role

Emerging Considerations for Diversity Education of South Asian American Students

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An Examination of Implicit Values in Cornerstone Student Affairs Textbooks

The field of student affairs is properly cautious about indoctrination. Indoctrination, after all, clearly contradicts the field\u27s ethical statements and standards. These cautions have led student affairs researchers to investigate explicit values in the field to prevent explicit forms of indoctrination. However, recent investigations of implicit values in the discipline of psychology have revealed a potential new source of indoctrination not currently studied in student affairs. Specifically, psychological researchers have identified a system of implicit values called liberal individualism that has been found to be pervasive throughout the psychological discipline. Given the widely acknowledged link between student affairs and psychology, it raises the question of whether a similar kind of indoctrination is occurring in student affairs. This study is an initial investigation into whether the system of values identified as dominant in psychology, liberal individualism, currently exists within the field of student affairs. A hermeneutic analysis was conducted on the content of cornerstone textbooks to establish if such textbooks promote implicit values aligned with the ideology of liberal individualism. Hermeneutics was used because the implicit values involved were meanings and hermeneutics has been developed as a type of qualitative investigation into meanings. Part of the hermeneutic method that was used for this study was to maximize the openness or objectivity of the investigator to either seeing or not seeing liberal individualism. Consequently, a contrasting set of implicit values called relationality was also investigated in these texts. The findings of this investigation provided evidence for a fairly pervasive influence of liberal individualism throughout these texts and a very limited influence of relationality. In this sense, these findings evidenced much more of a general, as opposed to a narrow, adoption of liberal individualism in the explanations and theories of the texts. This widespread individualist influence also extended to each of the eight features of liberal individualism: atomism, separation from context, artificial relationships, liberation from authority, value-freeness, happiness, instrumentalism, and autonomy. These features appeared to embody many common-sense notions of the field, such as how research is critiqued, how students develop, and how relationships thrive. The findings of this initial study could foster a whole series of productive investigations to help prevent implicit forms of indoctrination in student affairs

Professional Experiences of Women Administrators in Student Services

The number of women pursuing higher education now outnumbers that of men. However, the number of women in administration and faculty roles does not mirror that of the student population. Instead, women are often found in midlevel and low level positions, especially within student services and student affairs. This thesis is a qualitative study that employs the phenomenological method to explore and examine the professional experiences of seven midlevel administrators in student affairs and student services at GVSU. The constant comparative method of coding was used to analyze the data, identify themes, and articulate assertions. The themes that emerged from the study included the path to the administrator role, experiences as an administrator, negotiating work life balance and mission/motivation. The findings of this study exhibited that midlevel women administrators at GVSU experience an environment that is supportive of women

Ecotheraphy as a Tool for Mental Wellness

Students are arriving on college campuses with more mental wellness concerns and higher rates of diagnoses than previous years. As universities explore ways to increase the programmatic efforts to address these issues, the role nature plays in regards to the human psyche is often not considered. Although universities offer outdoor education programs, the positive impact of the biosphere is relatively underutilized. In this article the author will (a) present a brief overview of the growing presence of mental illnesses on college campuses, (b) provide an introduction and critique of ecotherapy, and (c) propose the placement of house plants within university residence halls as a more socially just form of ecotherapy to promote the psychological well-being of college students

Troubling Metaphors and International Student Adjustment: Reflections from a Transnational Place

On many campuses, offices of International Student Affairs address the perceived needs of international students. However, a number of underlying assumptions and persistent metaphors shape these efforts and influence their outcomes. All students are uniquely different and face equally different challenges in adjusting to higher education. Labeling students “international” may make institutional sense, but it can potentially hinder their transition, adjustment, and ultimate success. Applying restrictive labels can perpetuate stereotypes, reinforce institutional silos, and potentially fracture international students from the rest of the student body. This article reflects on how students—irrespective of national origins—are viewed and assisted in a transnational setting that includes more than 70% of students who might, in other contexts, be classified as “international.

The Final Destination, Graduation: Increasing Retention Rates of African American Males Through Student-Faculty Interaction During Study Abroad

Summary: As many predominately White institutions continue to emphasize the importance of diversity and multiculturalism, the recruitment of African American students has increased. However, many institutions struggle with retaining this particular student population to graduation, suggesting that they may require a different type of support to achieve degree completion. Extensive research shows that African American students who participate in leadership or educational enrichment experiences and establish faculty relationships are likely to demonstrate a greater satisfaction with their college experience. Study abroad offers a unique experiential learning environment that allows students to reinforce classroom knowledge, validate their career field, experience broader forms of diversity, and affirm their racial identity (Young, 2008). Study abroad presents an opportunity for students to have a shared experienced with faculty in an intimate group setting, therefore enhancing their overall experience and increasing retention and graduation rates. Objectives: 1. Discuss retention of African American students in higher education 2. Increase awareness surrounding benefits of study abroad to retention of African Americans and encourage faculty and staff to promote study abroad 3. Encourage students to consider studying abroad! Handout: summary of presentation as well as Office of Programs Abroad and SOLD office contact information Discussion questions to engage audience: 1. How can student affairs professionals and faculty members increase the number of students of color who study abroad? 2. What other initiatives can be used to engage students of color and encourage retention

Between a Rock and a Hard Place: Role Dissonance in Female Non-Traditional Students

This paper reviews literature on non-traditional students, role dissonance, and the unique challenges faced by individuals who must balance the role of postsecondary student with a multiplicity of other roles. From the foundation of Erikson’s (1959/1980) identity development theory; Gilligan’s (1982/1993) theory of moral development; and other research on role identities, the author proposes a theoretical framework for examining role dissonance and its effect on the postsecondary educational experiences and persistence of female non-traditional students. A developmental task central to the academic and personal success of the female non-traditional student is her progression from a belief that she must sacrifice herself to be considered a good person to the realization that caring for herself, in the same way she cares for others, is the higher good. Student development occurs during the process of re-evaluating and negotiating roles and the evolution of an internally grounded, rather than externally-based, identity. Concluding the paper are recommendations for practice and future research

Linking Transformational Leadership Theory to the Practice of Academic Advising - A Conceptual Paper

The purpose of this article is to link Transformational Leadership Theory to the practice of academic advising. More specifically, we take a deep dive into the four I’s of Transformational Leadership (Idealized Influence, Inspirational Motivation, Intellectual Stimulation & Individualized Consideration) and connect them with the traits of academic advising. We emphasize the need to understand students and encourage them through the four I`s as it is shown to positively predict academic success. In doing so, we highlight the similarities between TL theory and the practice of academic advising and argue that academic advisors can develop as transformational leaders and boost students’ collegiate, career, and life goals. We argue that by training advisors to model the behaviors of transformational leaders, the process of advising can be improved tremendously. Our work extends the understanding of the role of TL on academic advising and student success. We provide a rationale for the positive relationship between TL theory and academic advising practices and how by integrating TL Theory into advising, advisors can become Transformational Leaders