The Estimated Effects of Participation in Service-Learning on Liberal Arts Outcomes

This study used data from a longitudinal, national study of recent college students to examine the estimated effects of students’ participation in service-learning on six liberal arts outcomes.  Findings indicate that service-learning was a positive, significant predictor for students’ political and social involvement.  Service-learning did not have a significant effect on students’ growth regarding critical thinking, moral reasoning, inclination to inquire and lifelong learn, intercultural effectiveness, or psychological well-being. 

Professional identity, career commitment, and career entrenchment of midlevel student affairs professionals

The purposes of this study were to identify factors of midlevel student affairs administrators’ professional identity and to examine the association of those factors to career commitment, career entrenchment, and demographic characteristics. Principal axis factor analysis derived 3 dimensions of professional identity: career contentment, community connection, and values congruence with the profession. Regression analyses conducted on 377 survey responses revealed that 3 of 4 demographic characteristics, all 3 career commitment subscales, and all 3 career entrenchment subscales were significantly associated with at least 1 of the professional identity subscales. Implications for research and practice are discussed

Socialization to student affairs: Early career experiences associated with professional identity development

In this study, the authors propose and test a model of professional identity development among early career student affairs professionals. Using survey data from 173 new professionals (0-5 years of experience), factor analysis revealed three dimensions of professional identity: commitment, values congruence, and intellectual investment. Multivariate analyses found significant associations of age, master’s program characteristics, and influential people and experiences (e.g., interactions with professional colleagues and associations) with the dimensions of professional identity. Findings indicated key socialization experiences during and after graduate school were associated with the development of professional identity. We conclude with recommendations for practice and research

Development of Professional Identity Through Socialization in Graduate School

Professional identity is one outcome of successful socialization. The purpose of this study was to understand how socialization in graduate programs contributes to the development of professional identity for new professionals in student affairs. Via survey, we found significant relationships between program qualities, standards, activities, and experiences and measures of professional identity. Out-of-class experiences were perceived to have a strong influence than in-class experiences. Implications for graduate preparation programs and supervisors are discussed