269
Views
0
CrossRef citations to date
0
Altmetric
Innovation in Research and Scholarship Feature

The State of Higher Education Preparation Programs in the U.S.

References

  • ACPA College Student Educators International. (2018). Graduate prep program directory. http://gradprograms.myacpa.org/
  • ACPA & NASPA. (2015). Professional competency areas for student affairs educators. https://www.naspa.org/images/uploads/main/ACPA_NASPA_Professional_Competencies_FINAL.pdf
  • Ardoin, S., Crandall, R. E., & Shinn, J. (2019). Senior student affairs officers’ perspectives on professional preparation in student affairs programs. Journal of Student Affairs Research and Practice, 56(4), 379–393. https://doi.org/10.1080/19496591.2019.1614938
  • Arminio, J., & Gochenauer, P. (2004). After 16 years of publishing standards, do CAS standards make a difference? College Student Affairs Journal, 24(1), 51–65. https://eric.ed.gov/?q=guide&ff1=dtysince_2004&pg=1436&id=EJ956993
  • ASHE (Association for the Study of Higher Education). (2021). Higher education program directory. https://www.ashe.ws/ashe_heprogram
  • Azeem, M., Gondal, M. B., Abida, K., Farah, N., Hussain, A., & Munira, A. (2009). Defining the standards of higher education. The International Journal of Learning, 16(4), 233–248. https://doi.org/10.18848/1447-9494/CGP/v16i04/46244
  • Badders, F. T. (1998). Student affairs preparation programs in the south: Master’s degrees, accreditation, and trends. College Student Affairs Journal, 17(2), 63–72. https://eric.ed.gov/?q=the+and+end+and+theory&pg=24519&id=EJ573172
  • Barnett, R. (2009). Knowing and becoming in the higher education curriculum. Studies in Higher Education, 34(4), 429–440. https://doi.org/10.1080/03075070902771978
  • Burkard, A. W., Cole, D. C., Ott, M., & Stoflet, T. (2005). Entry-level competencies of new student affairs professionals: A Delphi study. NASPA Journal, 42(3), 283–309. https://doi.org/10.2202/1949-6605.1509
  • (Council for the Accreditation of Educator Preparation). (2020) – About us. http://caepnet.org/
  • Calhoun, D. W., Tolman, S., & King, K. (2020). Striving to align with the CAS standards: Graduate preparatory programs in higher education & student affairs. Journal for the Study of Postsecondary and Tertiary Education, 5, 1–16. https://doi.org/10.28945/4472
  • Council for the Advancement of Standards in Higher Education. (2020). Master’s level higher education and student affairs professional preparation programs: CAS contextual statement. CAS Professional Standards for Higher Education (10th ed.).
  • Cooper, J., Mitchell, D., Jr., Eckerle, K., & Martin, K. (2016). Addressing perceived skill deficiencies in student affairs graduate preparation programs. Journal of Student Affairs Research and Practice, 53(2), 107–117. https://doi.org/10.1080/19496591.2016.1121146
  • COSPA Proposal for Professional Preparation of College Student Personnel, Commission on Professional Development. (1965). Special report. NASPA Journal, 3(1), 45–47. https://doi.org/10.1080/00220973.1965.11070955
  • Dickerson, A. M., Hoffman, J. L., Anan, B. P., Brown, K. F., Vong, L. K., Bresciani, M. J., Monzon, R., & Oyler, J. (2011). A comparison of senior student affairs officer and student affairs preparatory program faculty expectations of entry-level professionals’ competencies. Journal of Student Affairs Research and Practice, 48(4), 463–479. https://doi.org/10.2202/1949-6605.6270
  • Ebbers, L. H., & Kruempel, B. J. (1992). Student affairs preparation programs: Should they be accredited? NASPA Journal, 30, 59–65. https://doi.org/10.1080/00220973.1992.11072292
  • Flowers, L. A. (2003). National study of diversity requirements in student affairs graduate programs. NASPA Journal, 40(4), 72–82. https://doi.org/10.2202/1949-6605.1281
  • Gansemer-Topf, A. M., & Ryder, A. (2017). Competencies needed for entry-level student affairs work: Views from mid-level professionals. College Student Affairs Journal, 35(1), 40–54. https://doi.org/10.1353/csj.2017.0004
  • Hyman, R. E. (1988). Graduate preparation for professional practice. NASPA Journal, 26(2), 143–150. https://doi.org/10.1080/00220973.1988.11072096
  • Keim, M. C. (1991). Student personnel preparation programs. NASPA Journal, 28(3), 231–242. https://doi.org/10.1080/00220973.1991.11072212
  • Lemercier, C., & Zalc, C. (2019). Quantitative methods in the humanities: An introduction. University of Virginia Press.
  • Linder, C., & Simmons, C. W. (2015). Career and program choice of students of color in student affairs programs. Journal of Student Affairs Research and Practice, 52(4), 414–426. https://doi.org/10.1080/19496591.2015.1081601
  • Meabon, D. L., & Owens, H. F. (1984). Graduate preparation programs in college student personnel. NASPA Journal, 22(1), 2–12. https://doi.org/10.1080/00220973.1984.11071899
  • Muller, K., Grabsch, D., & Moore, L. (2018). Factors influencing student affairs professionals’ attainment of professional competencies. Journal of Student Affairs Research and Practice, 55(1), 54–64. https://doi.org/10.1080/19496591.2017.1345755
  • NASPA Student Affairs Administration in Higher Education. (n.d.). Graduate program directory. https://www.naspa.org/careers/graduate-program-directory
  • Ortiz, A. M., Filimon, I., & Cole, J. M. (2015). Preparing student affairs educators. New Directions for Student Services, (2015(151), 79–88. https://doi.org/10.1002/ss.20139
  • Paterson, B. G., & Carpenter, D. S. (1989). The emerging student affairs profession. NASPA Journal, 27(2), 123–127. https://doi.org/10.1080/00220973.1989.11072144
  • Saldaña, J., & Omasta, M. (2018). Qualitative research: Analyzing life. Sage.
  • Sandeen, A. (1982). Professional preparation programs in student personnel services in higher education. NASPA Journal, 20(2), 51–58. https://doi.org/10.1080/00220973.1982.11071843
  • Young, R. B. (1993). Examining the history of student affairs through the lens of professional education. NASPA Journal, 30(4), 243–251. https://doi.org/10.1080/00220973.1993.11072322
  • Young, D. G., & Janosik, S. M. (2007). Using CAS standards to measure learning outcomes of student affairs preparation programs. NASPA Journal, 44(2), 341–366. https://doi.org/10.2202/1949-6605.1799

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.