Student Affairs Professionals’ Self-Reported Professional Development Needs by Professional Level

Grabsch, Dustin K.; Moore, Lori L.; Muller, Kristyn; Mazzolini, Austin

doi:10.1353/csj.2019.0011

Cited by 2 publications

(2 citation statements)

References 14 publications

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“…Their study established implications for various stages of professional experiences but concluded that training needed to be ongoing throughout the career and involve intentional practice such as attending relevant workshops and conferences or participating in mentoring aligned to the professional goals of the individual. This study aligned with other studies over the past decade on professional development and the need for personalized approaches to the development of student affairs staff(Sermersheim & Keim, 2005;Roberts, 2007;Grabsch et al 2019).…”

supporting

confidence: 85%

Changing the approach: promoting student affairs competencies in EOP professional development

Hogan

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Educational Opportunity Program (EOP) professionals work to support low-income and first-generation college students prepare for, enroll in, and complete college. However, while other student affairs practitioners often take part in extensive formalized training, EOP professionals typically do not. This action research study sought to address this challenge through the implementation and evaluation of a four-part training program for new EOP professionals. Qualitative data was collected from multiple interviews and written reflections collected from four research participants who participated in the training program. Research participants included professions with fewer than three years of experience who joined the state association for EOP professionals. The results of this study are situated in the literature surrounding the training and onboarding of EOP professionals, ongoing training needs, and the impact on student outcomes. The study provides implications for practice for the state association as a training provider and for individual opportunity programs in training new staff.

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supporting

confidence: 85%

Changing the approach: promoting student affairs competencies in EOP professional development

Hogan

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“…Additionally, Ferris and Samuel (2020) claimed that the professional development offerings for educational developers were sparse and they created a self-defined professional development approach. Grabsch et al (2019) aimed to find out professionals' survey responses to investigate their self-reported needs for professional development and found out that there were some competency areas of inconsistency and other clear needs for professional development and emphasis in graduate preparatory programs. Moreover, in their research, Roberts, et al (2020) aimed to analyze the effect of online professional development on preschool teachers' self-efficacy, burnout, and stress.…”

Section: Introductionmentioning

confidence: 99%