Using CAS Standards to Measure Learning Outcomes of Student Affairs Preparation Programs

Abstract

A majority of recent graduates from master’s level student affairs preparation programs report having a clear understanding of 58 of 60 foundational learning outcomes derived from the Council for the Advancement of Standards in Higher Education (CAS) guidelines. While there were only two significant differences between selfreported learning of graduates from CAS compliant and non-compliant programs on 60 items, data suggest that recent graduates from CAS compliant programs report greater confidence in their preparation in 48 of the 60 outcomes presented in the questionnaire.

Experiences of supervision skill development among new professionals in student affairs

“…How do entry-level student affairs professionals learn to be supervisors? (Dickerson et al, 2011;Kretovics, 2002;McGraw, 2011;Renn & Jessup-Anger, 2008;Stock-Ward & Javorek, 2003;White & Nonnamaker, 2011;Young & Janosik, 2007). The findings of this study reveal that some programs offer a course on supervision skill development whereas others do not.…”

“…Professional preparation and education are essential for the success of new professionals (Young & Janosik, 2007). To achieve full status as members of a profession, individuals must successfully complete the proper training courses for their chosen field (Stuit, Dickerson, Jordan, & Schloerb, 1949;Young & Janosik, 2007).…”

“…Professional preparation and education are essential for the success of new professionals (Young & Janosik, 2007). To achieve full status as members of a profession, individuals must successfully complete the proper training courses for their chosen field (Stuit, Dickerson, Jordan, & Schloerb, 1949;Young & Janosik, 2007). This section of the literature review explores research in the area of competency development, including the creation of the competencies and supervision as a competency as well as research in the areas of communication skills and supervisory skill development.…”

“…Professional preparation programs in the field of student affairs are where the foundation is laid in the area of theory development, skills development, and competencies development for a new professional's career in higher education (Dickerson et al, 2011;Kretovics, 2002;McGraw, 2011;Renn & Jessup-Anger, 2008;Stock-Ward & Javorek, 2003;White & Nonnamaker, 2011;Young & Janosik, 2007). Student affairs preparation programs have been examined recently in the area of successful preparation for new professionals (Cuyjet, Longwell-Grice, & Molina, 2009;Dickerson et al, 2011;Herdlein et al, 2013;Hoffman & Bresciani, 2013;White & Nonnamaker, 2011).…”

“…Understanding the needs of new professionals is a growing concern in higher education research and curriculum design (Dickerson et al, 2011;Kretovics, 2002;McGraw, 2011;Renn & Jessup-Anger, 2008;Stock-Ward & Javorek, 2003;White & Nonnamaker, 2011;Young & Janosik, 2007). It will enable educators and professionals in student affairs to better prepare new professionals in the student affairs field and ensure that qualified professionals are placed in these positions.…”