Transcript Examining Learning Outcomes in Student Personnel Masters

National Association of Student Personnel Administrators (NASPA)
2010 Annual Conference
Chicago, IL
Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon
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Call for Accountability
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Attrition Rates
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Define Cohesion or Divide
Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon
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The purpose of this study was to compare
the perspectives of senior student affairs
officers (SSAOs) with those of faculty
teaching in student affairs preparatory
programs regarding expected
competencies of entry-level student
affairs professionals.
Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon
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Entry-level competencies
 (Burkard, Cole, Ott, & Stoflet, 2005; Herdlein, 2004; Kuk, Cobb, &
Forrest, 2007; Lovell & Kosten, 2000; Waple, 2006)
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Outcomes in graduate preparation programs
 (Hickmott & Bresciani, under review)
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Faculty perceptions
Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon
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What competencies do SSAOs and faculty
deem to be important?
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What are the differences in SSAOs and faculty
competency expectations?
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What are the differences between desired
competencies and currently possessed
competencies?
Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon
Survey Methodology
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Creswell (2008)
Design
Piloting
Population Sampling
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NASPA – Student Affairs Administrators in
Higher Education
Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon
Sample
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Sample Population
 98 of 275 Senior Student Affairs Officers (35%)
 42 0f 125 Faculty Member (33.6%)
 140 of 400 Overall (35%)
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Limitations
Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon
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Descriptive Statistics
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T-Tests
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Chi-Square
 Cramer’s V
Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon
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Highly Desired
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Non-desired
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Currently Possessed
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Not Currently Possessed
Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon
Findings – Chi Square - Cramer’s V
Between “Desired” and “Currently Possessed”
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Knowledge – Much larger than typical
 Managing fiscal resources
 Assessment methods
 Legal standards
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Knowledge – Larger than typical
 Management, Administrative, Organizational, and
Leadership Theories
 Group Dynamics and Function
 Ethical Standards
Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon
Findings – Chi Square - Cramer’s V
Between “Desired” and “Currently Possessed”
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Skill – Much Larger than Typical
 Implement and Design Assessment Strategies
 Manage resources
 Manage conflict and Collaborate
 Communicate in written word
Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon
Findings – Chi Square - Cramer’s V
Between “Desired” and “Currently Possessed”
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Skill – Larger than Typical
 Oral Communication, Problem Solving, and
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Critical Thinking
Advising
Developing Resources
Identifying Trends
Promoting Student Learning
Interpreting Research
Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon
Findings – Chi Square - Cramer’s V
Between “Desired” and “Currently Possessed”
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Disposition – Larger than Typical
 Self- reflection and self-awareness
 Articulating and Demonstrating Values and
Personal Style of Leadership
 Collaboration
 Commitment to Student Centered-Learning
Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon
T-Tests – Faculty Desired
More
 Organizational structure within student affairs
 Student development theories
 Diversity related issues
 Apply theory to practice
 Promote student learning
 Communicate effectively in spoken word
 Demonstrate commitment to student-centered learning
 Dedicated to social justice
 Show willingness to collaborate with university members with
SSAOs
Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon
T-Test – SSAOs thought
Students Possessed More
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Knowledge of historical development of
international higher education
Ability to conduct research
Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon
Faculty and SSAOs have nearly the same
expectations for desired and currently possessed
competencies
 However, there are large differences between those
competencies that are desired overall and those that
are actually possessed
 Gaps identified are not surprising given the amount
of research and the current conversations concerning
competencies of professionals
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Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon
Recommendations
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Graduate Preparatory Programs could do more to
address assessment, legal, resource management,
collaboration, managing conflict, and writing.
Professional development, especially that for
entry-level professionals, should also focus on
those areas.
Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon
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Burkard, A., Cole, D. C., Ott, M., & Stoflet, T. (2005). Entry-level competencies
of new student affairs professionals: A delphi study. NASPA Journal, 42(3), 283306.
Herdlein, R. J. III. (2004, Fall). Survey of chief student affairs officers regarding
relevance of graduate preparation of new professionals. NASPA Journal, 42(1), 5170.
Hickmott, J. & Bresciani, M. J. (under review). Examining learning outcomes in
student personnel preparation programs.
Kuk, L., Cobb, B., & Forrest, C. (2007). Perceptions of competencies of entrylevel practitioners in student affairs. NASPA Journal, 44(4), 664-691.
Lovell, C. D., & Kosten, L. A. (2000). Skills, knowledge, and personal traits
necessary for success as a student affairs administrator: A meta-analysis of thirty
years of research. NASPA Journal, 37(4), 553Waple, J. N. (2006). An assessment of skills and competencies necessary for entrylevel student affairs work. NASPA Journal, 43(1), 1-18.
Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon
Questions
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Contact Information
Amy Swen ([email protected])
Jessica Hickmott ([email protected])
Marilee Bresciani ([email protected])
John Hoffman ([email protected])
Rey Monzon ([email protected])
Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon
Citation for this Presentation
Swen, A.M., Vong, L., Brown, K., Anan, B.,
Bresciani, M.J., Hickmott, J., Hoffman, J.L., and
Monzon, R. (under review). A Comparison of Senior
Student Affairs Officers and Student Affairs
Preparatory Program Faculty Expectations of Entrylevel Professionals’ Competencies.