Student affairs professionals have been called to apply pedagogical methods to promote student learning in the out-of-class setting and show evidence of their contributions to student learning. To fulfill their professional responsibilities, practitioners should enter the student affairs profession with a basic understanding of ways to gather, analyze, interpret, and disseminate evidence of teaching and learning. Although the student affairs profession has evolved over the years to better incorporate these practices, scholars argue that practitioners may still lack the knowledge and skills necessary to answer questions about teaching and learning. This dissertation examined how the formal curriculum in three student affairs master's programs prepared future practitioners to gather, analyze, interpret, and disseminate evidence of teaching and learning. I conducted document analyses, focus groups with second-year master's students, and one-on-one open-ended interviews with graduate faculty at these programs. I interviewed a total of seven faculty members that included full-time tenure-track faculty and full-time student affairs professionals with faculty appointments. At each site, a focus group of three to six second-year master's students was conducted as well, resulting in a sample of 14 total master's students. Finally, I reviewed over 100 pages of private and public documents as well as several institutional web pages detailing the goals and structure of each program. Master's student preparation in gathering, analyzing, interpreting, and disseminating evidence of teaching and learning varied across the sites; however, common themes were identified regarding course content, assignments, and faculty modeling. Each program had: (a) student ownership over their professional preparation; (b) independent and collaborative learning experiences; (c) opportunities to explore and contribute to student affairs effectiveness; (d) opportunities to disseminate findings; and (e) a glaring shortcoming in faculty modeling. Recommendations are made for graduate faculty and program coordinators as well as assistantship and internship supervisors and mid-and senior-level student affairs professionals. Scholars are encouraged to conduct further research on master's and doctoral preparation in the scholarship of teaching and learning, looking specifically at components of the curriculum and assistantship and internship experiences.
|Advisor:||Laird, Thomas F. Nelson|
|Commitee:||Chism, Nancy VN, Robinson, Jennifer M., Torres, Vasti|
|Department:||School of Education|
|School Location:||United States -- Indiana|
|Source:||DAI-A 74/06(E), Dissertation Abstracts International|
|Keywords:||Curriculum, Learning, Master's degree, Preparation, Scholarship, Student affairs, Teaching|
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