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Статті в журналах з теми "Graduate student affairs"

Автор: Grafiati

Опубліковано: 3 червня 2025

Оновлено: 31 липня 2025

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1

David, J. Nguyen, and B. Larson Jay. "Exploring the Influence of Student Affairs on Adjustment and Adaptation for Indonesian Graduate Students." Journal of International Students 7, no. 4 (2017): 1010–29. https://doi.org/10.5281/zenodo.1035955.

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<em>This qualitative study explored the influence of student affairs on academic adjustment and adaptation for 10 Indonesian graduate students at a single campus. Semi-structured interviews explored student affairs’ role in adaptation and transition to collegiate life in the United States. Analyses illuminated ways in which participants experienced disequilibrium attending U.S. institutions arising from pre-arrival constructed images of college life in the United States. Student affairs functional areas disrupted these stereotypes for students and devised strategies for Indonesian students to

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2

Culpepper, Dawn, Michael A. Goodman, and Lauren Norris. "Linked Lives: The Experiences of Higher Education and Student Affairs Doctoral Students and Their Partners." Journal for the Study of Postsecondary and Tertiary Education 5 (2020): 105–23. http://dx.doi.org/10.28945/4554.

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Aim/Purpose: This study examines how higher education and student affairs doctoral students and their partners navigate the graduate school experience through the lens of linked lives. Background: Enhancing doctoral students’ ability to integrate their academic and personal lives can contribute to positive student outcomes such as retention and satisfaction. Yet, many features of graduate education may undermine students’ ability to maintain their romantic relationships. Methodology: This study draws from joint and individual interviewers with six couples (12 individuals), wherein one partner

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3

Dean, Laura A., and Abbygail T. Langham. "Graduate preparation in student affairs assessment." New Directions for Student Services 2022, no. 178-179 (2022): 43–51. http://dx.doi.org/10.1002/ss.20427.

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4

Hunter, Graham F. "Professional Learning in Student Affairs Graduate Preparation." College Student Affairs Journal 41, no. 2 (2023): 16–31. http://dx.doi.org/10.1353/csj.2023.a916689.

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Abstract: This study explores how students’ professional learning is distributed across and mediated by multiple learning environments during student affairs graduate preparation. Utilizing activity system analysis and qualitative case study, the study reports on the experiences of four second-year Master’s students at a Midwest preparation program. Findings demonstrate how fieldwork experiences shape what graduate students deem as essential or useful knowledge for their practice and, consequently, the value they place on coursework experiences. Participants often rejected formal knowledge whe

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5

Gansemer-Topf, Ann M., Leah Ewing Ross, and R. M. Johnson. "Graduate and professional student development and student affairs." New Directions for Student Services 2006, no. 115 (2006): 19–30. http://dx.doi.org/10.1002/ss.213.

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6

ETSHIM, RACHAL. "Integrating International Graduate Students on Campus: The Perspectives of Student Affairs Professionals." Journal of Comparative & International Higher Education 11, Winter (2020): 107–9. http://dx.doi.org/10.32674/jcihe.v11iwinter.1613.

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Higher education institutions in the United States (U.S.) recruit international students as part of their internationalization strategies. The overall number of international students enrolled in American universities and colleges between 2017 and 2018 increased by 1.5% compared to the previous year, totaling over 1 million international students (Institute of International Education 2018). Of this total, 382,983 are international graduate students. International graduate students are good resources for the internationalization and economy of higher education institutions in the U.S. (Ur

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7

Hughey, Aaron W. "Observed Differences in Graduate Record Examination Scores and Mean Undergraduate Grade Point Averages by Gender and Race among Students Admitted to a Master's Degree Program in College Student Affairs." Psychological Reports 77, no. 3_suppl (1995): 1315–21. http://dx.doi.org/10.2466/pr0.1995.77.3f.1315.

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Graduate Record Examination scores and undergraduate grade point averages (GPAs) were examined for 218 students admitted to a master's degree program in college student affairs from August 1985 through May 1995. Analysis of variance yielded no statistically significant differences between men and women on Graduate Record Examination scores, although a significant difference was observed when undergraduate GPAs were examined. There was also a statistically significant difference between African-American and Caucasian students for both Graduate Record Examination scores and undergraduate GPAs. P

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8

Nguyen, David J., and Jay B. Larson. "Exploring the Influence of Student Affairs on Adjustment and Adaptation for Indonesian Graduate Students." Journal of International Students 7, no. 4 (2017): 1010–29. http://dx.doi.org/10.32674/jis.v7i4.188.

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This qualitative study explored the influence of student affairs on academic adjustment and adaptation for 10 Indonesian graduate students at a single campus. Semi-structured interviews explored student affairs’ role in adaptation and transition to collegiate life in the United States. Analyses illuminated ways in which participants experienced disequilibrium attending U.S. institutions arising from pre-arrival constructed images of college life in the United States. Student affairs functional areas disrupted these stereotypes for students and devised strategies for Indonesian students to feel

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9

Smith, Katie N. "Preparing Deans of Women: The Origins and Evolution of the Earliest Student Affairs Graduate Program." Journal of College Student Development 64, no. 6 (2023): 647–62. http://dx.doi.org/10.1353/csd.2023.a917021.

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Abstract: Higher education historians agree that the earliest direct antecedents to today’s student affairs professionals were deans of women (DOWs) and deans of men (DOMs), administrative positions that first arose in the 19th century. While DOWs were expected to supervise women students within newly coeducational environments, they professionalized the role—and the field of student affairs—by building professional networks, conducting scholarship, and pursuing graduate education. This historical study used archival records to explore the earliest student affairs graduate program, a professio

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10

J Perez, Rosemary. "A Conceptual Model of Professional Socialization within Student Affairs Graduate Preparation Programs." Journal for the Study of Postsecondary and Tertiary Education 1 (2016): 035–52. http://dx.doi.org/10.28945/2344.

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Prior research exploring professional socialization in student affairs has been grounded in models that do not fully capture the distinct features of the field. Moreover, these studies have primarily focused on the transition into full-time work positions, and they have captured what happens to new professionals rather than how individuals understand their socialization experiences. With these gaps in mind, this conceptual paper presents a new model of professional socialization in student affairs graduate preparation programs that draws upon literature in the helping professions (i.e., nursin

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11

M. Bettencourt, Genia, Victoria K. Malaney, Caitlin J. Kidder, and Chrystal A. George Mwangi. "Examining Scholar-Practitioner Identity in Peer-Led Research Communities in Higher Education Programs." Journal for the Study of Postsecondary and Tertiary Education 2 (2017): 095–113. http://dx.doi.org/10.28945/3783.

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Aim/Purpose: The purpose of this study is to explore how research skills and communities can be promoted in student affairs and/or higher education graduate preparation programs through a peer-led, team-based model. Background: Numerous scholars emphasized a lack of empirical research being conducted by student affairs professionals, even though integration of scholarship with practice remains of critical importance to field of higher education. Methodology: Though a descriptive case study of a graduate research course, we engage both quantitative and qualitative data points in a convergent pa

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12

B Wilson, Amy, Jeremy B. Hall, and Amanda Alba. "Graduate Student Placement: An Examination of Experience and Career Barriers in a Student Affairs Professional Preparation Program." Journal for the Study of Postsecondary and Tertiary Education 1 (2016): 053–65. http://dx.doi.org/10.28945/2342.

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This quantitative descriptive study examined the job placement success and challenges of graduate students in a higher education and student affairs professional preparation program at a mid-size public institution in the U.S. Specifically, this study investigated the impact of curricular standards in the form of supervised practice (i.e., internships and graduate assistantships) on the job placement rate of recent alumni. In addition, perceived barriers in the job search process were investigated and examined comparatively by gender. Findings suggest that current curricular standards may not

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13

Meraz Lewis, Ramona, Ginny Jones Boss, and Ayanna T. McConnell. "Teaching Reconsidered: Exploring the Teaching Experiences of Student Affairs Professionals in the College Classroom." Journal for the Study of Postsecondary and Tertiary Education 2 (2017): 023–41. http://dx.doi.org/10.28945/3616.

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Aim/Purpose The purpose of this study was to explore the experiences of student affairs professionals who teach in a variety of college classroom settings. Background Increasingly, student affairs professionals are serving in teaching roles inside the college classroom; yet, there are few empirical studies that explore that teaching role or the impacts of that teaching experience. Because there are so few studies, we know little of the impacts of these experiences on the individual, the institution, or students. Methodology This qualitative study explores the experiences of student affairs pro

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14

Shaw, Walter B. "Graduate Student Affairs Education and the Small College." NASPA Journal 22, no. 3 (1985): 44–46. http://dx.doi.org/10.1080/00220973.1985.11071926.

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15

Talbot, D. M., and Wanda L. E. Viento. "Incorporating LGBT issues into student affairs graduate education." New Directions for Student Services 2005, no. 111 (2005): 75–80. http://dx.doi.org/10.1002/ss.176.

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16

Strange, C. Carney. "Spiritual Dimensions of Graduate Preparation in Student Affairs." New Directions for Student Services 2001, no. 95 (2001): 57–67. http://dx.doi.org/10.1002/ss.23.

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17

Engstrom, Catherine McHugh. "Integrating Information Technology into Student Affairs Graduate Programs." New Directions for Student Services 1997, no. 78 (1997): 59–69. http://dx.doi.org/10.1002/ss.7805.

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18

Foster, Holly A. "When Students Drink Too Much: Whose Problem Is It Anyway?" Journal of Cases in Educational Leadership 20, no. 3 (2017): 18–25. http://dx.doi.org/10.1177/1555458916679208.

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This case is for use in graduate courses in student affairs and higher education administration. It presents the challenges faced by student affairs professionals at the University of Virginia where some students participate in an annual high-risk drinking practice that has resulted in injuries and even death. Student affairs professionals at the university have attempted to address this dangerous practice for almost 20 years with minimal success. This case highlights the complex issues that administrators must often face as well as provides students the opportunity to evaluate the complex iss

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19

McCarthy, Claudine. "Boost grad student success by fostering campus connections." Student Affairs Today 28, no. 2 (2025): 3–7. https://doi.org/10.1002/say.31544.

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NEW ORLEANS — Student engagement efforts tend to focus on undergraduate students, which can unintentionally leave graduate students disconnected from campus. Bearing the heavier academic loads of graduate school and the increased personal demands of parenting and jobs that they likely didn’t have as undergrads, grad students may feel isolated and overwhelmed, yearning for campus connections. That's according to New York University's Bethany Lee, Residence Hall Resource Manager; Destinee Thom, Residential Life Assistant; and Takisha Pierrre, M.Ed., Residence Hall Director, who spoke at the annu

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20

Crandall, Rebecca E., Sonja Ardoin, and Jeremiah Shinn. "Social Justice in Student Affairs Graduate Programs: Exploring the Perspectives of Senior Student Affairs Officers." Journal of Student Affairs Research and Practice 59, no. 2 (2022): 134–48. http://dx.doi.org/10.1080/19496591.2021.1997753.

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21

Pettitt, Cherie. "Intercultural pedagogy in study abroad: The experience of white female graduate students." Higher Education Politics & Economics 3, no. 1 (2017): 182–205. http://dx.doi.org/10.32674/hepe.v3i1.14.

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    The purpose of the study was to understand how college counseling and student affairs graduate students make sense of their study abroad experience with cultural difference and how they describe their ability to work with diverse student populations as a result of studying abroad while engaging in intercultural pedagogy. The students in the present study described enhanced awareness of their own culture, became more mindful of cultural differences, and identified connecting with others as an important part of their intercultural development. Participants described t

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22

Dupali-Wangiwang, Maryjoyce. "Assessing student affairs and services: A catalyst for enhancing quality." International Journal of Innovative Research and Scientific Studies 8, no. 4 (2025): 627–39. https://doi.org/10.53894/ijirss.v8i4.7910.

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This study examines graduate student perceptions of the importance and effectiveness of Student Affairs and Services (SAS) at Kalinga State University's College of Advanced Studies to identify service quality gaps and areas for improvement. A descriptive mixed-methods study was conducted through surveys, interviews, and focus group discussions with 353 graduate students from six programs during the academic years 2023 and 2024. Quantitative data were evaluated using descriptive statistics (weighted means), while qualitative data were interpreted through thematic analysis. Results indicate mode

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23

Plagman-Galvin, Jennifer L., and Ann M. Gansemer-Topf. "On a Continuum: Examining NCORE’s Influence in the Development of Multicultural Competence in Student Affairs Educators." JCSCORE 4, no. 1 (2019): 6–35. http://dx.doi.org/10.15763/issn.2642-2387.2018.4.1.6-35.

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Multiculturally competent student affairs educators are required to effectively meet the needs of today’s diverse student population. However, little is known about how educators acquire these skills. This study examined the multicultural awareness, knowledge, and skills gained by student affairs educators through their participation in NCORE, an experiential conference exploring race and ethnicity. Results of the study have implications for graduate preparation programs and professional development opportunities for student affairs educators.

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24

Becker, Craig, Nelson Cooper, Kemal Atkins, and Susanne Martin. "What Helps Students Thrive? An Investigation of Student Engagement and Performance." Recreational Sports Journal 33, no. 2 (2009): 139–49. http://dx.doi.org/10.1123/rsj.33.2.139.

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Graduation rates, academic success, and health status are top priorities of universities related to student success. Overall it has been found that students academically and socially integrated to the campus are more likely to remain in college and graduate. This article presents a strategy and results of a study that analyzed the overall relationship Student Affairs programs had with student GPA and health status. The goal of this research was to discover what helps students thrive, not just survive at school. To study thriving, the theoretical model of salutogenesis was adapted to investigat

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25

González-De Jesús, Naydeen, and Denise Liguori. "Infusing technology to boost completion: A practical approach." HETS Online Journal 4, no. 2 (2014): 88–100. http://dx.doi.org/10.55420/2693.9193.v4.n2.191.

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   Dissatisfied with consistently low graduation rates, a community college in the Mid-Atlantic region of the United States formed a cross section of student affairs professionals and created ‘Project Graduation’ to address the problem. Analysis of graduation related practices and procedures resulted in the identification of factors that contributed to the problem. Utilizing technology, student data was extracted at various completion parameters. Inefficient, manually, paper driven and labor intensive procedures, caused eligible graduates to get lost in the system and leave t

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26

Holloway-Friesen, Holly, and Jeannine Kranzow. "Graduate Program Considerations: Which Factors Matter to Students?" Journal of Student Affairs Inquiry, Improvement, and Impact 6 (June 1, 2023): 83–101. http://dx.doi.org/10.18060/27927.

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Graduate enrollment rates are increasing, but research investigating which factors matter in the decision process is lacking. The results of this quantitative study suggest that first-generation students and students of Color interested in educational counseling and student affairs approach the master’s college choice process differently than continuing-generation students and White students. Program characteristics, personal factors, ease of entrance, input from others, and benefits to others emerged as important features of the process for historically marginalized student groups. Implicatio

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27

Hunter, Graham. "Conceptualizing Student Affairs Graduate Preparation as Activity System(s)." Georgia Journal of College Student Affairs 38, no. 1 (2022): 1–26. http://dx.doi.org/10.20429/gcpa.2022.380101.

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28

Hamrick, Florence A., and John H. Schuh. "Great Books in Student Affairs: Use in Graduate Programs." Journal of Student Affairs Research and Practice 35, no. 1 (1997): 69–84. http://dx.doi.org/10.2202/1949-6605.1034.

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29

Faidley, Evan W. "Career Specialty Choice and Student Affairs: Paraprofessional Perspectives on Finding Their Career Path." College Student Affairs Journal 42, no. 1 (2024): 67–81. http://dx.doi.org/10.1353/csj.2024.a933849.

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Abstract: Higher education and student affairs (HESA) graduate students share similar experiences to medical students to find their professional specialty during their training. This study uses a professional socialization framework to understand how 13 HESA master’s-level students at a large research institution in the Midwest determine their preferred functional area for the first full-time role. Utilizing thematic analysis on document and interview data, four themes emerged related to pre-HESA program mentorship; exposure to and experiences in functional areas; feeling connected to others t

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30

Zabolotna, Oksana, and Anna Pidhaietska. "Canadian University of Alberta Student Participation in Higher Education Institution Governance." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 103–7. http://dx.doi.org/10.33310/2518-7813-2019-66-3-103-107.

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The article explores the process of involving Alberta university students in higher education institution governance. The article emphasizes that students are able to manage their affairs independently, satisfy their diverse needs and protect their political rights and interests. It has been proven that Canadian university of Alberta students are actively involved in academic and administrative decision-making process that is significant for university functioning. This article reveals the formal decision making bodies of the University of Alberta, student organizations as a whole and especial

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31

Duran, Antonio, and Evette Allen. "Exploring How Professional Associations Socialize Student Affairs Graduate Students and New Professionals." Journal of Student Affairs Research and Practice 57, no. 2 (2019): 132–47. http://dx.doi.org/10.1080/19496591.2019.1625779.

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32

Nera Mayana Br Tarigan, Nera Mayana Br Tarigan, Ricky Martin Ginting Ricky Martin Ginting, and Santa Elisa Br Tarigan Santa Elisa Br Tarigan. "Pelatihan Pembuatan Artikel Ilmiah Dari Hasil Skripsi Dan Cara Mempublish di Jurnal Pada Mahasiswa STIE LMII." Jurnal Pengabdian kepada Masyarakat Nusantara 2, no. 2 (2022): 68–74. http://dx.doi.org/10.55338/jpkmn.v2i2.253.

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The results of student research (thesis) have been achieved both in the form of university repositories and in scientific journals. In accordance with the circular letter of the Directorate General of Learning and Student Affairs Number: B/565/B.B1/HK.01.01/2019 on July 8, 2019, concerning Facilities for Publication of Student Scientific Work. STIE LMII is a higher education institution that produces graduates by conducting research as a requirement to graduate as a management graduate. However, with the circular mentioned above, STIE LMII students are still confused about publishing scientifi

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33

Morales, Erik E., Roger G. Richardson, and Elyzabeth Wengert. "Learning the FACTS in New York City: Future Administrators Cultural Training." NASPA Journal 40, no. 1 (2002): 1–24. http://dx.doi.org/10.2202/0027-6014.1185.

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This article presents and assesses a unique cocurricular training program for student personnel graduate students preparing to enter into higher education administration. The FACTS (Future Administrators Cultural Training Seminars) program is run by the staff at the multicultural affairs office at a large, selective, private, urban university in New York City. Responding to requests from primarily white female graduate students for more exposure to diversity and multicultural issues, the program was designed to supplement the students classroom learning with practical insights into the nuance

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34

Kearns, Kevin. "The Leadership Portfolio Program at The University of Pittsburgh: Teaching leadership to graduate students1." Teaching Public Administration 37, no. 3 (2019): 255–73. http://dx.doi.org/10.1177/0144739419851143.

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The Graduate School of Public and International Affairs, University of Pittsburgh provides an extra-curricular leadership development experience called the Leadership Portfolio Program. The Leadership Portfolio Program uses both classroom and community-based experiences to develop and refine leadership skills in graduate students who are preparing for careers in public service. This article describes the Leadership Portfolio Program and, based on student feedback, offers insights on pedagogical strategies for teaching leadership to pre-service students.

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35

Camargo, Elsa, Leslie Jo Shelton, and Charles J. Thompson. "Developing HESA Graduate Student Critical Consciousness in a Diversity in HIED Course." College Student Affairs Journal 41, no. 2 (2023): 52–67. http://dx.doi.org/10.1353/csj.2023.a916691.

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Abstract: This study uses a critical consciousness framework to understand the experiences of higher education and student affairs (HESA) graduate students in an elective Diversity in HIED course. We drew from narrative inquiry to analyze data from selected student coursework in online discussion board conversations and journal entries. Students demonstrated building a foundation for engagement with critical consciousness, particularly through themes of interest in the emotions that surfaced during the course, reconceptualizing “diversity,” and how to apply their learning to HESA practice. Par

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36

Waple, Jeffrey N. "An Assessment of Skills and Competencies Necessary for Entry-Level Student Affairs Work." NASPA Journal 43, no. 1 (2006): 1–18. http://dx.doi.org/10.2202/0027-6014.1568.

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This study identifies selected skills and competencies attained by entry-level student affairs professionals through masters-level graduate education and the degree to which these skills and competencies were perceived as necessary for entry-level student affairs work. Given a list of 28 skills drawn from preservice preparation and student affairs assessment literature, more than 1,200 new entrants to the student affairs field were asked to rate each skill in terms of (a) the degree to which the skill was attained in the respondents masters degree program and (b) the degree to which it was

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37

Sharma, Emily. "Writing Support for International Graduate Students." Journal of International Students 10, no. 1 (2020): 220–22. http://dx.doi.org/10.32674/jis.v10i1.1013.

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Writing Support for International Graduate Students: Enhancing Transition and Success by Shyam Sharma is a valuable addition to the Routledge Research in Writing Studies series. In actuality, this volume’s audience is far wider than its title suggests. It includes thoughtful, holistic discussions of the needs of international graduate students to inform practitioners at every institutional level. Researchers in many fields, including composition, second language acquisition, educational policy, and student affairs, will also benefit from the book’s thorough literature review. Sharma’s primary

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38

Utami, Rahayu, Muhammad Wildan Shohib, and Hamdan Chehdimae. "Implementation of Student Management in Increasing School Competitiveness at SMP Muhammadiyah 1 Kartasura." Cetta: Jurnal Ilmu Pendidikan 8, no. 3 (2025): 195–207. https://doi.org/10.37329/cetta.v8i3.4222.

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This research aims to determine effective student management in increasing school competitiveness at SMP Muhammadiyah 1 Kartasura. This research is qualitative research that uses the phenomenology approach. Various data collection techniques were used such as direct interviews, field observations, and documentation. The results of the research show that the Deputy Principal for Student Affairs at SMP Muhammadiyah 1 Kartasura applies student management to increase the school's competitiveness through the scope of student management, namely accepting new students, organizing classes, student ori

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39

Connolly, Sara, and Amy Diepenbrock. "Perspectives of Online Graduate Preparation Programs for Student Affairs Professionals." American Journal of Distance Education 25, no. 2 (2011): 79–90. http://dx.doi.org/10.1080/08923647.2011.566441.

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40

Cooper, Jay, Donald Mitchell, Kayle Eckerle, and Kyle Martin. "Addressing Perceived Skill Deficiencies in Student Affairs Graduate Preparation Programs." Journal of Student Affairs Research and Practice 53, no. 2 (2016): 107–17. http://dx.doi.org/10.1080/19496591.2016.1121146.

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41

Sarantsetseg, Bazarvaani, Sosorbaram Baigalmaa, Natsagdorj Odmaa, and Enkhtuya Gunchinlham. "The Determinants of Graduate Students on Satisfaction: The Case of Graduate School at University of Internal Affairs, Mongolia." Advances in Social Sciences Research Journal 11, no. 11 (2024): 18–28. http://dx.doi.org/10.14738/assrj.1111.17818.

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The present article aims to study the level of satisfaction of the graduate students’ satisfaction on Graduate school in University Internal Affairs, Mongolia /UIAM/. We try and understand the factors which influence graduate student satisfaction in higher education, as well as the consequences of it. We collected and analyzed data from descriptive research can help understand factors on graduate students’ satisfaction. The data were collected from 98 graduate students who study graduate school of the curriculum on Disaster Studies, Border Studies, Law, Crime Studies Law, Police Studies, Foren

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ZHANG, MU. "A Review of Yuhao Cen’s Student Learning and Development in Chinese Higher Education: College Students’ Experience in China." Journal for the Study of Postsecondary and Tertiary Education 5 (2020): 035–38. http://dx.doi.org/10.28945/4506.

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Aim/Purpose: Book Review: Student Learning and Development in Chinese Higher Education: College Students’ Experience in China Background: This book describes and interprets student learning and development as perceived by students in Chinese higher education institutions. Impact on Society: Overall, this book appeals to higher education scholars from all countries and regions. It is a good resource for faculty in Chinese higher education institutions to deepen their understanding of undergraduate students to promote their learning and development. Chinese student affairs professionals struggli

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Gorham, Lucas. "Digital Baggage: Influences On New Student Affairs Professionals’ Social Media Use And Digital Identity." College Student Affairs Journal 41, no. 2 (2023): 68–82. http://dx.doi.org/10.1353/csj.2023.a916692.

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Abstract: This exploratory embedded case study examined the personal and professional social media use of entry-level student affairs professionals at four campuses from a state university system. Bounded by the profession of student affairs, this study focused on how entry-level student affairs professionals used social media platforms. Findings suggest that most entry-level professionals do not enter student affairs ready or willing to engage university communities on social media platforms and their respective campuses and graduate programs are not preparing them to do so. Study participant

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Douglas, James W. "Faculty, Graduate Student, and Graduate Productivity in Public Administration and Public Affairs Programs, 1986-1993." Public Administration Review 56, no. 5 (1996): 433. http://dx.doi.org/10.2307/977042.

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Dr., Erwin G. Salvatierra. "GRADUATE TRACER STUDY OF BACHELOR OF SECONDARY EDUCATION GRADUATES IN NAVAL STATE UNIVERSITY SY: 2005-2010." INTERNATIONAL JOURNAL OF ENGINEERING SCIENCES & RESEARCH TECHNOLOGY 8, no. 6 (2019): 118–25. https://doi.org/10.5281/zenodo.3246753.

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This research investigation aims to assess BSED education graduates employability of Naval State University. The findings can serves as inputs for curricular redirection. Commission on Higher Education (CHED) questionnaires and rating scales was utilized in this study. The study were utilized descriptive survey research design which scope is focus from SY 2005-2010 BSED graduates of Naval State University. Study revealed that females are dominating the involvement of students in an organization most of them were  roman catholic and majority are first year college, students who are members

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L. Briscoe, Kaleb, Candace M. Moore, Cierra Kaler-Jones, and Jesse R. Ford. "“We don’t feel like we belong”: Graduate Students’ of Color Racialized Experiences in Hybrid HESA Graduate Programs." JCSCORE 8, no. 2 (2022): 78–114. http://dx.doi.org/10.15763/issn.2642-2387.2022.8.2.78-114.

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Using Critical Race Theory and sense of belonging, we examined the racialized experiences of 17 graduate Students of Color in hybrid higher education and student affairs (HESA) graduate preparation programs in the United States to understand how faculty members contribute to their sense of belonging. The experiences of graduate Students of Color in hybrid HESA programs are complex and multi-layered; therefore, this study used a critical phenomenological approach to examine how their racialized experiences influence their experiences in hybrid classrooms. Graduate Students' of Color racialized

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Longerbeam, Susan, Nicholas Wright, Amy Hirschy, et al. "Near-Peer Racial Microclimates in Student Affairs Graduate Preparation Program Environments." Journal of College Student Development 63, no. 3 (2022): 300–314. http://dx.doi.org/10.1353/csd.2022.0025.

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Bayne, C. J., H. Boyd, L. C. Smith, V. J. Smith, and T. P. Yoshino. "Report from the I.S.D.C.I. committee on graduate student/post-doctoral affairs." Developmental & Comparative Immunology 10, no. 1 (1986): 157. http://dx.doi.org/10.1016/0145-305x(86)90162-x.

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Michel, Jessica Ostrow, Jessica Buckley, Rachel Friedensen, Maria Anderson-Long, and Juan Garibay. "Infusing Sustainability into Graduate Level Higher Education and Student Affairs Coursework." About Campus: Enriching the Student Learning Experience 27, no. 6 (2023): 4–11. http://dx.doi.org/10.1177/10864822231151878.

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Erck, Ryan W., and Sean Strehlow. "Supporting the first steps: Appreciative supervision for student affairs graduate assistants." New Directions for Student Services 2023, no. 184 (2023): 67–75. http://dx.doi.org/10.1002/ss.20495.

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AbstractThis article examines how appreciative inquiry can be a helpful tool to improve the supervision of graduate assistants in student affairs. Representing the future of the field, these emerging professionals need supervisors willing to invest in their development, a process that can be improved when approached with appreciative frameworks.

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