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Full-Text Articles in Education
Cultural Factors That Impact Latina/O College Student Success At Predominantly-White Institutions: Past And Current Knowledge For Educators, Ricardo Montelongo
Cultural Factors That Impact Latina/O College Student Success At Predominantly-White Institutions: Past And Current Knowledge For Educators, Ricardo Montelongo
Diversity, Social Justice, and the Educational Leader
As the new century approached in 2000, educational leaders, practitioners, and researchers were continuing to understand the educational experiences of the fastest growing student population in the United States – Latina/os. Knowledge on factors influencing outcomes for this group were produced to inform educators. However, Latina/os continue to face barriers and challenges at all levels in their pursuit of educational opportunity, especially in higher education. The significance of the demographic shifts Latina/os bring to education should give educators a sense of urgency to better understand cultural factors that impact Latina/o student success. This paper will provide an overview of the …
From Collaborative To Collegial Communities: Transitioning From Student Affairs Practitioner To Faculty, Michelle Lea Boettcher, Dena Kniess, Mimi Benjamin
From Collaborative To Collegial Communities: Transitioning From Student Affairs Practitioner To Faculty, Michelle Lea Boettcher, Dena Kniess, Mimi Benjamin
Georgia Journal of College Student Affairs
While student affairs (SA) practitioner expertise can inform a faculty member’s knowledge in the classroom, the transition into a tenure-track faculty role from student affairs administrative roles is complex. One of the differences new faculty members with SA administrator backgrounds experience is a change in the work community and shift from collaborative to collegial cultures. While studies have examined the transition of student affairs professionals from graduate programs to full time student affairs practitioner roles and graduate students into the professoriate, there is limited scholarship on the transitional experiences of student affairs practitioners moving into faculty positions. This qualitative study …
Counselor Education Faculty Positions: Requirements And Preferences In Cesnet Announcements 2005-2009, Nancy Bodenhorn, Nadine Hartig, Michelle R. Ghoston, Jasmine Graham, Jesse J. Lile, Corrine Sackett, Laura Boyd Farmer
Counselor Education Faculty Positions: Requirements And Preferences In Cesnet Announcements 2005-2009, Nancy Bodenhorn, Nadine Hartig, Michelle R. Ghoston, Jasmine Graham, Jesse J. Lile, Corrine Sackett, Laura Boyd Farmer
Journal of Counselor Preparation and Supervision
Counselor Education faculty positions announced on CESNET from 2005 through 2009 (N = 424) were analyzed to ascertain current trends in required and preferred qualifications. Typical qualifications mentioned in announcements include education and experience in clinical settings, teaching, and research. After a doctoral degree, the most common qualification included was experience in clinical settings, indicated by either years of experience or licensure eligibility. Half of the openings did not specify one specialty; school counseling was mentioned most often. Teaching and research requirements frequently referred to "potential" and "commitment". Implications for faculty advisors and graduate students are included.