Marilee J. Bresciani

A Comparison of Senior Student Affairs Officer and Student Affairs Preparatory Program Faculty Expectations of Entry-Level Professionals' Competencies

This survey research project compared and contrasted faculty and SSAO expectations for discrete new professional competencies. Findings revealed few significant differences. This study further examined differences between expected and perceived levels of new professional competency. Significant gaps emerged for fiscal management, planning, assessment, the application of theory to practice, critical thinking, collaboration, conflict management, and written communication. Implications for faculty, practitioners, and professional organizations are discussed.

A Study of Undergraduate Persistence by Unmet Need and Percentage of Gift Aid

This study examines how undergraduate fall-to-fall persistence is related to unmet financial need and amount of gift aid. Unmet need has been calculated two different ways: (1) total unmet need and (2) unmet need with parental, unsubsidized, and private loans removed. For students who received varying amounts of gift aid, persistence is studied as it relates to the percent of the total aid package that is gift aid. Five years of student persistence and financial aid information are examined.

Assessment Work: Examining the Prevalence and Nature of Learning Assessment Competencies and Skills in Student Affairs Job Postings

This mixed method study explored the assessment-related skills and job duties that student affairs administrators expect from new employees as reflected in 1,759 job openings posted in 2008, of which seven job postings were specialist positions in outcomes-based assessment. The skills and du- ties required of these seven positions were primarily related to leadership, education, teamwork, and research. In the entire sample of job postings, the study found no differences in required assessment-related skills or job duties between public and private institutions or schools of various sizes. However, there were significant differences in requisite assessment skills and job duties among the various functional areas and among jobs with varying educational and experience requirements. Implications for institutions, graduate preparation programs, and professional development efforts are discussed.

Assessing and Addressing Academic Integrity at a Doctoral Extensive Institution.

Based on concerns regarding current trends in higher education, one Research I institution set out to measure knowledge, attitudes, behavior, and perceptions related to academic misconduct. Through a self-report survey, trends specific to the university’s community as well as educational interventions were identified to further educate the campus community about academic integrity in order to reduce academic misconduct.

Implementing Quality Service-Learning Programs in Community Colleges.

This cross-case comparative study at Western Community College and the University of the Coast explored through a constructive lens the characteristics that lead to sustainable, high quality service-learning programs and how they are implemented at institutions of higher education. The researchers determined that both Western Community College and the University of the Coast (a) have diverse collaborative partnerships that promote excellent communication between all of the entities, (b) offer a wide variety of service-learning courses to connect curricular and cocurricular experiences, (c) have a stable funding base, (d) provide the necessary resources, (e) have continuity in staffing, and (f) incorporate feedback and assessment into their respective service-learning programs. The findings from this study, based on one-on-one interviews, focus groups, observations, and document analysis, serve as a model on how to create quality and sustainable service-learning programs that combine academic scholarship, off-campus learning discoveries, reflection, civic engagement, and meaningful community service. The research may be applicable for educators at community colleges at various stages in developing service-learning programs, or who are transforming faltering programs, trying to make them sustainable.

Recommendations for Implementing an Effective, Efficient, and Enduring Outcomes-Based Assessment Program

To propose recommendations to implement outcomes-based assessment program review in a California Community College District, a grounded theory analysis was performed within the district. The findings generated were cross-referenced with findings from a multi-institutional case study analysis. A key finding from the cross-reference was the need for the leadership to clarify across all levels of the organization who the audience is for the data generated from the program review process; to clarify the indicators that each audience requires; and to clarify how that audience intends to use results generated from the process prior to designing the outcomes-based assessment process.

Challenges in the Implementation of Outcomes-Based Assessment Program Review in a California Community College District

The purpose of this study was to explore the manner in which a community college district planned to implement a systematic outcomes-based assessment program review process in order to have results inform institutional, district, and state policy discussions. Data derived from this grounded theory study indicated that there was not a shared conceptualization across institutional and district leadership for the identification of the audience that would use the data generated from the program review process. This finding is typical for many institutions, particularly as leadership desires to honor the individual uniqueness of each college.

Implementing an Outcomes-Based Assessment Process in a Major Metropolitan Community College District

To propose recommendations for implementing an outcomes-based assessment program review in a California community college district, a grounded theory analysis was performed within the district. The findings generated were cross-referenced with findings from a multi-institutional case study analysis. A key finding from the cross-reference was the need for the leadership to clarify, across all levels of the organization, who the audience is for the data generated from the program review process; the indicators that each audience requires; and how that audience intends to use results generated from the process. These clarifications need to be accomplished prior to designing the outcomes-based assessment process.

Shaping Student Affairs Leadership through Global Perspectives.

A unique professional development program took place for senior student affairs officers at The University of Salamanca (Spain) in June 2005. Participants had firsthand experiences with studying abroad and had opportunities to exchange ideas and perspectives with professionals from a variety of institutions from within and outside of the United States. This article will describe the purpose of the Institute, the workshops presented, and the learning outcomes attained. By examining the answers to those questions, a variety of themes emerged clarifying the participants’ learning outcomes and potential applications of how to use those new perspectives. Invited Article.

Connecting Neuroscientific Discoveries with the Value of a Higher Education Degree.

Marilee J. Bresciani argues that demands for accountability can outstrip current sciences ability to prove how education affects the brain.