Educational Affairs Research Articles

2019 Open Doors report on international educational exchange — Any surprises?

In 2018–19, for the third year in a row, international student enrollment in American colleges and universities decreased at all academic levels, according to statistics published on Nov. 19, 2019, by the Institute of International Education, in collaboration with the United States Bureau of Educational and Cultural Affairs. Undergraduate students declined by 2.4%. Graduate student enrollment declined by 1.3%, and the number of international nondegree students declined by 5%. Only the numbers for Optional Practical Training increased, by 9.6% over the previous year.

Linked Lives: The Experiences of Higher Education and Student Affairs Doctoral Students and Their Partners

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 was a doctoral student in higher education or student affairs. Contribution: Many studies examine work-life integration for faculty members, but much less research seeks to understand how academia affects the experiences of graduate students and their partners. This study contributes to the literature on graduate student work-life integration by putting couples at the center of analysis, using theories of linked lives, and considers implications for doctoral students and graduate training programs in higher education and student affairs. Findings: Our findings revealed three main ways that doctoral students and their partners navigated graduate education: shared decision-making; negotiating, turn-taking, and trading off; and strategically integrating or dividing academic and personal lives. Recommendations for Practitioners: Graduate programs and institutions can enhance work-life integration and the experiences of doctoral students and their partners by incorporating discussion of dual-career concerns into the recruitment/admissions process and considering work-life concerns throughout the doctoral experience. Recommendation for Researchers: Applying the theoretical framework of linked lives brings visibility to a layer of the graduate student experience previously made invisible: the role of student’s partners. Impact on Society: By recognizing the work-life experiences of higher education and student affairs doctoral students and their partners, this study challenges graduate training programs to consider how to change or enhance the resources and structures offered to graduate students in ways that contribute to satisfaction and retention. Future Research: Longitudinal examination of doctoral students and their partners over time and comparison of experiences of couples in different fields/disciplines.

Testimony before the Subcommittees on Higher Education and Workforce Investment (House Committee on Education and Labor) and Economic Opportunity (House Committee on Veterans Affairs) Joint Hearing Protecting Those Who Protect Us: Ensuring the Success of our Student Veterans

This Congressional testimony provides context for Congressional oversight of the Department of Veterans Affairs (“VA”) and Department of Education (“ED”) to ensure the success of student veterans using veterans education benefits. In the 75 years since the Servicemen’s Readjustment Act of 1944, now commonly referred to as the GI Bill, was signed into law, millions of veterans have used their veterans education benefits to pursue higher education. However, certain bad actors in the for-profit school sector have targeted student veterans with a variety of predatory behaviors. Frequent abrupt for-profit school closures have added to the challenges veterans encounter when utilizing education benefits at for-profit schools. Student veterans often have more limited options to recover wasted funds at for-profit schools than do their civilian peers. Consumer protection statutes often offer limited redress for veterans and, due to ED’s failure to process veterans’ Borrower Defense to Repayment applications, student veterans are often saddled with large debts on top of wasted benefits. While veterans have faced problems when utilizing GI Bill funds at for-profit schools since almost the inception of the original GI Bill in 1944, VA has failed to adequately monitor and regulate schools seeking to receive GI Bill funds. Through a convoluted oversight process, the VA attempts to outsource oversight to state approving agencies (“SAAs”) created in each state to administer GI Bill benefits. Statutory authority for the SAAs contemplates a cooperative working relationship between the VA and SAAs, but this is often lacking or actively undermined by the VA. The combination of predatory behavior by numerous for-profit schools combined with lax oversight by ED and VA all too often leads to bad educational outcomes for those who have set aside their personal affairs and answered the call of service.

Editorial introductions

Editorial introductions

Undocumented Student Resource Centers

Undocumented Student Resource Centers Jesus Cisneros (bio) and Alonso R. Reyna Rivarola (bio) Over the last decade, institutions of higher education have begun to respond to the plight and mobilization of undocumented students by institutionalizing undocumented student support services. Undocumented student resource centers (USRCs) are a product of such efforts. USRCs are physical spaces on higher education campuses where centralized services and resources for undocumented students are provided. USRC staff strive to create welcoming and supportive studentcentered environments that enhance students' experiences, nurture civic and community engagement, and promote their mental health and well-being (Canedo Sanchez & So, 2015). Further, they seek to actively address exclusionary institutional policies and historical service gaps in higher education, a system that was created without critical consideration of undocumented students and students from families with mixed immigration statuses. With support from the UndocuScholars Project at UCLA, scholars conducted a nationwide, in-depth investigation of USRCs (Cisneros & Valdivia, 2020). At the time of the study, 59 USRCs were identified—most of which were located in California; other USRCs were located in Arizona, Colorado, Florida, New Jersey, Oregon, Texas, Utah, and Washington. Thirty were at 4-year institutions, while the remaining 29 were at 2-year colleges; only 1 USRC was at a private institution. We used interview data from 49 USRCs to highlight trends and best practices in undocumented student support services. Our goal was to spotlight the viability of USRCs as a necessary functional area in higher education and student affairs practice for serving and supporting undocumented students. UNDOCUMENTED STUDENTS AND HIGHER EDUCATION Empirical studies consistently highlight how undocumented students experience eminent racism and discrimination from faculty, staff, and peers, as well as from exclusionary higher education policies and practices (Teranishi, Suárez-Orozco, & Suárez-Orozco, 2015). Historically, leaders in higher education have not considered the particular needs of undocumented students nor cogitated "how racism, poverty, substandard schooling, and diverse labor contexts" shape the experiences of undocumented students on campus (Gilder-sleeve & Ranero, 2010, p. 23). A complex web of federal, state, and institutional policies implicates undocumented students and disparately impacts their educational outcomes (Nienhusser, 2018). Across different states, for example, undocumented students are systematically denied admission into public higher education, access to in-state tuition rates, and eligibility for state-based financial aid (Flores, 2010). For undocumented students, it is challenging to find and take advantage of available resources when they occur sporadically, are dependent on the personal commitment of institutional agents, and are found only in isolated pockets of a campus (Southern, 2016). Additionally, due to fears of rejection, discrimination, detention, and [End Page 658] deportation, those who do make it into higher education are often unaware of support systems and resources available to them (Muñoz, 2016). UNDOCUMENTED STUDENT RESOURCE CENTERS As a part of institutional strategies to embed support structures for undocumented students in higher education, USRCs help streamline resources and institutional responses to sociopolitical changes affecting undocumented students. They emerged in response to campus mobilizations by and on behalf of undocumented students. As reported by Cisneros and Valdivia (2020), USRCs vary by context and reflect their respective institutional capacity, resources, population size, and organizational structures. For example, while most USRCs operate as standalone centers with specialized staff, others have been merged with multicultural or international student centers and use existing staff as de facto undocumented student specialists. Similarly, most USRCs operate under the leadership of one full-time coordinator, program manager, or director, while others employ one or two part-time positions to fulfill similar responsibilities. To increase capacity, student staff or interns are employed at some USRCs, while institutional taskforces, advisory boards, and student organizations provide personnel at others. In this way, USRC practitioners create and sustain extensive campus referral networks and provide customized support via partnerships on campus and in the local community. Socially embedded, mutually beneficial partnerships help expand and streamline the availability of resources and students' connections to opportunities. Given the breadth of partnerships, it is not uncommon for counselors, academic advisors, financial aid officers, attorneys, and others to hold regularly scheduled office hours at USRCs. The Appendix describes customized resources and services typically provided by USRCs. USRCs offer such support structures not only...

Rethinking LGBTQIA Students and Collegiate Contexts: Identity, Policies, and Campus Climate ed. by Eboni M. Zamani-Gallaher, Devika Dibya Choudhuri, and Jason L. Taylor

Reviewed by: Rethinking LGBTQIA Students and Collegiate Contexts: Identity, Policies, and Campus Climate ed. by Eboni M. Zamani-Gallaher, Devika Dibya Choudhuri, and Jason L. Taylor Jodi L. Linley and Alex C. Lange Rethinking LGBTQIA Students and Collegiate Contexts: Identity, Policies, and Campus Climate Eboni M. Zamani-Gallaher, Devika Dibya Choudhuri, and Jason L. Taylor (Editors) New York, NY: Routledge, 2020, 222 pages, $47.95 (softcover) As noted by leading scholar Kristen Renn in the Foreword of this edited volume: "Paradoxically, college is both better than ever and as bad as, in some cases worse, than it has ever been for LGBTQIA college students" (p. vii). Both historical and contemporary accounts back up this assertion (Graves, 2018; Lange, Duran, & Jackson, 2019). Alongside recent scholarship that explores queer and trans college student contexts (e.g., Nicolazzo, 2017; Stewart, Renn, & Brazelton, 2015), Zamani-Gallaher, Choudhuri, and Taylor offer in this new text a collection of "work that blends both theory and practice" toward an expansive understanding of identities, contexts, policies, and possibilities (p. xi). Consistent with the book's title, the editors invite readers to engage in "rethinking" through 12 chapters organized into three sections: identity, contexts, and policies and possibilities. The authors in part 1 of the book rethink identities, expanding readers' understandings of who belongs under the LGBTQIA umbrella of identities and the differential experiences of these subcommunities. Authors in part 2 encourage readers to rethink contexts by considering the environments LGBTQIA students find themselves in, including classrooms and other institutional settings. The final four chapters of part 3 help readers rethink policies and possibilities with considerations for individual research and praxis as well as policy building. The editors intended for the volume to assist students in graduate preparation programs for higher education and student affairs, as well as researchers, practitioners, and policy analysts. While we agree that all of these groups may find utility in the volume, we believe it will be most helpful to those new to learning about LGBTQIA identities, communities, and the higher education supports that foster thriving for these students. This book as a whole would be a great addition to a course focused specifically on LGBTQIA students, with individual chapters being better suited for courses focused on diversity and equity, policy, and campus environments. In addition to the editors' arrangement of the chapters, we identified another way to organize them into three sections; that is, readers might engage chapters based on their familiarity and reason(s) for reading the text. First, for those new to learning about and understanding LGBTQIA students, chapters [End Page 535] 1 (Choudhuri & Curley), 2 (Dockendorff), 4 (Bell), and 6 (Mollet & Lackman) prove useful in learning more about LGBTQIA communities overall. Choudhuri and Curley provide an overview of the multiplicity of LGBTQIA identities, while Dockendorff dives deep into the lives and experiences of intersex students and Bell explores LGBTQIA+ students with disabilities. Mollet and Lackman's chapter represents a great blending of author perspectives, student voices, and intersecting analysis of asexual students' lives. Those who wish to advocate for a community's visibility and complex nature may find a good model for doing so in this chapter. The second section we propose is for readers wishing to engage and advocate for LGBTQIA students interpersonally and structurally on college campuses; they may find chapters 5 (Taylor), 7 (Mobley, McNally, & Moore), 8 (Whitehead & Gulley), 10 (Dockendorff, Nanney, & Nicolazzo), and 12 (Squire) to have the most direct implications. While Taylor suggests considerations for improving classroom spaces, the chapter would be further strengthened by attention to discipline-specific pressures and institutional type, such as those discussed by other authors (e.g., Garvey & Rankin, 2015; Linley & Nguyen, 2015). Some of the best considerations of college contexts are found in chapters 7 and 8. Mobley and colleagues provide an excellent blending of literature, biography, and institutional case studies, giving the reader a sense of LGBTQIA students' lives at historically Black colleges and universities (HBCUs). Similarly, Whitehead and Gulley's review of the literature on LGBTQIA students in community college settings blends limited existing studies and extrapolations from 4-year college settings to help readers consider the various dimensions of context for LGBTQIA community college students. The...

Awareness and attitude of students and professors of medical sciences universities toward social determinants of health: Design and preliminary psychometrics of a questionnaire.

BACKGROUND AND AIM:Considering the important role of universities in advancing educational, social, cultural, economic, and political affairs and given the significant and effective role of social determinants of health (SDH) in personal and social life, this study aimed to design a preliminary questionnaire to assess the awareness and attitude of students and professors of relevant medical sciences departments toward the SDH.METHODS:This is a descriptive survey study of the instrumentation type and is done on the students and professors of Isfahan and Kashan medical sciences universities in 2019. The content and face validity of the questionnaire were assessed. Cronbach's alpha coefficient and the correlation coefficient for each question as well as the total score of the questionnaire were reported for this attitude measurement questionnaire. The difficulty coefficient, optimum difficulty level, discrimination coefficient, and the relevant variance were calculated for every question in the awareness measurement questionnaire.RESULTS:The internal consistency of the questionnaire for the awareness toward the SDH for 15 questions was 0.742. This consistency was acceptable for 18 questions in the attitude measurement questionnaire after omitting two questions with not appropriate distinguishing ability. The difficulty level of the questions was relatively high.CONCLUSION:Given that no tool was observed in the search strategy to measure the SDH, therefore, the design and psychometrics of such a tool can be used to measure the awareness and attitude of the target audiences; since this tool had an acceptable validity and reliability at its initial stages, researchers are suggested to apply it for standardization in different academic societies.

"Socialized Into the Field": Exploring How Higher Education and Student Affairs Faculty Members Are Socialized to Teach Student Development Theory

"Socialized Into the Field": Exploring How Higher Education and Student Affairs Faculty Members Are Socialized to Teach Student Development Theory

The effect of portfolio training and clinical evaluation method on the clinical competence of nursing students

Context: Nowadays, nurses in addition to acquiring knowledge should have sufficient clinical skills. One of the methods that have recently been taken into consideration in nursing students' clinical education is the method of portfolio. Aims: The purpose of this study was to affect the portfolio training and clinical evaluation method on the clinical competence of nursing students. Settings and Design: This semi-experimental study was carried out at the Faculty of Nursing and Midwifery of Qaen. Material and Methods: The research population was all senior nursing students who were randomly divided into control groups and intervention to available sampling method. Education and clinical evaluation in the field of clinical competency in the internal and surgical departments were conducted in the intervention group of students with portfolio method and in the control group of students with conventional method from the viewpoint of professors and students. Statistical Analysis Used: The data were analyzed by SPSS 24 and paired and independent t-test. Results: According to the students' viewpoint in all aspects of clinical competence (except individual management) and clinical competency, the portfolio group had a higher mean, but there was no significant difference between the two groups (P > 0.05). However, according to the professor's view, there was a significant difference between the two groups in all aspects of clinical competency and total clinical competency. Conclusions: Portfolio training and clinical evaluation can improve students' clinical competence. Therefore method can be used to create either motivation or interest to participate in learning and improve the level of clinical competence. Therefore, those interested and those in charge of educational affairs can benefit from this new educational method for the purpose of training and clinical evaluation of trainee students in the field.

Professional development for clerkship administrators: a 16-year overview of the clerkship administrator certificate program

ABSTRACT Background: Increasing accreditation requirements as well as transformations in medical school curricula necessitate administrative staff who are not only invested in the clerkship coordinator role but also view what they do as a career. To date, there has been a lack of professional development opportunities for clerkship administrators. Methods: In 2003, the Central Group on Educational Affairs of the Association of American Medical Colleges recognized a need for professional development for clerkship administrators. The Clerkship Administrator Certificate Program emerged from that decision and presented for the first time in 2004 in Omaha, Nebraska. This article provides an overview of the program, how it has been evaluated, and how it continues to evolve. Results: The program had two guiding principles: to offer professional development opportunities for clerkship administrators through interactive workshops and to ensure the program was feasible both in terms of completion and in cost. Over the past 16 years, the Clerkship Administrator Certificate Program workshops have been delivered to over 300 clerkship administrators. Of those, 206 have completed a project in order to receive their certificate. Projects have related to innovations in medical education (n = 41), grading (n = 26), professional development (n = 26), and patient care (n = 20) to name a few. Discussion: In order to meet the demands for presenting the workshops, a train-the-trainer model has been employed to expand the number of individuals presenting the workshops. Additional research needs to be done to determine influence of the program on future professional development endeavors.

Conflict Situations Teachers Experience and Their Use of Conflict Management Strategies

The purpose of this study is to identify the conflict situations the primary school teachers experience with regard to issues, parties, reasons, their possible results and their use of management strategies to overcome these situations. A mixed methods research was used to conduct this study. A convergent parallel design, which is one of the mixed research designs, was chosen. The study was applied to the primary school teachers, who work in the center of Kilis Province in 2018-2019 academic year. 25 primary school teachers participated in the qualitative research, whereas 264 teachers joined the quantitative research. Which conflict resolution strategies are preferred by the teachers are determined using a qualitative method. With whom and in what situations they have experienced the conflict are determined using a quantitative method. Content and descriptive analyses were used to analyse the qualitative data. Arithmetic mean was calculated to analyse the quantitative data. As a result of these analyses, it was found that the teachers mostly experience conflicts with school administrators, students’ parents and teachers on the issues including operations of educational institutions, administration, students and personal affairs. It was revealed that the reasons for the conflicts occurring at schools are correlated with the factors such as injustice, lack of communication, pressure, ideas' being ignored, personal characteristics, physical needs’ not being met, which negatively influence teachers and schools with regard to alienation from work, decreasing motivation, work going wrong, gossip, communication obstacles, grouping, uneasiness and distrust. It was identified that the teachers mostly use integrating, compromising and obliging conflict management strategies.

Award for Distinguished Contributions to Education and Training in Psychology.

This award is given by the Board of Educational Affairs in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. These contributions might include important research on education and training; the development of effective materials for instruction; the establishment of workshops, conferences, or networks of communication for education and training; achievement and leadership in administration that facilitates education and training; or activity in professional organizations that promote excellence. The Career designation is added to the award at the discretion of the Education and Training Awards Committee to recognize continuous significant contributions made over a lifelong career in psychology. This year the Education and Training Awards Committee selected a psychologist for the Career designation. The 2019 recipient of the APA Education and Training Contributions Award was selected by the Board of Educational Affairs. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

This is not a checklist: Higher education and student affairs competencies, neoliberal protocol, and poetics

This article examines the ACPA/NASPA Competencies as functional protocol of the neoliberal state. Described as ‘not a checklist’, Competencies structure rubrics, conferences, jobs, and performance as static, indicative of a power/knowledge rooted in protocol. We utilize post qualitative thinking, specifically poetics, to create a series of experimentations (in)tension with Competencies. This micropolitical practice disrupts protocol, opening imaginative space for subversion, movement, and becoming ∼ professional.

Educational leadership roles for the development of learning organizations: Seeking scope in the Greek context

ABSTRACTNowadays, in this rapidly changing environment, organizational learning constitutes a critical component toward school effectiveness. In a transitional period, the Greek nation is going through, as a consequence of a multifaceted and multi-layered crisis, the future of Greece’s well-being depends on improving educational performance to boost productivity and improve social outcomes. Greek schools operate mostly in a traditional way which inhibits change, development and progress. In addition, the Greek educational system is one of the most centralized educational systems in Europe with central government exercising close control on the inputs into the system. However, educational improvement depends heavily on school principals’ actions to play a facilitating role and empower teachers and schools to learn continuously and improve their quality. Since 2011, the Greek Ministry of Education, Research and Religious Affairs (MofERRA) enacted several reforms which focus on an incipient culture of accountability, more autonomy and innovation, as well as, use of data to support improvement. School principals should build on this progress already made towards greater school and teacher autonomy and improvement; adopt an integrated leadership role; develop an internal educational policy in their schools which would allow them to activate specific mechanisms of continuous professional development; and thereby transform Greek schools into SLOs.

2019 Update to the American College of Clinical Pharmacy Pharmacotherapy Didactic Curriculum Toolkit

AbstractIntroductionThe American College of Clinical Pharmacy (ACCP) Pharmacotherapy Didactic Curriculum Toolkit was created by the 2008 ACCP Educational Affairs Committee to provide guidance to schools and colleges of pharmacy for didactic pharmacotherapy curricular development. The toolkit was revised and updated by the 2016 ACCP Educational Affairs Committee.ObjectivesIn accordance with the ACCP Board of Regents decision to update the toolkit every 3 years, the 2019 ACCP Publications Committee was charged with updating the 2016 toolkit to guide adequate disease state inclusion and depth of pharmacotherapy coverage in pharmacy curricula.MethodsThe committee retained the competency‐based tier definitions and organization of the 2016 toolkit. Multiple literature resources were reviewed to assess medical conditions responsive to drug therapy for inclusion in the 2019 toolkit. The committee also reviewed the tier designation for all toolkit entries for appropriateness, given recent advances in medical care and evolving patient care responsibilities of clinical pharmacists. Updates to the toolkit were made by consensus with electronic voting when required.ResultsThe 2019 toolkit contains 302 topics, including 94 (31%) tier 1, 133 (44%) tier 2, and 75 (25%) tier 3 entries. There are 26 additional topics in the updated toolkit, including 12 new tier 1 topics that are generally treated with nonprescription medications. Eleven new topics were added to tier 2, and 20 topics were added to tier 3 (including 11 topics in the Oncologic Disorders section). The tier classification of some conditions was changed to reflect current pharmacy practice expectations.ConclusionAs with the 2016 toolkit, the large number of tier 1 topics will require schools and colleges to employ creative teaching strategies to achieve practice competence in all graduates. The large number of tier 2 topics highlights the importance of postgraduate training and experience for pharmacy graduates desiring to provide direct patient care.

The preventive health care act and the future forum public health in Germany

Abstract The public health system in Germany, similar to education and cultural affairs, is characterised by the federal structure. It is mainly regulated and decided at the state and municipal level, and not primarily at the national level. The preventive health care act (The Act to Strengthen Health Promotion and Preventive Health Care) (2015) underlines the setting-based approach of health promotion and takes a life course perspective by recommending goals of growing up healthy, living and working healthy and healthy ageing. The act formulates broad recommendations for prevention and health promotion at the national level, that in turn take on concrete forms in mandatory framework agreements at the federal state level with uniform health objectives. On the whole, the key objective of the act is to improve preventive health care and general health promotion. Also the financing of the act by the mandatory health insurance is a special feature and at the same time a novelty. At the same time a bottom-up project has been recently launched with the aim to develop a public health strategy in Germany. The project future forum public health (ZfPH) is a platform for public health professionals, researchers and students following incorporated concepts of policy analysis as well as methods that will ensure participation, transparency and transferability of the results into policy and practice. Over the next three years, ZfPH’s steering group will moderate a participatory process, including stakeholders from public health practice and research as well as policy makers. In an evidence-based approach, they will first analyse the current state of Germany’s public health system before developing concrete policy recommendations for a coherent and efficient public health system. The presentation will give a short overview over the German public health system and the preventive health care act, its structure and the achievements as well as the bottom-up project future forum public health.

Applying Task Force Recommendations on Integrating Science and Practice in Health Service Psychology Education.

The proper role of research skills and training to conduct research in professional psychology education has been controversial throughout the history of the field. An extensive effort was undertaken recently to address that issue and identify ways the field might move forward in a more unified manner. In 2015, the American Psychological Association (APA) Board of Educational Affairs convened a task force to address one of the recommendations made by the Health Service Psychology Education Collaborative in 2013. That recommendation stated that the education and training of health service psychologists (HSPs) include an integrative approach to science and practice that incorporates scientific-mindedness, training in research skills, and goes well beyond merely "consuming" research findings. The task force subsequently developed recommendations related to the centrality of science competencies for HSPs and how these competencies extend beyond training in evidence-based practice. This article discusses the findings of the task force and the implications of its recommendations for education and training in HSP. The challenges and opportunities associated with implementing these recommendations in HSP graduate programs are examined.

Historically Bold: Three Texas Moments that Shaped Higher Education and Student Affairs

Understanding the historical foundation of higher education is crucial in administrative practice and scholarly activity in student affairs. Professionals who understand the background and outcomes of historical movements when discussing the future of our profession is important. Higher education historical moments such as the Morrill Acts of 1862 and 1890, the Serviceman’s Readjustment Act of 1944 (also known as the G.I. Bill), and student activism movements in the 1960’s have influenced our efforts to improve the educational aspirations and conditions for generations of college students. Higher education institutions in the United States have evolved to provide college access for diverse populations and enriched the college experience by transforming institutional cultures (for example, the increasing number of Minority-Serving Institutions/MSIs). Higher education and student affairs administration owe a great deal to the important historical moments which occurred in Texas higher education and the players connected with them. How we understand and study college student development, learning outcomes, academic achievement, and campus engagement in many ways are connected to how we respond to these historic moments on college campuses.

Entry-Level Competencies Compulsory for New Student Affairs Professionals

Student affairs is an accidental profession since undergraduate students tend to discover career opportunities in student affairs late in their college career (Taub & McEwen, 2006). Student affairs professionals are not invited to high school career day, famous, or hold an important place in pop culture. Students do not major in higher education or student affairs as an undergraduate, but eventually, discover professional opportunities through their college experience and involvement. For most, graduate school is their first opportunity to explore the various functional areas this profession has to offer. However, it remains to be seen if we are adequately training these professional students, so they are graduating with the competencies necessary for the job market. The purpose of this study was to determine what competencies are required for entry-level, student affairs employment. This was a replication study that analyzed entry-level job postings from The Placement Exchange (TPE).

FORMATION OF SECONDARY SPECIALIZED LIBRARIANSHIP EDUCATION IN UKRAINE IN THE 1920S – 1950S : FROM LIBRARY COURSES TO SPECIALIZED TECHNICAL SCHOOLS

In the article by Victor Sokolov «Formation of the secondary specialized library education in Ukraine in the 1920s–1950s: from library courses to specialized technical schools» the peculiarities of the formation of the system of secondary specialized librarianship institutions, the specifics of the formation and nature of the functioning of the training courses and technical schools, which prepared library specialists in Ukraine during the specified period. In particular, the place of activity of library colleges in the development of library education and library affairs in general, their importance in the training of specialists in the middle level of qualification was studied. The purpose of the article: to reveal the distinctive features, the main factors and stages of the formation and development of secondary specialized librarianship education in Ukraine in the 1920–1950’s; characterize varieties, peculiarities of creation and development of technical schools, which were prepared by library specialists of the middle level of qualification, especially – library colleges. In his work, the author widely used as general scientific methods of research (description, comparison, analogy, deduction, induction, analysis, etc.), as well as historical (historical-comparative, historical-typological, historical-diachronic, chronological) methods. It was found that in the second floor. 1930s. The system of secondary specialized library education was formed in the country, which consisted not only of training courses and retraining of specialists, but also of a number of special educational institutions – various types of technical schools and schools that were preparing librarians, in particular, from the network of separate library colleges. The specialty of librarians for various types of libraries has been successfully developed at the educational base of library, polytechnic, and cultural-technical colleges. For example, in the second floor 1940s – 1950s.. there was already a specialization in the library departments of Kiev, Kharkov, Odessa and Lviv cultural colleges for the preparation of library specialists for children’s and school bookshops. On the basis of the analysis of historical, socio-political, cultural and other factors, the peculiarities of the general development of secondary specialized librarianship and the formation of the corresponding educational institutions in Ukraine in the 1920–1950’s, the author proposed periodization of the formation and development of technical schools preparing at that time the library specialists. It was proved that in the 1950’s a clear network of secondary specialized schools was set up that trained qualified librarians for public, scientific, and trade union books. First of all, the indicated technical colleges met the needs of library specialists in a certain area. The training of specialists in the studied technical colleges became the basic basis of the personnel resource of librarians of the middle level of qualification for books of different types and types (mainly for mass, in particular – rural libraries). Summaries and conclusions of the article can serve as the basic material for further research on the history of the activity of secondary specialized librarianship institutions, and can also be used at lectures at library colleges on a special course on the history of library education in Ukraine.