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Skoy and Ford (2008) - The SAGAS Saga: An Assessment of Student Affairs Graduate Assistantships

Skoy and Ford (2008) - The SAGAS Saga: An Assessment of Student Affairs Graduate Assistantships

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Published by zackford
This assessment collected information about the general experience of student affairs graduate assistants at Iowa State University. The researchers hoped to capture a snapshot of the quality of these assistants' work environments and whether their learning outcomes are being met within their assistantships. This information will provide insight into the learning and professional development experiences for graduate assistants.
Objectives
1. To understand the experience of current student affairs graduate assistants in their work environments.
2. To reveal strengths and weaknesses within the current assistantship program in terms of the expectations set forth in the Supervisor’s Manual.
3. To make recommendations to the Department of Educational Leadership and Policy Studies of how to improve the assistantship experience in terms of its academic oversight.
4. To make recommendations to the Division of Student Affairs regarding ways supervisors of graduate assistants can improve the learning and professional experience of graduate assistants with whom they work.
5. To make recommendations to campus professional staffs regarding how they can improve work relations with graduate assistants.
This assessment collected information about the general experience of student affairs graduate assistants at Iowa State University. The researchers hoped to capture a snapshot of the quality of these assistants' work environments and whether their learning outcomes are being met within their assistantships. This information will provide insight into the learning and professional development experiences for graduate assistants.
Objectives
1. To understand the experience of current student affairs graduate assistants in their work environments.
2. To reveal strengths and weaknesses within the current assistantship program in terms of the expectations set forth in the Supervisor’s Manual.
3. To make recommendations to the Department of Educational Leadership and Policy Studies of how to improve the assistantship experience in terms of its academic oversight.
4. To make recommendations to the Division of Student Affairs regarding ways supervisors of graduate assistants can improve the learning and professional experience of graduate assistants with whom they work.
5. To make recommendations to campus professional staffs regarding how they can improve work relations with graduate assistants.

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Published by: zackford on Feb 25, 2010
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SAGAS Saga 1Running head: SAGAS: Assistantship AssessmentThe SAGAS Saga:An Assessment of Student Affairs Graduate AssistantshipsMatthew J. Skoy & Zachary T. FordIowa State University
 
SAGAS Saga 2The SAGAS Saga:From Conceptualization to ImplementationOn the Iowa State University campus, a variety of staff serve the student body as studentaffairs professionals, working to create a nurturing environment for student development andlearning in and, more importantly, out of the classroom, where otherwise there would not besupport. These professionals work to frame the lives of undergraduate life during those students’entire stay at the college. Assisting these professionals are a number of graduate assistants, mostof whom are working towards a graduate degree in Higher Education through the Department of Educational Leadership and Policy Studies (ELPS). To be enrolled in the program, these studentsare
required 
to be employed in one of these assistantships. Often, these individuals haveopportunities beyond their job expectations to create and implement engaging programs andservices to support student life. Parallel to the field in which they are working, much of their learning occurs outside the classroom as well.The experience of these graduate assistants has never been formally evaluated. In 2007,the ELPS department provided assistantship supervisors with learning outcomes andexpectations for their graduate assistants. These outcomes and expectations create a functionalframework in which to assess the graduate assistant experience. In addition to evaluating theselearning outcomes, we hope to capture a snapshot of the overall working experience of studentaffairs graduate assistants, because such an evaluation has never been conducted. Thisinformation will serve the ELPS department as well as the Division of Student Affairs and other offices with working effectively with their graduate assistants.Executive Summary
 Purpose
 
SAGAS Saga 3This assessment collected information about the general experience of student affairsgraduate assistants at Iowa State University. The researchers hoped to capture a snapshot of thequality of these assistants' work environments and whether their learning outcomes are being metwithin their assistantships. This information will provide insight into the learning and professional development experiences for graduate assistants.
Objectives
1.To understand the experience of current student affairs graduate assistants in theiwork environments.2.To reveal strengths and weaknesses within the current assistantship program interms of the expectations set forth in the Supervisor’s Manual.3.To make recommendations to the Department of Educational Leadership andPolicy Studies of how to improve the assistantship experience in terms of its academicoversight.4.To make recommendations to the Division of Student Affairs regarding wayssupervisors of graduate assistants can improve the learning and professional experience of graduate assistants with whom they work.5.To make recommendations to campus professional staffs regarding how they canimprove work relations with graduate assistants.
 Description
This assessment utilized mixed methods of information collection through a surveyconducted online using SurveyMonkey.com. The entire population of current graduate assistants(including two doctoral students) was contacted so that the results could be as generalizable anddescriptive as possible. The survey participants responded to numerous quantitative items and

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