Intentional Professional Development: Feedback from Student Affairs Professionals

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dc.contributor.authorJanosik, Steven M.
dc.contributor.authorCarpenter, Stanley D.
dc.contributor.authorCreamer, Don G.
dc.date.accessioned2010-05-05T17:41:59Z
dc.date.available2012-02-24T10:09:25Z
dc.date.issued2006-01
dc.description.abstractDespite long-standing calls for more intentional professional development as a way to ensure a higher quality workforce in student affairs, little progress has been made. Various committees and task forces have suggested frameworks for program development, the certification of program quality and attendance, the recording of individual participation, and recognition of individual achievement; but associations have failed to act because of a variety of concerns. To date, information on the views of affairs professionals on such issues is limited and has not been studied in a systematic way. This study sought to fill this void.
dc.description.departmentCounseling, Leadership, Adult Education, and School Psychology
dc.formatText
dc.format.extent20 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationJanosik, S. M., Carpenter, S., & Creamer, D. G. (2006). Intentional Professional Development: Feedback from Student Affairs Professionals. Journal of Student Affairs Research and Practice, 43(4), pp. 127-146.
dc.identifier.doihttps://doi.org/10.2202/1949-6605.1726
dc.identifier.urihttps://hdl.handle.net/10877/3153
dc.language.isoen
dc.publisherNational Association of Student Personnel Administrators
dc.sourceJournal of Student Affairs Research and Practice, 2006. Washington, DC: NASPA Student Affairs Administrators in Higher Education, Vol. 43, No. 4, pp. 127-146.
dc.subjectstudent affairs
dc.subjectprogram development
dc.subjectaffairs professionals
dc.subjectprofessional development
dc.titleIntentional Professional Development: Feedback from Student Affairs Professionals
dc.typeArticle

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