WorldCat Identities

Dean, Laura A.

Works: 18 works in 29 publications in 1 language and 728 library holdings
Genres: Handbooks and manuals  Academic theses 
Roles: Editor, Author
Classifications: LB2342.9, 378.197
Publication Timeline
Most widely held works by Laura A Dean
Assessment in student affairs by John H Schuh( )

7 editions published in 2016 in English and held by 511 WorldCat member libraries worldwide

A practical, comprehensive manual for assessment design and implementation Assessment in Student Affairs, Second Edition offers a contemporary look at the foundational elements and practical application of assessment in student affairs. Higher education administration is increasingly called upon to demonstrate organizational effectiveness and engage in continuous improvement based on information generated through systematic inquiry. This book provides a thorough primer on all stages of the assessment process. From planning to reporting and beyond, you'll find valuable assessment strategies to help you produce meaningful information and improve your program. Combining and updating the thoroughness and practicality of Assessment in Student Affairs and Assessment Practice in Student Affairs, this new edition covers design of assessment projects, ethical practice, student learning outcomes, data collection and analysis methods, report writing, and strategies to implement change based on assessment results. Case studies demonstrate real-world application to help you clearly see how these ideas are used effectively every day, and end-of-chapter discussion questions stimulate deeper investigation and further thinking about the ideas discussed. The instructor resources will help you seamlessly integrate this new resource into existing graduate-level courses. Student affairs administrators understand the importance of assessment, but many can benefit from additional direction when it comes to designing and implementing evaluations that produce truly useful information. This book provides field-tested approaches to assessment, giving you a comprehensive how-to manual for demonstrating-and improving-the work you do every day.-Build your own assessment to demonstrate organizational effectiveness -Utilize quantitative and qualitative techniques and data -Identify metrics and methods for measuring student learning -Report and implement assessment findings effectively Accountability and effectiveness are the hallmarks of higher education administration today, and they are becoming the metrics by which programs and services are evaluated. Strong assessment skills have never been more important. Assessment in Student Affairs gives you the knowledge base and skill set you need to shine a spotlight on what you and your organization are able to achieve
CAS professional standards for higher education by Council for the Advancement of Standards in Higher Education( Book )

4 editions published between 2006 and 2009 in English and held by 184 WorldCat member libraries worldwide

Lesbian, gay, bisexual, and transgender programs and services standards and guidelines : self-assessment guide( Book )

1 edition published in 2000 in English and held by 11 WorldCat member libraries worldwide

Supervision of resident assistant paraprofessionals in higher education : perceptions of supervisory roles by Laura A Dean( )

2 editions published in 1991 in English and held by 3 WorldCat member libraries worldwide

Advocacy Coalitions in East European Sex Tourism : the Case of Latvia by Laura A Dean( Book )

2 editions published between 2011 and 2012 in English and held by 3 WorldCat member libraries worldwide

The implications of gender quotas in Ukraine : a case study of legislated candidate quotas in Eastern Europe's most precarious democracy by Laura A Dean( )

1 edition published in 2017 in English and held by 3 WorldCat member libraries worldwide

On July 17, 2015 a bill adopted by the Verkhovna Rada, the Ukrainian parliament, introduced a party-level gender quota of 30 per cent in local municipal elections. This paper examines the previous attempts to adopt quotas in Ukraine, as well as, the impact and effectiveness of gender quotas in local municipal elections. We analyze municipal election data before and after the implementation of the gender quota to explore in more detail the factors that influenced compliance and non-compliance with the quota, as well as the impact the quota had on the election of women. We determined that due to an unambitious quota rule with no sanctions for non-compliance, and in spite of a change to a proportional representation electoral system at the local level, women's representation did not significantly increase. We also found that in the post-conflict emerging democracy of Ukraine, the adoption of gender quotas sought to demonstrate that the new regime was more democratic and egalitarian than its predecessor by attempting to align itself with perceived European and International standards but then the ruling political party did not comply with the gender quota
Assessment in Student Affairs, Second Edition by John H Schuh( Book )

1 edition published in 2016 in English and held by 2 WorldCat member libraries worldwide

The role of anti-trafficking organizations in human trafficking policy implementation by Laura A Dean( )

1 edition published in 2016 in English and held by 1 WorldCat member library worldwide

Civil society in Latvia : a comparative analysis of the First Republic and the Second Republic by Laura A Dean( )

1 edition published in 2006 in English and held by 1 WorldCat member library worldwide

Exploring the identity development of emerging adults with involved parents by Cara Winston Simmons( )

1 edition published in 2018 in English and held by 1 WorldCat member library worldwide

Higher education institutions play a pivotal role in student development. Increased parental involvement in the lives of college students demands that higher education professionals engage in important discussions about the role of parents at the post-secondary level (Carney-Hall, 2008; Hamilton, 2016; Wartman & Savage, 2008). A growing discussion on the student-parent relationship in college demonstrates a need for higher education professionals to consider what parental involvement and the role of higher education professionals encompasses on college campuses (Carney-Hall, 2008; Cullaty, 2011; Dunn, 2015; Samuolis, Layburn, & Schiaffino, 2001; Kenny & Donaldson, 1991; Merriman, 2007; Taub, 2008; Wartman & Savage, 2008). This study helps to expand and clarify the changing landscape of parental involvement on college campuses and how parental involvement impacts identity development for emerging adults with involved parents. This qualitative study was conducted at a large public research institution located in the southeastern United States. Research design was informed by phenomenology and utilized semi-structured interviews to collect data from 10 participants. Participants brought in self-selected artifacts which served as the starting topic of the interview. Emerging adulthood (Arnett, 2000; Arnett, 2015) served as the conceptual framework to situate this study. Four phenomena central to understanding parental involvement in higher education also provided context; the phenomena include educational policies that encourage parental involvement at the K-12 level, the media's coverage that publicizes overbearing parents, access to technology and media, and rising post-secondary education costs (Carney-Hall, 2008; Wartman & Savage, 2008). Data were analyzed using qualitative methods, which revealed four themes that represented a developmental progression of identity development for participants. First, participants articulated that parental involvement provided them with a sense of security and stability, which led to the second theme, gaining independence. Third, participants also began to view themselves as adults, and finally, they learned to envision their own adulthood apart from their parents. Through the themes participants expressed that they want, expect, and appreciate frequent parental involvement, and that this involvement helps to facilitate their development, rather than impede it. Implications for practice and future research provide additional guidance to higher education professionals
Living through reorganization : a multisite case study exploring how women's centers experience reorganization by Jennifer Lauren Graham( )

1 edition published in 2019 in English and held by 1 WorldCat member library worldwide

Women's centers play a critical role on college campuses. They provide education, support, leadership development, and advocacy. This multi-site case study explored the reorganization of women's centers by answering these three questions 1) through what process was the women's center reorganized, 2) how did reorganization impact the women's center, and 3) how did the women's center navigate reorganization? Using Kathleen Manning's organizational frames as the theoretical framework for this study the researcher found that 1) on each of the campuses the decision to reorganize was initially made by one or more upper-level administrators, 2) institutions and divisions use multiple organizational frames and as a result women's centers had varying amounts of input or influence into the reorganization process. Women's centers experienced a wide range of impacts including shifts in physical locations, the merging of centers, changes in staffing, and changes to budgets. The three women's centers each utilized a feminist organizing framework and this organizing principle continued as each center responded to the reorganization emphasizing transparency, open communication, and non-hierarchical decision-making. Throughout reorganization, the staff members and students served by the women's center experienced a sense of loss, fear, and fatigue. Women's center staff members spoke about both the importance of intersectionality and of navigating tensions around intersectionality, particularly on the campuses where identity-based centers were merged. Throughout each of the reorganizations, staff members of the women's centers persisted in working towards advancing women on their campuses
The faculty advisor : a developmental approach to advising student organizations by Ronald Michael Lunk( )

1 edition published in 2018 in English and held by 1 WorldCat member library worldwide

Faculty serve in a variety of capacities within the university. One of the roles commonly held by faculty members is to engage with students through advising. Likewise, since the founding of the higher education system in the United States, student organizations play an integral part in the student experience on college campuses. Although faculty play an integral role with student organizations, and student organizations comprise an important part of the higher education landscape, no advising theories surrounding student organization advising currently exist. Borrowing from academic advising literature and associated theories as a guide, two types of advising, prescriptive and developmental, may provide an initial starting point for better understanding student organization advising practices. Developmental advising first appeared in 1972 by Crookston and was later elaborated on by O'Banion (1972). In 1982, Winston and Sandor developed an instrument to measure academic advising titled the Academic Advising Inventory (AAI), which determined, on a scale, whether the advisor's approach to advising presented as more prescriptive or developmental. This study used a modified Academic Advising Inventory, the Student Organization Advising Inventory, a 55-question survey including 14 demographic-type questions that provided insight into advising preference, common advising activities, and relationships between the style of advising and the advisors' demographics. The inventory was sent via Qualtrics email to 279 faculty advisors to student organizations at a large public university. Of those who received the survey, 74 (26.5%) advisors completed it. The study found that the participants preferred developmental advising techniques and that the most reported activities reported were discussing organization business such as meeting/programming topics, getting to know each other, signing forms, identifying other campus offices that can provide assistance, discussing extracurricular activities, discussing college policies, discussing officer succession, talking about what you are doing besides taking classes, and discussing bylaws or constitution requirements. The comparison between the advising style and each of the three demographic indicators did not yield a statistically significant relationship. There was no evidence of a relationship between the preferred advising style and sex, time at institution, or type of organization advised. Implications for practice include training, recruitment, and advising approach
Using the CAS Standards in Assessment Projects( )

1 edition published in 2013 in English and held by 1 WorldCat member library worldwide

Abstract: This chapter provides an overview of the use of professional standards of practice in assessment and of the Council for the Advancement of Standards in Higher Education (CAS). It outlines a model for conducting program self-studies and discusses the importance of implementing change based on assessment results
Policy Responses to Human Trafficking in Southern Africa: Domesticating International Norms by Hannah Evelyn Britton( )

1 edition published in 2014 in English and held by 1 WorldCat member library worldwide

The Inquiry Experience : engaging Seminars for first and second year students by Elizabeth Whittaker Huggins( )

1 edition published in 2017 in English and held by 1 WorldCat member library worldwide

Academic engagement plays an integral role in both student learning and student retention. Institutional initiatives, such as "High-Impact Practices" (HIPs), can foster student engagement, increase retention and create deep learning experiences (Kuh, 2008). National Survey for Student Engagement (NSSE) assesses the extent to which students are engaged in educationally purposeful activities; however, students' experiences of engagement are also relevant. To benefit fully, students should participate in at least two high impact practices (Gonyea et al., 2008); however, many students do not have access to this opportunity, especially those who are historically underrepresented (Brownell & Swaner, 2009). The purpose of this qualitative study was to examine the extent to which engagement in a required high-impact Inquiry course, designed for first or second year students, affected students' academic engagement. The following questions guided the study: How do students describe their engagement experiences in a high impact course (Inquiry) related specifically to peer and faculty interaction? How does the experience affect engagement in upper division courses? Using a priori coding, this confirmatory, phenomenological study explored engagement using pre-determined NSSE Engagement Indicators: Learning with Peers and Experiences with Faculty. Using five focus groups to collect the data, 17 upper division participants (who had completed Inquiry in their first two years of college), shared engagement experiences. The results indicated that Inquiry participation enhanced engagement skills with both faculty and peers and provided skills to successfully transition into upper division. Because Inquiry is only one credit hour, and student decisions are affected by multiple factors, there was no specific evidence to support that the course influenced retention or major selection; however, it does appear to have enhanced communication with faculty and encouraged peer interaction. Therefore, implementing an Inquiry model for lower division engagement improves both faculty and peer interaction throughout the college experience. This project-based course benefits student success by requiring students to integrate ideas with diverse perspectives, engage with faculty, and participate in collaborative learning. Participants also provided recommendations for improving the course design, reflecting the Inquiry process of asking questions, sharing diverse perspectives and discussing potential solutions
CAS professional standards for higher education( )

in English and held by 1 WorldCat member library worldwide

A critical quantitative exploration of collegiate student-athlete academic involvement by Carrie Virginia Smith( )

1 edition published in 2018 in English and held by 1 WorldCat member library worldwide

The purpose of this study was to utilize critical quantitative methodology to analyze previously collected data by a nationally distributed survey instrument, with the goal of conceptualizing Academic Involvement as it pertains to collegiate student-athletes and their racial and ethnic identities. The researcher selected Critical Race Theory as the foundational critical theory upon which to frame the research design. The researcher requested responses from the 2014 administration of the Your First College Year survey, an instrument produced by the Higher Education Research Institute located at the University of California, Los Angeles. The information collected represented the constructs of (a) Academic Disengagement, (b) Ease of Adjustment to College, and (c) Habits of Mind in addition to demographic data. Responses from both collegiate student-athletes and collegiate student nonathletes were considered. Total scores from these three constructs were averaged to produce a composite score of the researcher-created construct of Academic Involvement. Statistical analysis and data disaggregation found that the magnitude of Academic Involvement is similar for student-athletes across racial and ethnic identities. Additional statistical analysis identified a five-factor structure for the construct of Academic Involvement that applied to a sample of collegiate student nonathletes and collegiate student-athletes. The study seeks to shift the discussion about student-athletes to highlight their academic involvement, rather than discussing them from a deficit perspective. This discussion is framed by tenets of the critical quantitative methodology. Implications for student affairs practitioners working directly with student-athletes or on campuses with student-athletes, as well as implications for those desiring to use apply critical quantitative methods to their research and practice, are discussed in light of the findings from the statistical analysis
Lost and found in transition : how alumni of foster care experience transitions in undergraduate education by Sarah Elizabeth Jones( )

1 edition published in 2018 in English and held by 1 WorldCat member library worldwide

This phenomenological inquiry was designed to explore the ways in which students who experienced foster care (SEFC) transition into and through college; it is grounded in Tinto's (1988) Theory of Student Departure, Schlossberg's (1989) Theory of Marginality and Mattering, and Schlossberg's (2012) Transition Theory. Eight participants who were in their second year of college or beyond participated in one-on-one interviews. The following four main themes emerged via the phenomenological reduction process: "Ahead of Most": Consequences of Trauma; "Outsider": Peer Relationships; "I'm Not Here to Party": Integrating Social and Academic Experiences in School; and "Heavy Amount of Love." These themes capture the lived experiences of participants who used their resilience to matriculate into and progress through college. Though participants described feeling like outsiders in K-12 schools, most made meaningful connections as undergraduates. These connections with peers as well as the integration of social and academic experiences helped participants progress. Finally, participants described the love they found for themselves through their journeys in foster care and college. Implications for professionals, including P-16 educators, school and mental health counselors, and social workers are organized by systemic domains that emphasize micro, meso, and macro-level advocacy
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