Involvement in a first-year-experience course: What impact does it have on the collaboration between academic and student affairs professionals?

dc.contributor.advisorRodríguez, Mariela A.
dc.contributor.authorSanchez, Cheryl Lea
dc.contributor.committeeMemberDizinno, Gerard
dc.contributor.committeeMemberGarza, Jr., Encarnación
dc.contributor.committeeMemberMurakami-Ramalho, Elizabeth
dc.date.accessioned2024-02-12T20:03:01Z
dc.date.available2024-02-12T20:03:01Z
dc.date.issued2013
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractThe development of healthy relationships among the students, faculty, and staff at higher education institutions leads to the creation of a seamless, connected learning environment for the students (Blimling & Whitt, 1999; Kezar, Hirsch, & Burack, 2001; Kuh, Kinzie, Schuh, Whitt, & Associates, 2005; Pascarella & Terenzini, 2005). Nonetheless, the problem is that often the lack of collaboration between academic and student affairs professionals creates a barrier against the development of a campus climate that is conducive to meeting the learning needs of the students. Therefore, the purpose of this study was to explore the perceptions of academic and student affairs professionals at a rural, 2-year public Hispanic-Serving Institution (HSI) who were directly involved with the First-Year-Experience (FYE) course as to the impact that involvement had on the collaboration between the two departments, and consequently, the campus climate. A conceptual framework of Kezar's Model for Student and Academic Affairs Collaboration (2003) was utilized as a guide to this qualitative single case study, and data was collected via in-depth, semistructured interviews with six participants: three academic and three student affairs professionals. The interviews were transcribed and uploaded into NVivo 10 for data analysis. The analysis unveiled five themes: 1.) cross-institutional dialogue, 2.) leadership, 3.) cooperation, 4.) setting expectations, and 5.) creating a common vision. The participants' experiences indicated that the FYE was a supportive venue for enhancing cross institutional collaboration, which led to a more satisfying work environment, as well as a more supportive learning environment for the students.
dc.description.departmentEducational Leadership and Policy Studies
dc.format.extent179 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781303114229
dc.identifier.urihttps://hdl.handle.net/20.500.12588/5437
dc.languageen
dc.subjectAcademic Affairs
dc.subjectCollaboration
dc.subjectCommunity College Administration
dc.subjectDual Roles
dc.subjectFirst-Year Experience Course
dc.subjectStudent Affairs
dc.subject.classificationHigher education
dc.subject.classificationCommunity college education
dc.subject.classificationEducational leadership
dc.subject.classificationHigher education administration
dc.titleInvolvement in a first-year-experience course: What impact does it have on the collaboration between academic and student affairs professionals?
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentEducational Leadership and Policy Studies
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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