Talking Stick - March/April 2013 - 45

also develop skills in administration
and in making presentations. They
should have experiences working with
underrepresented students and of
intentionally considering the effects
of programs and services in different
offices on all students. In master’s
programs with a student development
emphasis, graduates should be able to
use many types of theories in practice
and to develop programs and services
with attention to student learning
outcomes.

Cawthon: I would agree totally. For
all of our students, we encourage
them in their graduate assistantship,
practicum, and internship to diversify
as much as possible. Doing so provides
them insights into and experience
with differing populations and types
of institutions. Also, I think students
graduating from a master’s program
need competency in both counseling
and administrative skills. I realize that
is often trying to be all things to all
people, but throughout their career,
students will be in positions and
situations that require utilizing both
sets of skills.
I would also echo Phyllis’ comment
about “theories in practice.” I see
many students with great knowledge
of theories – e.g., leadership,
student development, counseling,
organizational, environmental – but
for me the key to their success is
implementing these theories into
practice. They must be able to take the
concepts from these theories and apply
them to real life situations, program
development, and student learning.

McCluskey-Titus: Perhaps helping
graduate students and staff apply
theory-to-practice is an area for ongoing
professional development, Tony.
It’s not really enough for graduate
students to hear/learn about this in a
master’s degree program. It disappoints
me when students interview new
professionals in residential life and

other areas for a class assignment
and ask about their use of theory.
Oftentimes new(er) professionals
indicate that they do not use theory in
their practice. Generally our graduate
students do note areas where the staff
are using theory either unconsciously
or intentionally but do not recognize it
as such. If mid- and senior-level staff
could help their staff continuously
practice applying different theories
through ongoing training or asking
the question about what sorts of theory
would inform decision making or
program development, that would keep
this practice more fresh in our new
professionals’ minds.

Cawthon: Excellent point. So many
of our students say that their direct
supervisor or practicum/internship
site supervisor has shared that they are
not a “theory person,” but in reality
students see them using theory all the
time in their jobs. I am not sure where
the disconnect is – I think folks get
too hung up on use of formal theory
(words, language, and jargon) and
simply need to focus on using it in
practice and sharing with others how
they use it.
Wilson: This is one of the areas in
which we strengthen the links between
in- and out-of-class experiences.
Throughout the graduate program,
faculty can design assignments that
require students to design theorybased interventions and programs
for their internship, practicum, and
assistantship sites. Talking through
these ideas with supervisors and
having the opportunity to implement
their ideas will strengthen their
work. Engaging graduate students in
conversations about their coursework
can help them draw the connections
to practice – and serves as a good
refresher for supervisors.
McCluskey-Titus: It’s interesting
that as I am reading applications

for our College Student Personnel
Administration (CSPA) master’s degree
program that prospective students often
indicate they are most looking forward
to the student development theory class
or learning more about applying theory
to the practical work they have done as
an undergraduate!

Mary Howard-Hamilton: In the
classes there should be a connection
to ethics and moral responsibility. The
graduates are so close in age to the
undergraduates that their judgement
sometimes becomes a bit cloudy, and
they may cognitively and ethically slip
into a moral decision-making process
that is not mature or does not follow
university protocol/rules. When there
is underage drinking, fraternity/
sorority hazing, or a policy violation
(e.g., candles in the room), a young
professional may struggle with turning
a student in if she/he has not had a
good ethics course and classroom case
study conversations.
Cawthon: What topics or classes
should we add to the graduate
preparation program curriculum to
increase student competency and
marketability?

Wilson: In addition to student
development theory, the graduate
preparation curriculum can do
so much to increase competency
and marketability. For example,
coursework that focuses on diversity
and multiculturalism can help prepare
graduates to work effectively with the
broad range of students on campuses
and in residence halls.
McCluskey-Titus: Students often report
that they would like more instruction in
supervisory skills. Unless students have
a live-in housing assistantship, many
report getting no opportunity to truly
supervise students in their graduate
assistantships. Even those with housing
March + april 2013

45



Talking Stick - March/April 2013

Table of Contents for the Digital Edition of Talking Stick - March/April 2013

Talking Stick - March/April 2013
Table of Contents
New Member Highlight
Vision
Just In
Your ACUHO-I
Transitions
Res Life
Facilities
Regroup
Calendar
A Fair Division of Space
Why They Stay
Conversations
First Takes
Reporting Out
New Members
Snapshot
Talking Stick - March/April 2013 - Intro
Talking Stick - March/April 2013 - Talking Stick - March/April 2013
Talking Stick - March/April 2013 - Cover2
Talking Stick - March/April 2013 - 1
Talking Stick - March/April 2013 - 2
Talking Stick - March/April 2013 - Table of Contents
Talking Stick - March/April 2013 - New Member Highlight
Talking Stick - March/April 2013 - 5
Talking Stick - March/April 2013 - Vision
Talking Stick - March/April 2013 - 7
Talking Stick - March/April 2013 - Just In
Talking Stick - March/April 2013 - 9
Talking Stick - March/April 2013 - 10
Talking Stick - March/April 2013 - 11
Talking Stick - March/April 2013 - 12
Talking Stick - March/April 2013 - Your ACUHO-I
Talking Stick - March/April 2013 - 14
Talking Stick - March/April 2013 - Transitions
Talking Stick - March/April 2013 - 16
Talking Stick - March/April 2013 - 17
Talking Stick - March/April 2013 - Res Life
Talking Stick - March/April 2013 - 19
Talking Stick - March/April 2013 - 20
Talking Stick - March/April 2013 - Facilities
Talking Stick - March/April 2013 - 22
Talking Stick - March/April 2013 - 23
Talking Stick - March/April 2013 - Regroup
Talking Stick - March/April 2013 - 25
Talking Stick - March/April 2013 - 26
Talking Stick - March/April 2013 - Calendar
Talking Stick - March/April 2013 - A Fair Division of Space
Talking Stick - March/April 2013 - 29
Talking Stick - March/April 2013 - 30
Talking Stick - March/April 2013 - 31
Talking Stick - March/April 2013 - 32
Talking Stick - March/April 2013 - 33
Talking Stick - March/April 2013 - 34
Talking Stick - March/April 2013 - 35
Talking Stick - March/April 2013 - Why They Stay
Talking Stick - March/April 2013 - 37
Talking Stick - March/April 2013 - 38
Talking Stick - March/April 2013 - 39
Talking Stick - March/April 2013 - 40
Talking Stick - March/April 2013 - 41
Talking Stick - March/April 2013 - 42
Talking Stick - March/April 2013 - 43
Talking Stick - March/April 2013 - Conversations
Talking Stick - March/April 2013 - 45
Talking Stick - March/April 2013 - 46
Talking Stick - March/April 2013 - First Takes
Talking Stick - March/April 2013 - Reporting Out
Talking Stick - March/April 2013 - 49
Talking Stick - March/April 2013 - 50
Talking Stick - March/April 2013 - 51
Talking Stick - March/April 2013 - 52
Talking Stick - March/April 2013 - 53
Talking Stick - March/April 2013 - New Members
Talking Stick - March/April 2013 - 55
Talking Stick - March/April 2013 - Snapshot
Talking Stick - March/April 2013 - Cover3
Talking Stick - March/April 2013 - Cover4
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