Published In
Journal of College Orientation and Transition
Document Type
Article
Publication Date
Spring 2011
Subjects
Graduate teaching assistants -- Attitudes, Graduate teaching assistants -- Services for, Career development
Abstract
Student affairs professionals have a responsibility for the professional development of graduate assistants (GAs) in the department as these positions are marketed as first professional positions. While prior literature has addressed the transition of graduate students into graduate school, there is little about the transition process for students with graduate assistantships in student affairs. Student transitions are important as they may set the tone for their first professional experience and ongoing professional development. Four key themes emerged from the voices of the graduate student participants in this study as they described their transition process into a GA position. First, they viewed the GA experience as a professional opportunity. Second, their sense of belonging was dependent on their perceived contribution to the department or division. Third, relationships mattered as they navigated the transition into their GA role. And finally, self agency (individual action) was apparent as they became engaged in their own success.
Persistent Identifier
http://archives.pdx.edu/ds/psu/10191
Citation Details
Haley, K., Hephner LaBanc, B., & Koutas, P. (2011). New school, new job, new life: Transitions of graduate assistants in student affairs. Journal of College Orientation and Transition, 18(2), 5 - 19.
Included in
Educational Leadership Commons, Other Teacher Education and Professional Development Commons
Description
This is the publisher's final PDF. This article was originally published in the Journal of College Orientation and Transition (http://www.nodaweb.org/?page=JCOT)