Open AccessDeveloping Professionals
Author(s) -
Brenda L. McKenzie,
Susan V. Iverson,
Kyle P. Reynolds
Publication year - 2019
Publication title -
the journal of college orientation and transition
Language(s) - English
Resource type - Journals
eISSN - 2690-4535
pISSN - 1534-2263
DOI - 10.24926/jcotr.v24i1.2909
Subject(s) - mentorship , medical education , curriculum , field (mathematics) , career path , student affairs , graduate students , psychology , pedagogy , higher education , political science , engineering , medicine , engineering management , mathematics , law , pure mathematics
The common path into a career in higher education and student affairs (HESA) involves undergraduate campus leadership, involvement, and mentorship from professionals in the field and leads to enrolling in a graduate program in HESA. What is less common is intentional preparation or curricula to transition undergraduates into a graduate program in HESA and a career in the field. This paper describes how one “Careers in Higher Education” course for undergraduate students at one university informed students’ decisions to enter the field. This study uses Kolb’s learning cycle (Kolb, 1984) as a conceptual and analytical framework.