The academic content of graduate preparation programs and the competencies they instill in their graduates is central to the quality and competence of student affairs practitioners within colleges and universities. The focus of this study was to gain additional understanding of what professional competencies were considered important for entry level practitioners by student affairs administrators and preparation program faculty, and whether these competencies were expected to be attained in either preparation programs or on the job. Significant differences were found between the three surveyed groups related to both importance and where the competencies were expected to be attained. These findings have implications for both preparation programs and the mentoring role of supervising administrators. 664 Linda Kuk is the chair of the Student Affairs in Higher Education program and a faculty member in the School of Education. Brian Cobb is also a faculty member inthe School of Education, Colorado State University; he teaches research design and quantitative analysis. Cynthia Forrest is the dean of student services at Framingham State College, Emerita. Brought to you by | HEC Bibliotheque Maryriam ET J.

This article describes an interdisciplinary, interuniversity program that prepares social work, nursing, and chaplaincy students for competent practice when working with individuals and families facing end-of-life circumstances. Built upon a teaching format that provides knowledge-to-skill-building opportunities, the program immerses students in a range of related content. To maximize integration, the program relies on interdisciplinary team teaching (building knowledge) followed by practice sessions (building skill), in which volunteer actors play the roles of care recipients. With year 3 completed, program administrators have important indicators of the program's effectiveness in offering content specific to end-of-life care using a combination of discipline-specific and interdisciplinary learning strategies. This process has provided valuable lessons related to the nature of interdisciplinary education in end-of-life care.

The academic content of graduate preparation programs and the competencies they instill in their graduates is central to the quality and competence of student affairs practitioners within colleges and universities. The focus of this study was to gain additional understanding of what professional competencies were considered important for entry level practitioners by student affairs administrators and preparation program faculty, and whether these competencies were expected to be attained in either preparation programs or on the job. Significant differences were found between the three surveyed groups related to both importance and where the competencies were expected to be attained. These findings have implications for both preparation programs and the mentoring role of supervising administrators.

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