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A qualitative study examined how instructors of higher education law describe their teaching approach. The research uses a competency-based pedagogy framework aligned with Law, Policy, & Governance. Findings highlight strategies to build legal knowledge, strengthen critical thinking, and inform applied curriculum design for graduate preparation programs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-balance-of-content-and-application-instructor-perspectives-on-the-role-of-higher-education-law-courses-in-graduate-preparation-programs/599483/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-balance-of-content-and-application-instructor-perspectives-on-the-role-of-higher-education-law-courses-in-graduate-preparation-programs/599483.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does higher education law persist in HESA curricula?","Question",{"text":112,"@type":113},"The text notes that while law is integral and historically common, empirical research on why it persists is limited. It also cites reasons such as liability awareness, student rights, informed decision-making, and avoiding personal and institutional liability.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research method and framework does the study use?",{"text":117,"@type":113},"The study uses qualitative research to explore instructor descriptions of teaching. It applies a competency-based pedagogy framework distilled from the Law, Policy, & Governance competency.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about teaching higher education law?",{"text":121,"@type":113},"Instructors aim to increase student knowledge of law and legal issues, support professional practice foundations, and cultivate legal critical thinking. Implications connect these approaches to pedagogical decisions in HESA courses.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599483,1792168167,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","A BALANCE OF CONTENT AND APPLICATION: INSTRUCTOR PERSPECTIVES ON THE ROLE OF HIGHER EDUCATION LAW COURSES IN GRADUATE PREPARATION PROGRAMS  \nD. Chase J. Catalano,  \nVirginia Tech  \nVenice Adams, Ph. D.  \nVirginia Tech  \nAbstract  \nHigher education law may be a relatively common course in a higher education and student affairs (HESA) curriculum and a core professional competency in the field, yet there is a paucity of empirical research on why it persists. We conducted a qualitative research project to explore how instructors of higher education law describe their approach to teaching. Weused a competency-based pedagogy framework distilled from the Law, Policy, & Governance competency (ACPA & NASPA, 2015) . Findings reveal how instructors sought to increase student knowledge of law and legal issues that provides a foundation for professional practice and cultivates legal critical thinking. Implications from these findings have bearing upon pedagogical approaches to HESA courses and generate research on how to ensure curricula meet the needs of an applied field.  \nKeywords: law, graduate preparation programs, pedagogy, instructors  \nPlease direct inquires about this manuscript to: D. Chase J. Catalano, [ccatalano@vt.edu](ccatalano@vt.edu)  \nCollege Student Affairs Journal, Volume 42(2), pp. 91-107 ISSN 2381-2338  \nCopyright 2024 Southern Association for College Student Affairs All rights of reproduction in any form reserved.  \n92 College Student Affairs Journal Vol. 42, No.2, 2024  \nH  \nigher education and student affairs (HESA) has been, and will continue to be, a low consensus field (Renn, 2020) . Prior to the establishment of  \nprofessional competencies (ACPA & NASPA, 2010, 2015), HESA professionals disagreed on skills and knowledge necessary for individuals tobe successful in the various roles, as well as the content areas HESA graduate preparation programs should include (Herdlein, 2004) . Historically, a course in higher education law or legal issues was a common offering within HESA curricula (Olivas, 1984; Sorenson, 1984) . The codification of competencies solidified law as an integral course regarding content knowledge, development of student thinking about risk management, and practical application as appropriate to their roles in higher education (ACPA & NASPA, 2015; CAS, 2019; Eaton, 2016; Gehring & Penney, 1995) .  \nTo ensure the persistence of higher education law in HESA curricula, Gehring and Penney (1995) asserted four primary reasons for its inclusion: to recognize issues of liability and appropriately alert legal counsel; to understand student rights in the development of policy and how to articulate those policies for constituents; to assist students in understanding their legal rights and help them with decision-making; and to avoid issues of personal and institutional liability. Contemporary concerns about how legal structures or demands influence student affairs practice—referred to as creeping legalism (Kimball et al., 2019; Ryder et al., 2022)—demonstrate the importance of knowledge about law for practitioners and why it must remain in HESA program curricula. Yet, given the necessity of law in HESA curricula, scant empirical research exists about course content, curricular role, and instructor experiences with these courses in HESA programs and what it means for this course to be a necessary component in a HESA curriculum. As with most, if not all, courses in a HESA curriculum, higher education law provides a foundation for lifelong learning and prepares students to engage in legally and ethically sound practice.  \nWe imagine that instructors of higher education law courses consider the content as an important contribution to student knowledge when it comes to the application of legal constructs and how this shapes their professional practice (ACPA & NASPA, 2015) . We undertook a research project that explored how HESA program instructors of higher education law (or similar courses) described their backg","cbCaimHCH2bRwibY","https://ap.wps.com/l/cbCaimHCH2bRwibY","pdf",480839,17,"English","# Abstract\n# Introduction\n## Persistence of higher education law in HESA curricula\n# Research Purpose and Question\n# Literature Review","[{\"question\":\"Why does higher education law persist in HESA curricula?\",\"answer\":\"The text notes that while law is integral and historically common, empirical research on why it persists is limited. It also cites reasons such as liability awareness, student rights, informed decision-making, and avoiding personal and institutional liability.\"},{\"question\":\"What research method and framework does the study use?\",\"answer\":\"The study uses qualitative research to explore instructor descriptions of teaching. It applies a competency-based pedagogy framework distilled from the Law, Policy, \\u0026 Governance competency.\"},{\"question\":\"What do the findings suggest about teaching higher education law?\",\"answer\":\"Instructors aim to increase student knowledge of law and legal issues, support professional practice foundations, and cultivate legal critical thinking. Implications connect these approaches to pedagogical decisions in HESA courses.\"}]","A BALANCE OF CONTENT AND APPLICATION: INSTRUCTOR PERSPECTIVES ON THE ROLE OF HIGHER EDUCATION LAW COURSES IN GRADUATE PREPARATION PROGRAMS | PDF",1792088852,43]