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Undergraduate student affairs coursework (UGSAC) is increasingly offered as stand-alone electives, minors, certificates, or concentrations. Participants with UGSAC experience and subsequent graduate training described learning that positively shaped their campus engagement, enabling immediate application to decisions about involvement and leadership. They reported improved leadership practice, stronger self-understanding, and clearer meaning-making of identity and lived experience.",{"@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/influence-of-undergraduate-student-affairs-coursework-on-undergraduate-engagement-research-paper/599396/",{"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/influence-of-undergraduate-student-affairs-coursework-on-undergraduate-engagement-research-paper/599396.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":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central purpose of the study on UGSAC?","Question",{"text":112,"@type":113},"The study aims to understand the engagement experiences of students who participated in undergraduate student affairs coursework (UGSAC). It addresses a central question about how participating students experience engagement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does UGSAC influence students’ engagement on campus according to participants?",{"text":117,"@type":113},"Participants described being able to immediately apply what they learned to decisions about their involvement and engagement at college, linking coursework learning to practical campus participation.",{"name":119,"@type":110,"acceptedAnswer":120},"What broader outcomes did participants associate with UGSAC learning?",{"text":121,"@type":113},"Participants reported that UGSAC helped refine their leadership abilities, intentionally applying learning in practice. 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Historically, curricular professional preparation existed solely at the graduate level. Today, there is a growing trend around designing and offering undergraduate student affairs coursework (UGSAC) packaged as stand-alone electives, minors, certificates, or concentrations within existing baccalaureate programs. Participants with experience in UGSAC and who had matriculated into or recently completed their master’sin a student affairs preparation program described how UGSAC learning had a positive impact on their college experience as well as how they were able to contribute to their peers’college experience. The participants of the study described being able to immediately apply their learning to decisions about their involvement and engagement on campus, explained that UGSAC was useful in refining their leadership abilities, allowing them to intentionally apply their learning from UGSAC into practice, and described how UGSAC helped them better understand themselves and make meaning of their identities and lived experiences.  \nPlease direct inquires about this manuscript to: Patty Witkowsky, [pwitkows@uccs.edu](pwitkows@uccs.edu)  \nCollege Student Affairs Journal, Volume 41(1), pp. 90-104 ISSN 2381-2338  \nCopyright 2023 Southern Association for College Student Affairs All rights of reproduction in any form reserved.  \n91 College Student Affairs Journal Vol. 41, No. 1, 2023  \nI  \nn the early 1990’s, Richmond and Sherman (1991) deemed student affairs to be a “hidden profession”(p. 8) due to the absence of formal undergraduate preparation to lead  \nstudents to the field. Yet, since the early 2010’s, the field has seen a growth of undergraduate student affairs coursework (UGSAC) being developed and offered on college campuses (Nelson, 2020) . Although UGSAC options remain limited, the presence of UGSAC curricular options have made the student affairs profession more visible earlier in a college student’s career exploration process thus changing the pathway to student affairs preparation (McKenzie et al., 2017; Nelson, 2020). Historically, curricular professional preparation existed solely at the graduate level (Council for the Advancement of Standards, 2019) . Today, there is a growing trend around designing and offering UGSAC packaged as stand-alone electives, minors, certificates, or concentrations within ex  \nisting baccalaureate programs (Nelson, 2020) . As a new area of professional preparation, there is limited research on the influence of UGSAC on students’ decision to pursue a career in student affairs (McKenzie et al., 2017; Nelson, 2020), and there is an absence of studies focusing on the influence of UGSAC on students while they are in college. Students may find their way to UGSAC through their involvement experiences and mentoring relationships with student affairs professionals just as they do as they find their way to the field in general (Blimling, 2002; Gergely, 2014; Taub & McEwen, 2006) . With the current UGSAC options emerging (Nelson, 2020), the purpose of this study is to understand the engagement experiences of students who participated in UGSAC. To meet the purpose of this study, we designed an exploratory qualitative study around this central research question: What are the engagement experiences of students who participate in UGSAC?  \nThis research is timely for several reasons. First, because of the emergent nature of UGSAC, there is currently a dearth of scholarly exploration into this undergraduate curriculum and its pos-  \nsibilities. Second, with the field of student affairs currently challenged by declining rates of entry of new professionals and issues retaining current student affairs professionals (NA","cbCaidbjmsydh1Xz","https://ap.wps.com/l/cbCaidbjmsydh1Xz","pdf",431153,15,"English","# Abstract\n# Introduction and Research Purpose\n# Literature Review\n## Student Affairs Professional Preparation","[{\"question\":\"What is the central purpose of the study on UGSAC?\",\"answer\":\"The study aims to understand the engagement experiences of students who participated in undergraduate student affairs coursework (UGSAC). It addresses a central question about how participating students experience engagement.\"},{\"question\":\"How does UGSAC influence students’ engagement on campus according to participants?\",\"answer\":\"Participants described being able to immediately apply what they learned to decisions about their involvement and engagement at college, linking coursework learning to practical campus participation.\"},{\"question\":\"What broader outcomes did participants associate with UGSAC learning?\",\"answer\":\"Participants reported that UGSAC helped refine their leadership abilities, intentionally applying learning in practice. They also said it improved their understanding of themselves and supported meaning-making of their identities and lived experiences.\"}]","INFLUENCE OF UNDERGRADUATE STUDENT AFFAIRS COURSEWORK ON UNDERGRADUATE ENGAGEMENT - research paper | PDF",1792088691,38]