Patton and Harper (2009) ask why student affairs must always be either theoretical or practical in nature. Why must administrators always have to pick and choose between practice and theory? With such a vast array of theories to contemplate regarding student affairs in higher education, it is difficult to decipher whether to choose between theory and practice. When a specific theory is over-utilized more than others, tensions build and concerns go unresolved to merely build more issues (Manning, Kinzie, & Schuh, 2013). Manning et al (2013) goes on to state that the one size fits all approach does not satisfy today’s higher education industry. Differentiating theory and practice is a necessary convention due to the multiple types of demographics in today’s student population including differing organizational models, emphasis on degree offerings, and institutional types. The purpose of this paper is to introduce current philosophical trends in higher education student affairs.
Educational Philosophy for Student Affairs Practices
Drawing from substantial national survey data, as well as numerous focus groups, Levine and Dean (2012) place global and national events in the context of contemporary students’ lives and how these events have shaped students’ views and preferences. Focusing on environmental theory, background of individuals and the specific experiences within generations are depicted as being very influential in substantiating the needs for student affairs in higher education. Also drawing on surveys of senior student affairs officers, results analyzed and delineated substantial results. Quite notably, results indicating a marked increase in the rationale of why students felt they benefited from going to college ...
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...rnal of College Student Development, 53(2), 177–191.
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Patton, L., & Harper, S. (2009). Using reflection to reframe theory to practice in student affairs. In G. McClellan & J. Stringer (Eds.), The Handbook of Student Affairs Administration (3 ed., pp. 147 - 161). San Francisco, CA: Jossey-Bass.
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In conclusion, college students often struggle in maintaining a balance between the various facets of their academic responsibilities.
It works to blend ethnics into all areas of student affairs practice, € history, philosophy, and values. It refers to the connection between arguments of the profession and future growth. (f) Human and organizational resources. It refers to the organization and empowerment of student affairs staff. Furthermore, staff development was recognized in the 1960’s keim (2005). There is a need for continual professional development in that student affairs staff prefers discussions rather than reading activities. Mid-level student affairs managers offers varied perspectives on professional development activities include (a) presenting do it yourself programs (b) engage in professional association conferences, (c) taking a graduate courses (d) integration of other staffing practices. (dPersonnel management perceived as the most important (c) leadership (second most important) and student contacts (keim, 2005). I will evaluate more essential development goals. Fiscal management needs additional attention. Staff development is important and valued, but must be used and planned well. Professionals must also take advantage of adult learning theories, models, or processes. Staff perceptions
When debating higher education, it could be considered rare to find someone who feels college, here in the United States, is being perceived and applied in the absolute most beneficial way it can be. Generally, many people feel there is at least one thing, and probably many more, that they would change about the way college is either functioning or being perceived by parents, students, or educators. In a climate where so many people feel change needs to come, many opinions on what needs to change and how and why these changes should take place have the opportunity to surface. The two articles to be mentioned in this, one written by Charles Murray and the other by Gerald Graff, tell seemingly opposite approaches, in the specifics, to bettering
The right and privilege to higher education in today’s society teeters like the scales of justice. In reading Andrew Delbanco’s, “College: What It Was, Is, and Should Be, it is apparent that Delbanco believes that the main role of college is to accommodate that needs of all students in providing opportunities to discover individual passions and dreams while furthering and enhancing the economic strength of the nation. Additionally, Delbanco also views college as more than just a time to prepare for a job in the future but a way in which students and young adults can prepare for their future lives so they are meaningful and purposeful. Even more important is the role that college will play in helping and guiding students to learn how to accept alternate point of views and the importance that differing views play in a democratic society. With that said, the issue is not the importance that higher education plays in society, but exactly who should pay the costly price tag of higher education is a raging debate in all social classes, cultures, socioeconomic groups and races.
The institutional type, mission, and governance can influence the work of a student affairs practitioner in different facets. It is also important to note that all areas are interrelated to each other. To know and understand the type of governance and mission an institution has, first you need to know what the institutional type is. According to Levin "institutional type may constitute one of the most influential variables in how colleges and universities operate, in their purposes, their student bodies, and their outcomes."(p.50) The institutional type can influence the work of a student affairs practitioner because institutions come in a variety of sizes, serve different student populations, and are required to follow public or private regulations. This is only a few of the criteria that make up an institutional type. This can have either a positive or negative effect on the work of the student affairs practitioner because this shape's the work environment that a person will be maneuvering through. For example, "Most liberal art's colleges are small, and this impact professional's life in a number of ways. First, there are limited numbers of staff, student affair administrators have both primary and ancillary job responsibilities (for example, residence hall director and assistant director of student activities). Staff numbers are small, practitioners at these colleges tend to work very collaboratively- they need to rely on one another if large-scale programs are to succeed. As a result, they operate much like a family and know each other personally and professionally."(p.30) This requires a supportive environment. It
The report was unanimously endorsed by the NASPA Board of Directors at the July meeting of 1987. This statement reveals, higher education community can expect from student affairs. It is in remembrance of the 50th anniversary of 1937 Student Personnel Point of View but it’s not thought to
The mission statement of the Northwestern University Division of Student Affairs is to “educate students, engage the community, and enrich the Northwestern experience.” That begins with the basics like a fantastic library, advisors and counselors, accessible computer labs, nonremedial tutoring, and outreach groups. This continues to carry over into the diversity of clubs and organizations to join. However, this is only the surface of
My first year at Northeastern, I experienced all the feelings any typical college college freshman feels, anxious, out of place, and excited. As the year, progressed the anxiety and fish out of water feeling continued despite making friends and finding my classes intellectually stimulating and challenging. As I entered my sophomore year with all these feelings still prevalent, I joined the Resident Student Association due the persistent nagging from a friend who was in the organization. After joining and seeing how my fellow members were invested in making Northeastern a more engaged and welcoming environment for it’s residents, for the first time since taking that fateful tour at Admitted Students Day, I felt connected to my fellow students
Reflecting on my professional philosophy as it pertains to Student Affairs; I believe Student Affairs should be comprised of several different entities, which individually fits the needs of every student. Based on the foundational components of Student Affairs, which lends itself towards my philosophy in directly supporting and helping students discover their purpose, goals/objectives and striving for internal growth. Clearly, a very tough and arguable a large task to conquer, despites some of my beliefs, my main intent is to foster growth. Obviously, many of my beliefs coincide with Student Affairs identity, as we come to know it from today’s perspective view. Therefore, Student Affairs, has taken on a very different identity, which has gradually
During my senior year of college, I decided to switch career paths and pursue Student Affairs. I can honestly admit, I did not fully understand what that meant at the time but I knew I wanted to help students transition in college. As a first-generation college student, I was significantly influenced by the Student Affairs staff at my undergraduate institution. I had arrived at college lost and struggled both academically and socially through my first year. It was not until a Student Affairs professional nudged me in the right direction, that my college experience began to evolve. In part, it was through their dedication to me that I was able to become who I am today; they challenged me and my beliefs to get me to see a different world, a better
Culp, Marguerite M. Doing more of what matters: The key to student success. New Directions
The profession of student affairs is boasts a specific focus on other people, particularly students in the college environment. In this field, professionals cannot be selfish. More than any other functional area of higher education, our students are given the opportunity and ability to grow I many different areas of their lives, not just academically. In light of this field’s overarching goal of positive, whole student development and facilitation, I am dedicated to positive, beneficial, meaningful interactions with other students and faculty and staff I may encounter professionally.
Many institutions made civic learning a high priority in the undergraduate education goals and start to begin systematic assessment of the influence of their educational opportunities. There are also significant of scholarship using student surveys on college campuses, evidence on how campuses have an influence at various stages of a students’ career.
In recent decades, the quality of teaching and learning in higher education has been under close scrutiny from governments and consumers alike due to the increasing accountability of the public sector (Byrne & Flood, 2003; Stensaker, 2007). Student learning is a core goal of universities, whose governance processes must place considerable emphasis on monitoring student learning performance. Therefore, the quality of student learning must be a core objective within institutional and system-level governance arrangements (Jones, 2013).
"Sarah Dalton...," I heard my name called. My new professor requested that I stand up to present my speech, and the entire class turned to focus on me. With my hands shaking and body trembling in fear, I made my way to the front of the room. I could feel 30 strange pairs of eyes burning into me like hot needles, and the first words of my professor reverberated in my head. "This isn't high school. You're a college student now!" I stared back into my new classmates' faces, and it finally hit me. I was now at a point in my life where I could make my own decisions. This inspired me to further contemplate my realization. I began to ask myself, "Now that I'm in college, what type of education do I expect from SOU in terms of a higher education?" My thoughts eventually focused on three main points: professors should present themselves as equal guides and learners, rather than simply dictating information to passive learners; students should have the ability to learn in an unprejudiced environment; and the university should provide opportunities for ind...