We live in times of change, change is always around us, and it is everywhere. Change is natural; it can be good, bad, long-term, short-term, planned or unplanned. What matters most is the manner in which change is approached. In dealing with change, I prefer to be proactive rather than reactive. Change (if not bad) in Student Affairs should not be resisted it should be embraced. In my role as a change agent, I have to keep track of and be aware of changes at all times. Change is not always bad. I believe change provides an opportunity for development and growth. Since change is always happening, we as Student Affairs professionals have to learn to adjust to and reinvent ourselves or we could miss a real chance at improvement and be left behind.
I registered for Current Issues in Higher Education course because I got accepted into the
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I applied to the program because I wanted to become an academic advisor. I wanted to become an academic advisor because I wanted to see change in academic advising. A wise man once said “be the change you want to see in the world” for that reason, I registered for this class to learn ways in which I can effectively influence change. More specifically, influence change in academic advising for the underrepresented population, including Educational Opportunity Program (EOP) students. As a Student Affairs professional, I wish to serve students who have been identified as having the talent and ability to succeed in college, but have been placed at a disadvantage by financial and academic circumstances. Approximately 93 percent of EOP students have family incomes of less than $25,000 per year (Eop.buffalostate.edu, 2014). Although colleges and universities are becoming increasingly diverse, there is a gap between ethnic minority students and majority students in the attainment of
Dr. Tanisha L. Heaston, principal of Treadwell Elementary talks to me about educational change. In my first meeting and interview with her, she displays many if not all the leadership benchmarks of a Change Master and Facilitator. Defined by McEwan (2003), a Change Master is a highly effective principal who is flexible and futuristic. A realistic leader who is able to both motivate and manage change in an organized, positive, and enduring fashion. As a Change Master, she uses a situational approach since every school community requires somewhat different skills. Dr. Heaston respects change resisters, procures resources for her school, and trusts her teams which aligns with ISLLC Standard Six.
As previously stated, it appears there are persistant barriers present that hinder enrollment, retention, and rate of graduation for African Americans in higher education. It is imperative that educational concerns for African Americans are addressed at all levels, but it is particularly important at the post secondary stage. Higher levels of education are associated with both lower unemployment rates and a higher income. If...
Upon arriving to college, many students face the challenge of finding a community to belong to. I believe the student affairs professionals on campus are the resource to building communities within the student body. Reflecting back on my first semester of college, I found my community within two organizations; Dance Marathon and UI Alumni Association Students Today, Alumni Tomorrow (S.T.A.T.). Within the organizations I met two advisers who opened my eyes to the world of student affairs.
African- American males have been underrepresented among college students and degree earners for years, however the reason for this is often misconstrued. The percentages of white high school graduates “In 1998-2000 had jumped to 46. However, only 40 percent of African-Americans and 34 percent of Hispanics in the same age group were attending college” (McGlynn, Angela Proviteira). The question then to pose, is why minority students are not succeeding in college compared to Caucasian students, “Only 47% of Black male students graduated on time
Without external support outside the counseling session many underrepresented groups are not being assisted in a variety of ways. The NACADA declaration of core values states “Advisors are sensitive to the values of the surrounding community of making higher education more accessible through educational opportunities and resources”. Brilliant students who do not receive academic or financial assistance through supporting services (e.g. Learning Centers, EOP&S, and Puente Program) will focus on factors not
In the article Who Gets to Graduate? Paul Tough claims that every student, regardless of their unique racial identity, ethnicity, and gender deserve to be educated. However, Tough specifically focuses on minority population, low-income, and why the education system is failing them, as well as several barriers than one can potentially face in receiving Higher Education. The author also explains that the reason for the majority of the low-income student failing college, is due to their mindset and lack of confidence in asking for help. Through specific stories, the message Tough getss the message out to the general public is , minorities have the potential to succeed in college. Aand graduate oin time if the faculty or the administration adjust and help assimilate marginal student into college more effectively.
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
The number of low-income students enrolled as undergraduates in U.S. colleges and universities, has grown over the past 35 years (NCES, 2007a). For example, the number of low-income students entering college immediately following high school has increased by over 60 percent since 1970 (Mortenson, 2007). Although it may appear
“We caution institutional leaders who celebrate their graduation rate gains to take a good look at their data and ask whether they are doing enough to get more African American, Latino, and Native students to graduation and to close completion gaps,” said Kimberlee Eberle-Sudré, Ed Trust’s higher education policy analyst and co-author of the report. “The answer for many institutions is, ‘No.’ Fewer than half of the institutions we analyzed raised rates for their underrepresented students and cut gaps. Institutions can and must do more to serve URM students.”
When most people think of changes that have occurred over a period of fifteen years, they think of changes for the better. Unfortunately, in some situations the circumstances are different. I have attended Bayou Academy for fifteen years. As I look back on my years here, I notice the changes our school has undergone. When I was in elementary school, petty rules were not a big ordeal. As I near the end of my senior year, petty rules are the only thing that is talked about at Bayou. The school has decided to make major changes within the cafeteria, textbooks, and our everyday classroom rules. The decisions that have been made affect students throughout their every day lives and hinder them from having a pleasurable experience at school.
However, my dedication to my education and my diverse experiences in my youth are what have allowed me to overcome systematic barriers and get accepted to UCLA. The world I come from has not only propelled me get to college, but has shaped my understanding of the inequities and injustices of America’s educational system. I realize how socioeconomic status can hinder the capabilities of people because knowledge, opportunities, support, resources, and guidance are not always available to those who come from underserved communities.
In affluent school districts which in most if not all cases are predominantly white students have “the best teachers, most up-to-date textbooks and computers, and superior academic facilities.” School districts made up of mostly wealthy and white students have the money to pay for superior resources and staff. However, struggling schools in equally struggling school districts do not have the money to pay for better resources and staff to improve the education of economically disadvantaged and racial minority students. Students inside of these economically disadvantaged school districts are left at a large disadvantage when it comes to competing for a higher education with wealthy white students with a high quality education. These disadvantaged students are left to fend for themselves without the support system and quality resources that are afforded to wealthy white students when looking for future opportunities such as applying for college. African Americans and other minorities restricted from buying homes and building equity has kept them in a state where they have little to no chance to improve their condition. Even if the people in low-income neighborhoods are very talented and have a large amount of potential they have no way to exercise and build on that potential because they don’t have an opportunity to attain an
We need to embrace change by having an individual take a leadership role. There can be more than one leader, but at least one person has to realize change is needed for the better and success of others. Another way to embrace change is by bringing the ...
Change is a word that I have constantly heard throughout my high school years. It is a transformation through which everyone goes whether it's for the better or for the worse. For me the meaning and value of change has helped me to focus on the goals I have to accomplish. For others, it is simply just a phase we go through. All of us here have been able to learn and develop from our changes to be come a better and successful person.
During my years at Babson College I have effectively generated change. I accomplish this by leading and participating in the practice of process development and improvement as it pertains to, event planning, data planning, inquiry outreach, and new program roll-out within Graduate Admissions. The practice of change management relates to larger higher education issues because it is needed in for the continued success of higher education.