Contributions to learning: Present realities (original) (raw)

Dearth of student responsibility(1)

More than eleven hundred university students were surveyed to determine attitudes toward learning and accountability. Apathy, absenteeism, and grade inflation emerged as contributing to the lack of student accountability. This article suggests institutional changes to reanimate college classrooms: explicit expectations; smaller, engaged classes; absenteeism consequences; grading consistency; elimination of the extra credit model; and reorganizing responsibility for retention and enrollment. A Vol. 53/No. 1

Leading for Change: Incorporating the Values of the Liberal Arts in Student Affairs Practice

2020

I would like to thank all of the faculty who teach in the Higher Education Policy and Student Affairs master's program at West Chester University. Your transformative methods and approaches to higher education have enlightened an entire cohort of student affairs educators. Specifically, I would like to thank Dr. Jacqueline Hodes for her tireless efforts to build the program and serve as our good company. Her multitude of experiences in higher education have instilled a deep sense of putting student development front-and-center in my journey. I am deeply grateful to her for cultivating a sense of curiosity within me about student affairs and higher education. I am appreciative of my thesis advisor, Dr. John Elmore, who was instrumental in the editing of this thesis. Our discussions have made this thesis better and inspired a sense of resisting the status quo within me. I am thankful for all of the hard-working staff at West Chester University and Swarthmore College who have been pivotal in my development as a student affairs educator. Thank you for allowing me to put theory to practice. These experiences have enriched this thesis and my degree. Thank you as well to my parents, Chris and Sandy, who have encouraged me to pursue student affairs as a career path and persevere with this degree. Thank you to my brothers, Alec and Colin, for encouraging me on this journey.

Faculty Involvement in Student Affairs

The journal of college orientation and transition, 2019

Higher education is experiencing tremendous pressure from constituents to justify activities and the quality of its product (student outcomes). This increased level of accountability makes it a necessity that collaborative relationships exist between academic and student affairs to improve the quality of undergraduate education. One way in which this collaboration may occur is through faculty involvement in student affairs governance activities. This study focused on the perceptions of Senior Student Affairs Officers (SSAO) regarding faculty involvement in institutional and student affairs governance.

Manning, K., Kinzie, J., & Schuh, J. H. (2014). One size does not fit all: Traditional and innovative models of student affairs practice. (2nd ed.). New York: Routledge

Journal of Student Affairs in Africa, 2014

This book, an update of a 2007 edition, describes eleven models of student affairs practice, divided between 'traditional' and 'innovative' types. The authors, all respected scholars of student affairs and higher education, draw from several sources to describe and differentiate these models, including extensive historical and theoretical grounding, their own experience, and data from the National Survey of Student Engagement (NSSE) and the related DEEP (Documenting Effective Educational Practice) study, which described universities that had both higher than predicted NSSE scores and graduation rates.

Serving More Than Students: A Critical Need for College Student Personnel Services. ASHE-ERIC Higher Education Report No. 7, 1985

1984

Internal and external changes affecting higher education and responses that student personnel workers can take are discussed. Societal changes that influence colleges include a declining birth rate, changing sex roles, and shifts to an information-based society. Notable political trends that affect colleges include accountability requirements, concern for quality, and financial 1.:oblems. In addition, student services have responded to the needs of nontraditional students (women, minorities, foreigners, older people, the disabled, part-time students, and academically underprepared students). To deal with the various changes, colleges have employed a variety of strategies that have implications for student affairs organizations. New strategies concern: comprehensive planning, enrollment management, preventive law, resource management, and changing relationships of business and co.leges. The student affairs worker can help to integrate both student and institutional needs. In serving as an integrator, the student affairs worker needs to develop skills in management and research, as well as political and organizational skills. College preparation programs for student personnel workers need to provide training for these new roles. Student' development theory also faces challenges from changes that are occurring. Thirteen pages of references and an index are provided. (SW)