Contributions to learning: Present realities

Ender, Steven C.; Newton, Fred B.; Caple, Richard B.

doi:10.1002/ss.37119967503

Cited by 1 publication

(7 citation statements)

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“…The findings are also interesting when viewed in the context of a study conducted by Ender et al (1996). They surveyed 560 SSAOs, asking them to identify which student affairs philosophy "guided the work and resources of their divisions."…”

Section: Discussionmentioning

confidence: 92%

“…It is of course inappropriate to compare Ender et al' s (1996) quantitative survey results with the findings from this qualitative study. However, the data from this study provide an additional level of detail at "ground level" that serves as a useful supplement to Ender et al' s work.…”

Section: Discussionmentioning

confidence: 92%

“…In their results, Ender et al (1996) report that 50% of the SSAOs selected the student services model, 20% chose the student development model, and only 16% identified student learning as their dominant model. Thirteen percent of the respondents selected a mixed model.…”

Section: Discussionmentioning

confidence: 99%

“…However, the data from this study provide an additional level of detail at "ground level" that serves as a useful supplement to Ender et al' s work. Ender et al (1996) indicate that they were "somewhat surprised to discover the importance of student learning philosophy to [SSAOs], considering the relatively recent focus in this construct as a major emphasis in student affairs." Indeed, this study suggests an even greater emphasis.…”

Section: Discussionmentioning

confidence: 99%

“…Higher education associations such as the ACPA, American Association for Higher Education, and the Wingspread Group (1993) have advocated for more emphasis on student learning-teaching over research. Numerous publications now Brought to you by | Nanyang Technological University Authenticated Download Date | 6/11/15 11:44 PM describe "best practices" and suggest ways that student affairs and academic affairs might better integrate their efforts and create "seamless learning environments" (Ender, Newton, & Caple, 1996;Kuh, Douglas, Lund, & Ramin-Gyurnek, 1994;Schroeder & Mabel, 1994). Strategies for "reaching out to the faculty" are conspicuous at conferences.…”

Section: Introductionmentioning

confidence: 99%

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Student Learning as a Framework for Student Affairs: Rhetoric or Reality?

Hartley¹

2001

NASPA Journal

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❖ This manuscript describes a qualitative inquiry that explores the perspectives of 16 senior student affairs officers (SSAOs). The predominance of student learning as an overarching framework for understanding their work is described-included are examples of the kinds of tasks that SSAOs feel support student learning. Further, the implications regarding the emergence of this framework are examined in the context of the literature. The findings suggest that the work of student affairs remains largely unchanged on many of these campuses, except for an increased emphasis on student learning. According to the SSAOs in this study, collaboration with faculty continues to pose a significant challenge. Some SSAOs noted practical, even political reasons to emphasize student learning. However, it is argued that the shift to student learning is more than rhetorical. Even if innovative student learning practices have not yet proliferated, the findings suggest that the work of creating a more integrated approach to student learning is in its early stages.Brought to you by | Nanyang Technological University Authenticated Download Date | 6/11/15 11:44 PM

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Section: Discussionmentioning

confidence: 92%

Section: Discussionmentioning

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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