Educating the Whole Student:<i>The Growing Academic Importance of Student Affairs</i>

Sandeen, Arthur

doi:10.1080/00091380409605577

Cited by 31 publications

(19 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…New faculty, in particular, experience uncertainty about teaching roles and the scope of practice involved (Solem & Foote, 2004). Teaching concerns are often exacerbated by maintaining silos in student affairs and the academic sector and other barriers, including tenure and promotion practices, that do not fully recognise collaborative and service work (Day, 2008;Kezar, 2004Kezar, , 2010Sandeen, 2004). Researchers have advocated bringing together the expertise of student affairs personnel with faculty and incorporating opportunities for student development into educational programmes (Dale & Drake, 2005;Kezar, 2004Kezar, , 2006Kuh, 2008).…”

Section: Introductionmentioning

confidence: 99%

Reconstructing Faculty Roles to Align with Self-Authorship Development: The Gentle Art of Stepping Back

Day

Lane

2014

cjsotl-rcacea

View full text Add to dashboard Cite

Student development has connections to important academic purposes in higher education (King, Baxter Magolda, Barber, Kendall Brown & Lindsay, 2009). In particular, a growing body of work on self-authorship, a social-constructive theory of development, has demonstrated relevance to the purposes of higher education (Baxter Magolda, 2001; King & Baxter Magolda, 2004). The conditions which support self-authorship development in academic settings have been studied in detail, drawing attention to what King et al. (2009) frame as developmentally effective educational experiences. Explorations of self-authorship development in academic settings have focused on students’ experiences and outcomes. The classroom experiences of faculty, particularly those working outside institutional initiatives, to support self-authorship have received less attention. This study used a theory-driven (Baxter Magolda, 2001; Pizzolato, 2005), practice-based research framework, to explore a faculty-student affairs collaboration through participant observation as the collaborators sought to align their teaching practices with the tenets of self-authorship development in the context of a senior undergraduate course in Service-Learning. Four themes emerged, which have relevance for those who wish to consider student personal and academic development concurrently. We argue that individual faculty members can collaborate with student affairs professionals and use self-authorship theory to expand their constructions of what it means to be a “good professor” by approaching teaching as a mirror image of the self-authorship journey travelled by students. Les programmes de perfectionnement des étudiants sont liés aux objectifs académiques importants de l’enseignement supérieur (King, Baxter Magolda, Barber, Kendall Brown & Lindsay, 2009). En particulier, les travaux de plus en plus nombreux qui portent sur l’épistémologie personnelle (self-authorship), une théorie constructive sociale de développement, ont démontré leur pertinence par rapport à l’enseignement supérieur (Baxter Magolda, 2001; King & Baxter Magolda, 2004). Les conditions qui soutiennent le développement de l’épistémologie personnelle en milieu universitaire ont été étudiées en détail et attirent l’attention sur ce que King et al (2009) formulent comme des expériences éducatives efficaces de développement. Les explorations du développement de l’épistémologie personnelle en milieu universitaire se sont généralement concentrées sur les expériences et les résultats des étudiants. Les expériences des professeurs en salle de classe, en particulier celles des enseignants qui oeuvrent en dehors des initiatives institutionnelles dans le but de soutenir l’épistémologie personnelle, ont été beaucoup moins examinées. Cette étude a été menée dans un cadre de recherche guidé par la théorie et axé sur la pratique. Elle explore la collaboration entre professeurs et affaires étudiantes par le biais de l’observation des participants alors que les collaborateurs tentent de faire correspondre leurs pratiques d’enseignement avec les principes du développement de l’épistémologie personnelle, dans le contexte d’un cours de premier cycle de niveau avancé d’apprentissage du service communautaire. Quatre thèmes ont été mis en lumière. Ceux-ci sont pertinents pour ceux et celles qui souhaitent tenir compte à la fois du développement personnel et du développement académique des étudiants. Nous soutenons que les professeurs peuvent collaborer avec les professionnels des affaires étudiantes et faire usage de la théorie de l’épistémologie personnelle pour élargir leur compréhension de ce que cela signifie d’être « un bon professeur » en abordant l’enseignement comme le pendant du chemin d’épistémologie personnelle suivi par les étudiants.

show abstract

Section: Introductionmentioning

confidence: 99%

Reconstructing Faculty Roles to Align with Self-Authorship Development: The Gentle Art of Stepping Back

Day

Lane

2014

cjsotl-rcacea

View full text Add to dashboard Cite

show abstract

“…Today, the function of student affairs has been identified as a phenomenon that has evolved over time into a practical approach to student development within the higher education system declared that responding to society's changing needs. Student affairs has assumed numerous essential roles within colleges and universities and continued to expand its role [10,11]. The most important role of the various roles and responsibilities of student affairs administrators is that of educator, asserting that student affairs administrators can be good managers and problem solvers, but if they are not actively engaged in advancing the education of students, then they have abandoned their most important obligation as professionals [12].…”

Section: Student Affairs In Higher Educationmentioning

confidence: 99%

Design and Implementation of Electronic Student Affairs System

2018

View full text Add to dashboard Cite

This paper produces an efficient proposed student affairs system for Duhok Polytechnic University (DPU) called DPU Electronic Student Affairs System (DPU-ESAS). The proposed system consists of thirteen modules that provide four group of services, which are (student services: registration, ID card, postponement, transfer and waiver, certificate of graduation, Non-failure year and absence), (department services: plan acceptance and minimum limits), and (institution service: decisions approving), and (university service: authentication, decision approving and statistics). The proposed DPU-ESAS is designed according to the structure of DPU, which contains two different study systems. These systems are four years studying system depended at the colleges, and two years studying system for the institutes. The obtained results recorded and evaluated via special questionnaires form (system usability scale) that checked by students and staff of the same institutions. The evaluation score of the questionnaire is (72.44%) which can be considered as a good percentage.

show abstract

“…Colleges need to build meaningful programs of mutual support and cooperation between academic affairs and student affairs all within a context of high expectations for student achievement and success (Blake, 2007;Kezar et al, 2015;Sandeen, 2004). These high expectations emerge from the collaborative aspects of joint programming between different campus constituencies that in the past have operated separately (Blake, 2007).…”

Section: Assessment Of Co-curricular Learning In Student Affairsmentioning

confidence: 99%

Co-Curricular Learning and Assessment in New Student Orientation at a Community College

Sandoval-Lucero¹,

Antony²,

Hepworth³

2017

View full text Add to dashboard Cite

With increased public pressure to impact student success, assess student learning and increase completion outcomes at community colleges, mandatory orientation can be an important first step on the path to success. Colleges also need to identify opportunities for assessing co-curricular learning in student affairs programs and functions. This study describes the process of implementing a mandatory new student orientation at a community college in Colorado. The program assessment included data collection at the individual student level to document student learning, and more broadly to demonstrate that the program contributed to increases in student retention outcomes and documented student learning from the beginning of the college transition process. The authors found statistically significant differences in student learning about key on boarding topics following orientation and the new student orientation also contributed to a seventeen percent increase in fall to spring retention of new students.

show abstract

Educating the Whole Student:The Growing Academic Importance of Student Affairs

Cited by 31 publications

References 0 publications

Reconstructing Faculty Roles to Align with Self-Authorship Development: The Gentle Art of Stepping Back

Reconstructing Faculty Roles to Align with Self-Authorship Development: The Gentle Art of Stepping Back

Design and Implementation of Electronic Student Affairs System

Co-Curricular Learning and Assessment in New Student Orientation at a Community College

Contact Info

Product

Resources

About