Fostering Student Success in Hard Times

Kuh, George D.; Kinzie, Jillian; Schuh, John H.; Whitt, Elizabeth J.

doi:10.1080/00091383.2011.585311

Cited by 130 publications

(181 citation statements)

References 4 publications

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“…As university faculty and administrators, we are challenged to provide a high‐quality educational experience at an affordable cost, to a highly diverse student body (Kuh, Kinzie, Schuh, & Whitt, ). As FCS professionals, we are called to support the vision, mission, and values of our profession (AAFCS Code of Ethics, ).…”

Section: Discussionmentioning

confidence: 99%

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How Human Ecology Students Choose A Major

Morgan

Jackson

Reeves

et al. 2017

Family & Consum Sci Res J

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Choosing a major is a significant decision in the life of college students; yet, very little is known about how students in family and consumer sciences disciplines choose their majors. This study shares the stories of how 75 students enrolled in a College of Human Ecology chose their majors. Analysis of the stories indicated that students chose majors based on their experiences, influence from others, information gathering, and goals for the future. Results from this exploratory study can be used to help Family and Consumer Sciences faculty and administrators recruit, retain, and graduate students in a timely manner.

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Section: Discussionmentioning

confidence: 99%

“…As higher education and FCS professionals, we should be committed to the success of our students (Kuh et al., ). Understanding how students choose their major is only one piece of the student success puzzle.…”

Section: Discussionmentioning

confidence: 99%

How Human Ecology Students Choose A Major

Morgan

Jackson

Reeves

et al. 2017

Family & Consum Sci Res J

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“…We recognize there are many ways to “rethink” student affairs leadership. The documents described above and others (see Blimling, Whitt et al., ; Kuh et al., , 2010; Kuh, Kinzie, Schuh, & Whitt, ; Manning, Kinzie, & Schuh, ; Porterfield, Roper, & Whitt, ; Whitt, ) call for thinking differently about, and making significant changes in assumptions, purposes, roles, organizational structures, and so on. Those resources also provide specific suggestions for how student affairs work and leadership can be rethought; we refer you to any or all of them for further study as we will not spend more time on that topic here.…”

Section: Revisiting Core Values and Contemporary Challengesmentioning

confidence: 99%

Embracing Core Values: Finding Joy in the Challenges of our Work

Roper

Porterfield²,

Whitt

et al. 2016

New Drctns for Student Srvcs

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“…All the evidence points to unprecedented demands on higher education-the enterprise and individual institutions-to educate more, and more diverse, students than ever and to do so with demonstrable effectiveness and dramatically fewer resources (Kuh, Kinzie, Schuh, & Whitt, 2011). At the same time, stakeholders and constituents are impatient with higher education's traditional responses to demands for higher levels of productivity, including increases in tuition and selectivity, and continuing resistance to accountability for measurable results (National Commission, 2006).…”

mentioning

confidence: 96%

Redefining Our Mission: What Does Higher Education Need From Student Affairs?

Porterfield

Roper

Whitt

2011

Journal of College and Character

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In this article, the authors argue that the relevance of student affairs depends on the will to redefine the mission, structures, and practices to provide the leadership that institutions require. They begin with an overview of challenges to higher education and student affairs, examine the implications of those challenges for student affairs, and conclude with specific ideas and examples for redefining student affairs work. C hallenges to the ability, even the willingness, of U.S. higher education to respond effectively to increasing demands for attainment, affordability, and accountability are commonplace. The Chronicle of Higher Education brings evidence of these challenges to our in-boxes every day, just in case they are not sufficiently clear on our campuses. These demands also raise questions about the ability of student affairs organizations to help institutions meet these challenges.In this article, we argue that the relevance of student affairs as a field and a body of work depends on our will to redefine our mission, structures, and practices to provide the leadership our institutions require. In presenting this argument, we draw on the efforts of the ACPA-College Student Educators International and NASPA-Student Affairs Administrators in Higher Education Joint Task Force on the Future of Student Affairs ([Task Force], 2010) between 2008 and 2010. However, although we were members of the Task Force, we speak here for ourselves only. We begin with an overview of challenges to higher education and student affairs. We examine the implications of those challenges for student affairs organizations and practice and conclude with specific ideas and examples for redefining student affairs work. What Does Our World Need From Higher Education?T he Joint Task Force gathered insights from myriad resources to identify challenges facing higher education in the United States at the beginning of the 21st century. In particular, the task force identified attainment, affordability, and accountability as pressing issues of global significance. Our world is characterized by increasingly integrated economies, connected through an international knowledge network and linked through communication and information technologies. Millions of

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Fostering Student Success in Hard Times

Cited by 130 publications

References 4 publications

How Human Ecology Students Choose A Major

How Human Ecology Students Choose A Major

Embracing Core Values: Finding Joy in the Challenges of our Work

Redefining Our Mission: What Does Higher Education Need From Student Affairs?

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