Student Affairs Professionals in the Community College: Critically Examining Preparation Programs From a Social Justice Lens

2016 ◽  
Vol 41 (11) ◽  
pp. 733-746 ◽  
Author(s):  
Amanda O. Latz ◽  
C. Casey Ozaki ◽  
Dan W. Royer ◽  
Anne M. Hornak
Keyword(s):  
Community College ◽  
Social Justice ◽  
Student Affairs ◽  
Student Affairs Professionals ◽  
Preparation Programs

Conscientious Practice: Post-Master’s Student Affairs Professionals’ Perspectives on Engaging Social Justice

2018 ◽  
Vol 55 (4) ◽  
pp. 373-385 ◽  
Author(s):  
Ginny Jones Boss ◽  
Christina Linder ◽  
Jillian A. Martin ◽  
Shannon R. Dean ◽  
Jason Richard Fitzer
Keyword(s):  
Social Justice ◽  
Student Affairs ◽  
Student Affairs Professionals

Moving from Theory to Practice

2014 ◽  
pp. 165-177
Author(s):  
Melissa L. Johnson
Keyword(s):  
Student Affairs ◽  
Student Development ◽  
Student Affairs Professionals ◽  
Development Theory ◽  
Degree Programs ◽  
Preparation Programs ◽  
Graduate Preparation ◽  
Student Development Theory ◽  
Graduate Preparation Programs

While higher education grapples with new and emerging technologies that are changing the way courses and degree programs are delivered, as well as how students and faculty communicate with each other, the field of student affairs has been relatively slow to adapt to this changing landscape. The purpose of this case study is to describe the integration of technological skills and competencies into a graduate-level education course for future student affairs professionals, a relatively new phenomenon for graduate preparation courses. A brief overview of the field student affairs and student development theory is followed by an in-depth description of the adapted course, course assignments using technology, and the results of those activities. Recommendations for graduate preparation programs are provided at the conclusion of the case.

scholarly journals Social Justice Collaboration in Schools: A Model for Working with Undocumented Latino Students

2012 ◽  
Vol 4 (2) ◽  
pp. 99-116 ◽  
Author(s):  
Cassandra A. Storlie ◽  
Elizabeth A. Jach
Keyword(s):  
Social Justice ◽  
Student Affairs ◽  
School Counselors ◽  
Social Action ◽  
Latino Students ◽  
Ecological Model ◽  
Student Affairs Professionals ◽  
Undocumented Students ◽  
Access To Higher Education ◽  
Social Justice Advocacy

Undocumented Latino students raise unique challenges for school counselors and student affairs professionals. Fears of deportation, limited access to higher education, and restrictions in future opportunities for employment are common. These obstacles can be lessened in the academic setting when school counselors and student affairs professionals work collaboratively toward systemic social justice advocacy. The purpose of this article is to illuminate the challenges encountered by undocumented Latino students and to introduce an ecological model that promotes social action within a K-16 system. Reflections on individual and collaborative social action interventions for undocumented students will be included. Implementation of this model may generate insights into how to educate professionals in both school counseling and student affairs on realistic and empowering methods to facilitate opportunities for undocumented Latino students.

scholarly journals Entry-Level Competencies of New Student Affairs Professionals: A Delphi Study

NASPA Journal ◽  
2005 ◽  
Vol 42 (3) ◽  
Author(s):  
Alan W. Burkard ◽  
Darnell C. Cole ◽  
Molly Ott ◽  
Tara Stoflet
Keyword(s):  
Student Affairs ◽  
Professional Practice ◽  
Delphi Study ◽  
Student Affairs Professionals ◽  
New Professionals ◽  
Preparation Programs ◽  
Entry Level ◽  
Graduate Preparation ◽  
Professional Development Training ◽  
New Student

The study examines the perceptions of 104 mid- and senior-level student affairs administrators of positions, responsibilities, competencies, and theories important for professional practice for new student affairs professionals. In regard to competencies, the results of this study provide important information about preprofessional abilities that are integral to professional practice, and participants also identified several competencies not identified in prior research that may be important to positions involving high contact with students. These results, then, provide vital information for curriculum development in graduate preparation programs and for professional development training for new professionals.

Leading the Transformation of Higher Education Institutions Through Social Justice, Equity, and Inclusion

2021 ◽  
pp. 39-55
Author(s):  
Maricela Alvarado ◽  
Catherine Ward
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Student Affairs ◽  
Sense Of Belonging ◽  
Higher Education Institutions ◽  
Student Affairs Professionals ◽  
Self Reflection ◽  
Diverse Backgrounds ◽  
Equity And Inclusion ◽  
Beliefs And Attitudes

This chapter will highlight the stories of two student affairs professionals who have some identities and experiences in common, but their differences have marked essential lessons for how they lead. This chapter also proposes being a student-ready educator takes a commitment to examine ourselves, our values, beliefs, and attitudes, and how they play out in our service to students. With this in mind, the authors recommend essential characteristics for being a student-ready educator, which includes (1) self-reflection, (2) empathy and compassion, (3) authenticity, (4) gratitude, (5) advocacy, and (6) personal sense of belonging. This chapter will expand on these characteristics and ways to skillfully engage them in meeting the needs of students from diverse backgrounds in these contested times to become more effective student-ready educators.

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