"Socialized Into the Field": Exploring How Higher Education and Student Affairs Faculty Members Are Socialized to Teach Student Development Theory

2020 ◽  
Vol 61 (1) ◽  
pp. 1-17
Author(s):  
Jessica C. Harris
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Student Development ◽  
Faculty Members ◽  
Development Theory ◽  
Student Development Theory

Skills, Knowledge, and Personal Traits Necessary for Success as a Student Affairs Administrator: A Meta-Analysis of Thirty Years of Research

NASPA Journal ◽  
2000 ◽  
Vol 37 (4) ◽  
Author(s):  
Cheryl D. Lovell ◽  
Linda A. Kosten
Keyword(s):  
Student Affairs ◽  
Student Development ◽  
Meta Analysis ◽  
Knowledge Bases ◽  
Development Theory ◽  
Student Affairs Administration ◽  
Personal Traits ◽  
Political Skills ◽  
Successful Student ◽  
Student Development Theory

This study synthesized 30 years of research relating to successful student affairs administration using meta-analysis techniques. The findings suggest a successful student affairs administrator has skills such as administration, management, and human facilitation; knowledge of student development theory and functional responsibilities; and traits of personal integrity and cooperation. The researchers noted possible additional skills, knowledge bases, and personal traits for continued success as a student affairs administrator relating to technology, assessment, political skills, and postsecondary public policy knowledge.

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 How a Public Relations Crisis Led to the Development of a Partnership Between Academics and Student Affairs to Enhance Student Success.

2020 ◽  
Vol 27 (2) ◽  
Author(s):  
Steven Smith ◽  
Tom Brophy ◽  
Adam Daniels
Keyword(s):  
Public Relations ◽  
Student Success ◽  
Student Affairs ◽  
Student Development ◽  
Management Plan ◽  
Development Theory ◽  
First Year ◽  
Strategic Enrollment Management ◽  
Student Development Theory ◽  
The University

In 2013, a public relations crisis led a mid-size university to reconsider the concept of student success on campus. Collaborations between Academic and Student Affairs leaders have resulted in important changes at the university. The university developed increased ability to support student success by investing in staff positions, exploring best practices to increase student success and retention, and implementing several initiatives including a first-year seminar pilot. Relying on data from national surveys, areas for improvement were identified. Underscoring all of these activities was a focus on student development theory, an increased understanding of institutional data, and a commitment to a comprehensive pan-institutional approach. Because the university has a lower than desired graduation rate (55%), several action teams were created to oversee various goals related to communications, year-long orientation experiences, and an academic anchor. Ultimately, this work has now reached the stage where a strategic enrollment management plan is under creation.

scholarly journals Student Development and Service- Learning: A Three-Phased Model for Course Design

2014 ◽  
Vol 2 (1) ◽  
pp. 44-62
Author(s):  
Carrie Williams Howe ◽  
Kimberly Coleman ◽  
Kelly Hamshaw ◽  
Katherine Westdijk
Keyword(s):  
Service Learning ◽  
Adult Development ◽  
Student Development ◽  
Course Design ◽  
Faculty Members ◽  
Development Theory ◽  
Student Development Theory ◽  
Development Outcomes ◽  
Key Resources ◽  
The Impact

Many key resources in service-learning literature offer tools and advice to faculty members for designing effective service-learning courses; these materials typically focus on integrating service-learning effectively into a syllabus, fostering reciprocal partnerships, and using reflection to analyze experience. In addition, a number of research studies have explored the impact of participation in service-learning on student development outcomes. However, very few resources “flip” this equation—that is, there is less information in the literature on how student development theory can inform the effective design of service-learning courses and curricula. This article utilizes an extensive review of student/adult development and learning theory to propose a three-phased model for service-learning course design. Informed by the authors’ experiences working with faculty members and departments, the article provides examples illustrating the potential impact of this approach for individual courses or sequential curricula.

scholarly journals Mainstreaming African Indigenous Epistemologies into Student Development in Higher Education: A Case of Zimbabwe

2021 ◽  
Vol 2 (Issue 3) ◽  
Author(s):  
Crispen Mazodze ◽  
Jacob Mapara ◽  
Maria Tsvere
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Cultural Values ◽  
Student Development ◽  
Ways Of Knowing ◽  
University Education ◽  
Development Theory ◽  
Student Affairs Practitioners ◽  
Indigenous Epistemologies ◽  
Qualitative Data Analysis Software

Framed in the context of decoloniality, this study advocates for the embedding of African indigenous epistemologies into student development in university education in order to emancipate it from the pervasive Eurocentric hegemony. The thesis of this paper contends that student development in higher education has remained firmly anchored on Eurocentric ways of knowing at the expense of other epistemologies especially those from the Global South. Indigenous epistemologies are interiorized and marginalized. Efforts to Africanize the curriculum have largely been piecemeal and student development theory has continued to be underpinned by Eurocentric epistemology with a devastating impact on student identity and character development. This study employed the qualitative research paradigm in which three state universities in Zimbabwe were purposively selected as research sites. Data were collected through in-depth interviews with student affairs practitioners and were analysed qualitatively through coding of emerging themes and this was complimented by the use of the NVivo qualitative data analysis software. Results revealed that Eurocentrism is largely the dominant epistemology in student development while African indigenous epistemologies are marginalized, invisibilized and interiorized. The findings also exposed several challenges that are faced by student affairs practitioners with the major ones being; inadequate institutional funding, unavailability of Afrocentric literature on Student Development as well as well as lack of space on the timetable. The study recommended the inclusion of African indigenous epistemologies into student development through the adoption models that imbue cultural values and ways of knowing of indigenous people.

Marginality and Mattering

2017 ◽  
pp. 180-193
Author(s):  
Wanda Hadley ◽  
Jennifer Hsu ◽  
Mark Antony Addison ◽  
Donna Talbot
Keyword(s):  
Higher Education ◽  
Learning Disabilities ◽  
Identity Development ◽  
Student Development ◽  
Higher Education Institutions ◽  
Campus Culture ◽  
Development Theory ◽  
Students With Learning Disabilities ◽  
Student Development Theory ◽  
Adjustment Issues

Students with learning disabilities are the fastest growing at-risk population transitioning to higher education institutions. This chapter explores the academic adjustment issues students with learning disabilities experience in their transition to the college environment. Their experiences are explored and reported through the context of student development theory of marginalization. The chapter discusses students' access and adjustment to the campus culture and how this experience influences their identity development.

Marginality and Mattering

2020 ◽  
pp. 390-403 ◽  
Author(s):  
Wanda Hadley ◽  
Jennifer Hsu ◽  
Mark Antony Addison ◽  
Donna Talbot
Keyword(s):  
Higher Education ◽  
Learning Disabilities ◽  
Identity Development ◽  
Student Development ◽  
Higher Education Institutions ◽  
Campus Culture ◽  
Development Theory ◽  
Students With Learning Disabilities ◽  
Student Development Theory ◽  
Adjustment Issues

Students with learning disabilities are the fastest growing at-risk population transitioning to higher education institutions. This chapter explores the academic adjustment issues students with learning disabilities experience in their transition to the college environment. Their experiences are explored and reported through the context of student development theory of marginalization. The chapter discusses students' access and adjustment to the campus culture and how this experience influences their identity development.

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