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.

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 A Sense of Belonging

2018 ◽  
Vol 25 (2) ◽  
Author(s):  
Wanda Hadley
Keyword(s):  
Learning Disability ◽  
Student Development ◽  
Development Theory ◽  
First Year ◽  
Students With Learning Disabilities ◽  
First Year Students ◽  
University Culture ◽  
Individual Interviews ◽  
Group Interviews ◽  
The University

First-year students that identify as having a learning disability are an at-risk subgroup of students self-identifying on college campuses. Many of these students choose not to disclose their learning disability upon admissions to the university because of their concern about being accepted in the university culture. This research is from a two year study of the experiences of a group of first-year students with learning disabilities transitioning to a private, selective, coeducational, 4-year University in the Midwest. Qualitative data of focus group interviews and semi-structured individual interviews present the findings of the study. Chickering (1969) and Chickering and Reisser’s (1993) stages of student development theory are presented through Hadley’s (2009) interpretation of their experiences.

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