A discussion among student personnel administrators of how they had come to careers in student affairs, of the complexities of making choices for personal and professional development, and of advice they wished they had received from, or would like to give to, others in the field led to the development of this monograph. Articles include: (1) "Careers in Student Affairs: An Introduction" (Arthur Sandeen); (2) "Preparing for Student Personnel in the 1980s" (Robert H. Shaffer); (3) "The New Professional" (Alan F. Kirby); (4) "The Middle Management Professional" (Orcilia Z. Forbes); (5) "Thoughts on Career Advancement" (Edward E. Birch); (6) "Once Upon a Time in the West: One Woman's Path to the Vice-Presidency" (Peggy Elder); and (7) "Summary Thoughts and a Look to the Future" (Lelia Moore). The articles deal with the past, present, and future of the student personnel profession and the profession's central role in higher education. Specific suggestions are given on what the field needs now and will need in the future from its practitioners in the way of skills, a knowledge base, and attitude toward change. A selected bibliography is included. (NB)
The seven chapters in this monograph were written to provide the student affairs professional with one professional resource among the many that are necessary to understand the legal aspects of professional responsibility in this area. "Risk Management and Professional Responsibility" (Hilda F. Owens) identifies some elements of professional responsibility and stresses the importance of individual and institutional risk management plans. "The Student/Institutional Relationship: A Legal Update" (D. Parker Young) provides a legal update on matters relating to the student/institution relationship. "The Chief Student Affairs Officer as Employer and Manager: A Special Risk" (Patricia A. Hollander) brings an attorney's experience to the issues of importance to chief student affairs officers in their roles as employers and managers. "The Residential Campus: High-Risk Territory!" (John H. Schuh) discusses issues of special concern to practitioners on a residential campus and offers suggestions for managing those special risks. "Rights of Association, Expression, and Publication" (Daniel R. Walbolt) addresses the importance of recognizing and honoring those rights as programs and services are planned and rendered. "Risk Management in Campus Activities Programming" (Richard Bredemeier) treats the legal, political, and philosophical risks associated with risk management in campus activities programming. "To Risk or Not to Risk: That is the Question" (Edward H. Hammond) reminds the practitioner that there is no way to remove all risk from the education arena, summarizes some basic legal responsibilities, and discusses the development of a risk management plan. (NB)
This monograph, intended for a broad range of student affairs practitioners, provides eight papers on mid-level managers in higher education student affairs whose needs have perhaps been subsumed within other aspects of career tenure or career specialty. The following papers are included: "Defining Student Affairs Mid-management" by Robert B. Young; "Moving In, Out, Up, or Nowhere? The Mobility of Mid-managers" by Meg Benke and Carol S. Disque;"Mid-management Role Issues: Expectations, Conflicts and Ambiguities" by J. Roger Penn; "Press and Stress: A Comparative Study of Institutional Factors Affecting the Work of Mid-managers" by Janet White, Laura Webb, and Robert B. Young; "Through the Looking Glass: A Case Study of Perceptions of and about Mid-managers" by Frances Lucas;"Professional Development and Career Issues for Mid-managers" by D. Stanley Carpenter; "Professional Development Strategies" by William A. Bryan and Richard H. Mullendore; and "Making the Most of Mid-management" by Robert B. Young. Most of the chapters offer extensive references. (JB)
This monograph uses a set of questions and propositions to form a framework for thinking about the research, ideas, and suggestions that are presented concerning the current landscape of student affairs work. The questions include: (1) In what ways must the student affairs landscape be altered to become more learning centered? (2) In what ways do current student affairs assumptions, expectations, and practices inhibit or foster student learning? (3) How can successful partnerships be formed with academic colleagues to achieve instructional goals for student learning? (4) How do we know students are learning? and (5) What do student affairs staff need to know to foster student learning? In Chapter One, Rosalind Andreas and John Schuh discuss the challenges to higher education in the late 1990s and the imperatives to student learning that are attempting to address these challenges. George Kuh and Karen Arnold, in Chapter Two, review the purpose of undergraduate education as a means to illustrate the critical role assumptions and beliefs play in shifting to a learning-oriented view of student affairs work. In Chapter Three, Marcia Baxter Magolda defines, and redefines, student learning in the context of student affairs practice. Chapter Four provides a brief review of the research by Tom Miller and Elizabeth Whitt on learning outside of the classroom. Lee Upcraft and Ernest Pascarella, in Chapter Five, offer a model for assessing and measuring learning outcomes. The monograph concludes with a description of steps that student affairs staff can take to implement the student learning imperative. (Contains 155 references.) (JDM)
The problem of academic dishonesty is festering on campuses across the nation. On most campuses a student-managed honor system is the sole mechanism for enforcing the integrity of the academic process. This monograph examines the many perspectives the problem presents and is designed to be used by a broad cross-section of the institutional community. It includes the following chapters: (1) "Creating a Campus Climate for Academic Integrity" (Jon C. Dalton); (2) "Students' Perceptions of Academic Integrity: Curtailing Violations" (Wanda Kaplan and Phyllis Mable); (3) "The Academic Dishonesty of College students: The Prevalence of the Problem and Effective Educational Prevention Programs" (William L. Kibler); (4) "The Classroom Environment and Academic Integrity: A Behavioral Science Perspective" (Bernard E. Whitley, Jr. and Mary E. Kite); (5) "A Comprehensive Approach for Creating a Campus Climate that Promotes Academic Integrity" (Lynn Rudolph and Linda Timm); (6) "When Institutions and Their Faculty Address Issues of Academic Dishonesty: Realities and Myths" (Donald D. Gehring); (7) "The Effect of Institutional Policies and Procedures on Academic Integrity" (Donald L. McCabe and Gary M. Pavela); (8) "Academic Integrity and Campus Climate at Small Colleges" (Karen O. Clifford); (9) "Can the Academic Integrity of Cost-Effective Distance Learning Course Offerings be Protected?" (Mary Elisabeth Randall); (10) "The Impact of Technology on Academic Integrity" (Harold Goldsmith); (11) "Conclusions." (Contains 242 references.) (JDM)
Praise for the Second Edition of The Handbook for Student Leadership Development "This is a must-have book for leadership educators and all student affairs professionals who want to develop impactful leadership programs and the leadership capacity of students. Buy it. Read it. Use it to develop the needed leadership for our collective future." CYNTHIA CHERREY, vice president for campus life, Princeton University, and president, the International Leadership Association "As we continue to encourage leadership behavior in young people, it is very easy to get lost in a forest of new theories, programs, and definitions. This handbook serves as the compass to guide us, and it grounds the field of student leadership development in principles and best practices. Our challenge is to put this work into action." PAUL PYRZ, president, LeaderShape " Comprehensive in design and scope, the second edition of The Handbook is a theory and practice resource manual for every leadership educator inside and outside of the classroom." LAURA OSTEEN, director, the Center for Leadership and Civic Education, Florida State University " Every college administrator responsible for coordinating student leadership programming should have this book. The Handbook for Student Leadership Development takes the guesswork out of leadership program design, content, and delivery." AINSLEY CARRY, vice president for student affairs, Auburn University " I recommend without hesitation the Handbook for Student Leadership Development to student affairs professionals who desire to enhance the leadership experiences for all their students as well as teachers who are seeking ways to bolster their students' classroom experiences." Dr. WILLIAM SMEDICK, director, Leadership Programs and Assessment, Office of the Dean of Student Life, and lecturer, Center for Leadership Education, Johns Hopkins University
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