¶ … Student Affairs
For many years, the college has collected and analyzed data for program evaluation and service provision. As the institution has grown, the established assessment systems have become focused on department functions and, in many instances, taking on the attributes of a work silo. It is easier today than it has ever been to integrate data and link analyses, a fact that highlights just how archaic the college's present approach to assessment has become. While the college can be proud of the rigor and continuity of many of our current assessment systems, the level of integration with institutional strategic planning and articulation across the various assessment systems is lacking. Improved cohesion among the assessment systems can only lead to a more penetrating look at the college's strengths and weaknesses. This is the nexus of my role in the position of Director of Assessment, Student Affairs: the creation of a culture of assessment within the student affairs at the college.
Strategic Direction for Student Affairs Assessment Program
The first and most pivotal step in creating a culture of assessment in the student affairs department and -- to my point -- beyond is to establish linkages across the assessment programs of the various departments in the college. The priorities that I believe must be salient in all assessment programs are as follows: 1) The promotion of organizational effectiveness; 2) the improvement of administrative practice; and 3) the development of a comprehensive professional development program for faculty. The Office of Student Affairs is charged with ensuring that the expertise, professional leadership, and technical assistance provided to other departments, faculty, and staff with regard to assessment procedures and systems is of the highest quality -- and reflects the current best-of-breed thinking and practices in student affairs assessment.
The Office of Student Affairs engages in...
Student Affairs Budget Cuts "Hello, Glad to see you folks. That is a nice outfit it looks good on you etc.. etc.….Student affairs is an integral part of the higher education process and it means a lot to me and the university. Receiving the information that 8% of the annual budget for Student Affairs office is being cut, has presented a new challenge that will use all of my leadership and
" Gabriel is an employee of a small business and agrees with the results of numerous reports that highlight that irrespective of the increase in the overall opportunities for work, the overall living expenditures, student loans, utilities etc. leaves most graduates in a dire state of (Franke-Ruta, 2003). Another Nellie Mae report conducted in 1998 showed that nearly 40% of the graduated lawyers and doctors and 25% of graduates of private
Student Affairs as Both A Field of Study and a Profession What is Student Affairs? Tyrell (2014) believes student affairs professionals have a continually expanding and evolving role in community colleges, with recognition of increasingly complex student experiences and with broadening of community colleges' role in the way students are engaged outside of and within formal, institutional settings. The student affairs domain is an extensive and complex part of college campus operations, covering
This is when the university arranges for: providing educational, healthcare, and counseling services to all the students. The aim is to support wellness practices for the long-term health of everyone. The establishment of conversations with teaching faculty that has resulted in model community "service learning" projects consistent with the mission of the college or university. The drug and alcohol program supports coordination among: the students, university administration, and faculty members in
Student Affairs Professionals Values What, in your view, should the purpose of higher education entail? Degree-granting institutes are expected to make sure that college-goers develop both generic dispositions (e.g., beliefs, attitudes, curiosity, etc.) and skills (communication, oral, written, compassion, tolerance, etc.), and discipline-specific abilities (e.g., knowledge, skills, attribute, responsibility, etc.) on completing their college degree. Existing research indicates that receiving higher education doesn't only entail acquiring discipline-specific education or applied competences. Rather, affective
45), it is probable that teaching faculty are more focused on their specialization than seeking to develop students as a whole or focusing on non-academic growth. This is not to say that teaching faculty are unconcerned about student achievement, but rather it is probable that they see this as the job of student affairs personnel, while their job is to focus on the development of the students as scholars.
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