Exploring student affairs professionals’ experiences with the campus racial climate at a Hispanic Serving Institution (HSI).

This article charges student affairs professionals who work with student leaders to become more intentional in how they and their students create and contribute to community. Towards that end, this article delineates a process called community-praxis that teaches students how to talk about, think about, and do community. Organization advisors who utilize community-praxis will help student members more deliberately conceptualize and create and recreate the type of community associated with their particular club, organization, or association. The process may have educational value for the advisors as well. By facilitating the community-praxis delineated here, advisors will be prompted to review the democratic theories and procedures that have long shaped educational communities. Additionally, they likely will be introduced to viable postmodern theories and practices that have not traditionally informed the ways educators conceptualize and operationalize their own campus communities.

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The Student Affairs Profession in the Academic Marketplace

NASPA Journal ◽

10.2202/0027-6014.1794 ◽

2007 ◽

Vol 44 (2) ◽

Cited By ~ 1

Author(s):

Joan B. Hirt

Keyword(s):

Higher Education ◽

Student Affairs ◽

Good Practice ◽

Student Affairs Professionals ◽

Academic Affairs ◽

Seven Principles ◽

Market Driven ◽

Principles Of Good Practice ◽

The Way

This essay compares the narratives that have emerged in recent years to describe the higher education enterprise with the narratives used to describe student affairs endeavors. I posit that the way in which student affairs professionals present their agenda is out of sync with the market-driven culture of the academy. The seven Principles of Good Practice are used to illustrate the incongruence between student affairs and academic affairs narratives on campus. I offer ways that those Principles can be recast to be more closely aligned with the new academic marketplace.

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Book Review: A Legal Guide for Student Affairs Professionals

NASPA Journal ◽

10.2202/0027-6014.1060 ◽

1998 ◽

Vol 35 (4) ◽

Author(s):

Donald D. Gehring

Keyword(s):

Higher Education ◽

Student Affairs ◽

Student Affairs Professionals ◽

The Law

Bill Kaplin and Barbara Lee let their readers know up front - on the book's cover in fact - that "A Legal Guide for Student Affairs Professionals" has been adapted from their highly regarded third edition of "The Law of Higher Education" [LHE3](1995) ("the big red book," as my students refer to it). The authors have included material already presented in LHE3 but have completely reorganized, updated, and edited the earlier work.

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Negligent Liability Issues Involving Colleges and Students: Balancing the Risks and Benefits of Expanded Programs and Heightened Supervision

NASPA Journal ◽

10.2202/0027-6014.1535 ◽

2005 ◽

Vol 42 (4) ◽

Cited By ~ 3

Author(s):

Douglas R. Pearson ◽

Joseph Beckham

Keyword(s):

Student Affairs ◽

Learning Experiences ◽

Student Affairs Professionals ◽

Educational Programs ◽

Lecture Hall ◽

Risks And Benefits ◽

Institutional Liability ◽

Degree Of Risk ◽

Judicial Opinions ◽

Negligent Liability

Student affairs professionals recognize that learning experiences transcend the classroom, and they have expanded the range of programs and services available to students well beyond the laboratory and lecture hall. The authors survey judicial opinions involving institutional liability for negligence and conclude that the expansion of educational programs carries the potential for heightened risk. Student affairs professionals must be sensitive to these risks and take steps to foresee dangerous conditions, making sure that the level of reasonable, prudent care is commensurate with the degree of risk associated with the activity and educating students about the risks attendant to their participation.

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Book Review: A Guide to Decision Making in Student Affairs: A Case Study Approach

NASPA Journal ◽

10.2202/0027-6014.1123 ◽

2000 ◽

Vol 38 (1) ◽

Author(s):

Tracy Davis

Keyword(s):

Decision Making ◽

Student Affairs ◽

Student Affairs Professionals ◽

Expert Advice ◽

Background Information ◽

Case Study Approach ◽

New Professionals ◽

Study Approach

Stanley Levy and Charles Kozoll capture much of the complexity of decisionmaking and offer an important contribution to our understanding of this perplexing topic. The publication of A Guide to Decision Making in Student Affairs: A Case Study Approach, furthermore, is timely due to what Stage (1993) recognizes as an increasing expectation that "new professionals, even at the lowest levels, have the ability to work independently and solve complex issues knowledgeably and with skill and integrity" (p. iii). The case study approach combined with the expert advice of 15 seasoned student affairs deans (called informants) provides a valuable resource for learning about a central task in our profession. The book offers students as well as experienced professionals background information critical to decisionmaking in higher education, exploration of fundamental issues that influence the process, carefully constructed and relevant case studies, and a reservoir of advice from some of the most well respected senior-level practitioners in our field. This book is particularly valuable to faculty members facilitating learning with new professionals, but it is a resource most student affairs professionals would find well worth owning.

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Student and Instructor Perceptions: Emphasis on Cognitive and Affective Goals in a Freshman Seminar by Faculty and Student Affairs Professionals

NASPA Journal ◽

10.2202/0027-6014.1007 ◽

1996 ◽

Vol 34 (1) ◽

Author(s):

Anne Blackburst ◽

Frances Pearson

Keyword(s):

Student Affairs ◽

Student Assessment ◽

Student Affairs Professionals ◽

Faculty Members ◽

Student Affairs Administrators ◽

Freshman Seminar ◽

Freshman Orientation ◽

Self Assessment ◽

Affective Development ◽

Orientation Course

The authors explore traditional assumptions about the relative emphasis faculty members and student affairs administrators place on cognitive and affective development in the classroom. Through use of the Instructor Self-Assessment Forms and the Student Assessment Form, both groups' perceptions of the extent to which faculty and student affairs administrators emphasized these goals in a freshman orientation course are examined.

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