Contested issues in Student Affairs

1. Contested issues in Student Affairs Diverse-perspectives-and-respectful dialogue

2. Two questions – Baxter and Magolda How do graduate preparation program faculty prepare future student affairs educators to address the complexities of higher education? What kinds of continuing education opportunities do divisions of students affairs offer to optimize staffs’ effectiveness?

3. How it is organized The editors posed 24 questions within chapter that consists of two essays. One essayist addressed the question and then a second essayist responded to the first. First framed the contested issue by defining terms and providing a historical context, while making perspectives explicit. The second essayist responded to the first by noting agreement, disagreement, and additions

4. Four topics Philosophical foundations of student affairs work in higher ed Challenges to promoting learning and development Achieving equitable and inclusive learning environments organizing student affairs practice for learning and social justice

5. Philosophical foundations Essential knowledge for student affairs educators Classroom knowledge is the only knowledge Scholar-practitioner & theory-practice helpful? The collaboration challenge between academic and student affairs

6. Learning and Development Age of consumerism Allowing students to fail: risks and benefits Impact of social networking on learning? Relationship between policy and social norms Do intervention aims really curb alcohol abuse? What do we do about “that parent”? Age of accountability and really making a difference.

7. Inclusive and equitable learning Talking about race; why is it so challenging? Identity center impact? What does it mean act affirmatively in hiring? Girl or Woman…Dorm or Residence Hall. What’s the deal with language? Implications of providing special considerations? Responsibility & limits in addressing mental health issues Attending to religious and spiritual needs Protecting freedom speech, while ensuring civil discourse

8. Organizing for Learning and Social Justice Social justice agenda Inclusive learning practices Supervision to include, learning-centered practices Navigating professional boundaries Clash with supervisors & organizational beliefs

9. Healthy dialogue Graduate students developed the questions Classroom sparking fruitful, and even heated, discussions Does social networking enhance or impede student learning? Do identity centers divide rather than unite higher education faculty, students, and administrators? In this age of accountability, what counts as good and how do we know if student affairs educators really make a difference in the lives of students? How do campus administrators go beyond the first amendment in achieving balance between free speech and civil discourse?

10. Essay opportunities/value Multifaceted examination of the issues and suggested additional questions and areas for future consideration. Different ideological and theoretical perspectives when seeking to understand these complex issues..

11. Chapter 10 example • Opening vignette of a visit to an academic advisor of a student and his mother • Academic advisor perspective • Parent perspective • Makes a case for resisting the easy interpretation of parental involvement as overly intrusive or “helicopter” style • Generally the case that colleges and parents share the same goals for the student: learning, good decision-making, personal agency, happiness, replacing dependence with responsibility

12. Changing expectations of parents • Time to redefine this in terms of what we know about the relationships of Millennial Generation • Why they “hover.” • World is often portrayed as a dangerous place, and parents feel a stronger need to protect their children • Middle-class parents have in the past twenty years become more directly involved in their children’s K-12 educational world, and expect to continue that connection. • This is less often true of poor or working-class parents, who are more likely to encourage their children’s independence at an earlier age. • Parents or individuals are carrying more of the cost of higher education which often creates a consumer mentality.

13. Let’s try What, then, constitutes appropriate involvement on the part of parents in their child’s higher education experience

14. Another example • What Forms Would Supervision Take to Model Inclusive, Learning-Oriented Practice? • We never stop learning and developing throughout our lives; the process is continuous, only the developmental tasks and our understandings of them change. We are all works in progress. (p. 419) • Supervisors must commit to their own and others’ learning, be culturally competent, hold themselves and others accountable, and establish mutual partnerships with staff members so that supervision is learning oriented and inclusive. (p. 429

15. Different perspective A certain amount of professional development should be initiated by young professionals themselves. Rather than expect supervisors to create the best developmental plans and steps for their supervisees, the supervisee need also consider their own learning goals and expectations. Young professionals should work with their supervisors to create a supervisory relationship that will support those goals.

16. Developmental supervision Developmental supervision as a form of supervision that fits the specific needs of the supervisee Assess the developmental levels of the learner and both challenge them to grow whilst support them in their effort

17. Discussion Do you agree with this approach? Can it be effectively implemented? What is the supervise role? Does the structure of student affairs support this?

18. How you might use this http://contestedissues.wordpress.com/table-of-contents/chapter-22-what-forms-would-supervision-take-to-model-inclusive-learning-oriented-practice/

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