An Emerging Student Affair Professional

Student affairs is less about being a bottomless well of knowledge, rather it is about having genuine interactions with students who are looking to you to as a role model. If by the end of my practice I can leverage my experiences and understanding to make a positive impact on the world through my relationships with my students, I will consider myself a success.

My passion towards working with students every day has led me to the decision of pursuing a doctoral degree in Student Affairs in Higher Education at Miami University. I have chosen this program to prepare myself for a future role as a professor or a senior level college administrator. This program will allow me to become more proficient within the students’ educational experience and therefore better engage students in active learning.

Each student will work individually and collectively to complete this project. Students will be responsible for a interviewing various IU East faculty and/or staff person. Over the next few weeks we will work together on this project. No late assignment will be accepted.

This paper is separated into two parts that are connected. The first part will cover my beliefs about higher education focusing on my Student Affairs philosophy while integrating theories and work from current or previous successful Student Affairs professionals. The second part will also discuss my beliefs, foundation of my faith, my strengths, my challenges, my beliefs, my values, and my goals.

Texas Southern’s school of Public Affairs is a school of students whom effectively use their education to get them to higher places in life. Their majors set them up with investment in government, non-legislative associations, and private division professions. Also provided for the students whom excel well, is an opportunity to pursue careers in legal professions, as well as a wide variety of graduate and professional school programs. The Barbara Jordan – Mickey Leland School of Public Affairs, named for two of Houston 's most recognized open workers, is an exceptional undergrad program at one of the country’s biggest Historically Black Colleges and Universities.

As a member of the SACSCOC Self-Study Steering Committee at SFA, I wrote several significant sections of the compliance report, and responses to the off-site committee and visiting committee reports. Furthermore, I have successfully completed the SACSCOC Institutional Effectiveness Evaluator Training, and have served as an institutional effectiveness reviewer and consultant. As Director of the OSLIA, I was responsible for continuously monitoring SACSCOC standards for changes and revisions, and taking appropriate action or advising the Provost of appropriate responses to ensure ongoing institutional compliance. My duties also required that I write and submit reports to the Texas Higher Education Coordinating Board (THECB) and other agencies. I am currently writing sections of SFA’s SACSCOC Fifth-Year Interim

The Council for the Advancement of Standards in Higher Education (CAS) uses standards and guidelines to promote, develop, and assess the quality of programs and services for student affairs professionals in higher education (Council for the Advancement of Standards in Higher Education, 2015). Founded in 1979, the CAS approach is to ensure excellent educational practices secure in the belief that its standards and guidelines are to be used in a variety of ways to enhance institutional quality. The CAS standards influence practice in the following manner including assessing a current program, expanding existing programs, creating a mission statement and goals, justifying existing

Emily joined us at the end of June 2016 as our Advisement & Registration and New Student Initiative Coordinator. Emily had the opportunity to shadow the outgoing A&R coordinator to meet campus partners and student advisors, observe how the program worked, learn our orientation process and system and get some hands-on, basic-level experience with our program. During the last 8 months, Emily has spent time meeting, building and collaborating with our campus partners and forging a personal connection with them. Emily is observing UMD campus-culture and learning about the history of SIT programs, and our campus partnerships, to help shape future direction of SIT programming.

The legal codes in this section support student performance by setting up policies and procedures for districts to use with the site-based committees at the campus level in order to guide the establishment of a campus improvement plan that outlines the performance goals for all student populations, and to design strategies to enhance each student’s learning and success. The committees must consider the AEIS, how goals will be met, resources needed to carry out the plan, as well as the staff needed to ensure success. A timeline must also be developed, as well as a plan to measure students’ progress toward specific goals.

Colleges and universities recognize the importance of accountability. Institutional accountability reports to a multitude of stakeholders with varying expectancies from student’s expectation of a quality education, oversight agencies want assurances that schools comply with rules and regulations, while donors want proof of investment, and alumni need reassurance that the reputation of their school is progressing (Kearns, 1998). Reputable higher education institutions take their accountability and accreditation seriously, which requires adherence to rules and regulations set forth by external entities such as the Department of Education and a regional

For my interview I choose to talk with my Economics Instructor Dr. Jennifer Ball, since I am interested in going into the field of business. Before the interview I took some time to prepare questions that I thought would give me a better idea of what Washburn had to offer in business, as well as, what inspired my professor to become a teacher at Washburn.

Over the past 15 years, I have been involved in curriculum development, assessment and accreditation processes at various levels in higher education. As a higher education administrator, I also have been involved in supporting institutions with state, association, and regional accreditation processes. The Peer Reviewer opportunity would allow me to share my years of experience as a higher education administrator leading various processes.

My work in student affairs provides significant opportunity to contemplate, implement and assess initiatives related to student success and retention. My current research is connected to peer education and the 1st year experience and I have active and growing experience in the needs assessment and

The Academic Affairs Division comprise of STEM (Science, Technology, Engineering, and Math), Business, Liberal Arts, Social Science, Health Careers, Learning Commons, and the Brunswick University Center. Dr. Janice-Taylor Heard is the Dean of Academic Affairs. I currently report to Dr. Taylor-Heard as the Interim Assistant Dean/Director of the Learning Commons and Academic Support Services. The Academic Affairs objective is to strategize and implement initiatives that geared towards student success, faculty development and adjunct services. Included in its objective is to develop an academic support system for students with tutoring and technology.

Student personnel point of view encompasses the student as a whole. The concept of education is broadened o the student’’s well rounded development- physically, socially, emotionally and spiritually as well as intellectually. (sppv) Student affairs not only emphasize on academic excellence but to shape each individual as a unique human by providing a holistic learning and living environment. Student Affairs professionals play a pivotal role in the development of the students. By applying different theories in student development, they can foster student learning to help them shape their identity. Student affairs staff members must view themselves as educators to refute the belief that learning is held only in the classroom. (contested issue, 29). Learning does not only occur in the classroom but through out of class activities as well. Student affairs staff should talk about student learning and development to enhance the multiplicity of growth areas for students in higher education. These learning and development experiences do not simply happen to students. They happen with their active involvement. There are numerous branches of fields in student affairs that attend to the unique needs of each individual. Residence Director trains Residence assistance to cater to the needs of first year students who are new to the college environment. RA plays a major role of introducing the life of college through building relationships and community to help them develop their sense of