The Field Of Student Affairs

While institutional form was changing, academic standards were still lax, and institutions admitted anyone who had the money to attend, even if they were poorly prepared (2012; Cohen & Kisker, 2009). Many higher education institutions struggled to survive World War I’s impact, and only two thirds of institutions remained open by the end of the war (Cardozier, 1993). Presidents of larger universities suggested that smaller colleges should close if they could not keep up with institutional transformation or become junior colleges to prepare students to attend universities (Cohen & Kisker, 2009). The making of the contemporary research university helped some universities survive the conflict. The Association of American Universities (AAU) formed in 1900 aided in the increase of research based institutes, and throughout World War I research to aid the war effort through studies on explosives and industrial processes was supported through government funding (2009). The Reserve Officers’ Training Corps formed in 1916 and the Students’ Army Training Corps formed in 1918 allowed male students to enlist in the army while simultaneously living on campus and receiving training from the military. In the “Bulletin of the American Association of University Professors” in 1918, Lovejoy, Capps, and Young state:

During WWII, colleges and universities within the United States, like Hope College, were subject to many short and long term changes in curriculum, campus life, and enrollment. While it is likely that some of the long-term effects of the war may have happened anyway, there’s also a lot of changes that were directly caused by the war. It is the goal of this paper to not only discuss how Hope College changed during World War II, but to also show that World War II was the reason for these changes.

Marty Nemko argues that not many students enrolled in the prestigious higher education of college learn effectively, obtain jobs that meet their educational backdrop, and most students do not feel as though the cost was worth the final product. Nemko is a proponent of hard hitting facts, data, and statistics that depict the reality of college cost, living, and learning. Encompassing topics such as employment, substitute options for college, college research, and quotes from educational evaluators. The article provides alternative choices for college as well as reasoning to support these other programs that are inclusive to the military and others. Through the use of statistics,

The obstacles that student service members/veterans confront while attending a higher educational institution are important to understand. There have been a multitude of studies focused on this growing population of college students. Prior research has revealed overlapping findings about student service members/veterans and their experiences in transitioning from a military environment to a college environment.

The first two chapters of this book set the background for student development and how theory has evolved over the years. As time passed and college student demographics changed, new ideas and views were developed to understand the ever changing student body. Theorists realized that the college experience was different between demographic groups. Being able to develop student affairs practices and activities that can reach the different student groups is probably the biggest challenge a student affairs professional will tackle. It is said that student development is most achieved by involvement by the students. This means that these activities must be designed to accommodate students from all walks of life.

As a student at Miami University Hamilton, I am really interested in furthering my education by pursuing a master’s degree in student affairs in the College of Education, Health, and Society on the Miami University’s Oxford campus. At the end of the school year, I will have a bachelor degree in Integrative Studies with two concentrations in Organizational & Cross-Cultural Leadership and in Civic & Regional Development.

Thelin (2011) also agreed and stated the following in regards to the postwar ear of World War II, “the fundamental historic change that set into motion the dramatic expansion of enrollments as well as numerous curricular innovations”. It was not that the postwar era of World War II created the system of higher education, instead the higher the postwar era of World War II instead demonstrated or refined the system of higher education (Cardozier, n.d.). It helped refine the system and it also produced one of the most significant piece of legislation presented during this era, the Servicemen’s Readjustment Act of 1944 also known as the GI Bill. The Servicemen’s Readjustment Act of 1944 “counted several provisions, including vocational education counseling, loans to buy a business, loans for operating a bus or a farm, home loans, and other assistance, but it became most widely known for it’s provision supporting college education (Cardpzoer, n.d.). According to the U.S. Department of VA (n.d.), “The GI Bill impacted the United States in three aspects, socially, economically, and politically” all in which positively impacted the system of higher education in terms of student recruitment, retention, and

My personal philosophy is that the role of a Student Affairs Professional is to always help students when needed, refer students to additional resources as necessary and enable student learning when possible. One can accomplish these through a variety of activities/tasks and utilize different theories depending on one’s job, functional area and organization. In helping students, I seek to foster positive relationships, to take a holistic approach whenever possible and to support student learning. In order to accomplish these, I will implement different student development theories into my practice when working with students such as Chickering’s Theory of Identity Development and Perry’s Theory of Cognitive Development. I have found Perry’s

The major difference between progressive school and interviewee’s high school is teaching methods. Even though the progressive education was criticized in the mid-1950s because of cold war and conservatism, I expect that it was still significantly influential in school in 1970s. The majority of the teachers should not only teach following the textbook in a general way, but also use specific methods for students of their peculiar characters. They are the guidance to help students acquire skill based on students’ interest, not the controller to introduce knowledge to pupils in an ossifying method (Ravitch, 2000). However, there are only a few teachers teaching progressively. For instance, the favorite teacher of my advisor was willing to leave for the better students many initiatives and help students improve initiative and originality. The teacher required students using small timber to establish the physical models and inspired them to do group work. The majority of the teachers were narrow-minded. They taught for testing in an ossifying way and never encouraged students to go outside for intellectual development. Group workings were not allowed in the most courses. Teachers preferred receiving homework or reports from pupils individually rather than the representative of a study group. The majority teachers thought most pupils are not naturally desire to learn the knowledge. Moreover, they believed teachers played a vital role in classroom to

The formation of interest group is quite difficult task as it requires the unification of people to work together and accomplish the desired needs. Different people have their own way of thinking and also they have different interest on the particular subject. There are many people who are suffering from similar problems, so these people can unite with each other and form a group in order to act against such difficulties. A group can be created by sharing the common interest and their motives to achieve success and escape away from obstacles.

In progressive education, the age old teacher-student dynamic is cast aside as the person whom was once known as the sole authority takes more of an aiding and facilitative role. School is a part of life in

The three documents, “The Students Personal Points, 1937”, “The Student Personnel Point of View, 1949”, and “A Perspective on Student Affairs, 1987”, are documents created for the purpose of student personal work. The Student Personnel Point of View, 1937 existed when several board members of the American Council on Education held a meeting in Washington D.C. on April 16 &17, 1937. The two-day conference was related to student personnel work. These problems were the clarification field work of students, their work phases of institutional programs and research of special studies needed to help determine the nature of future development concerning their work. However, the American Council wanted to see if students were using their personnel

“The student personnel point of view encompasses the student as a whole. The concept of education is broadened to include attention to the students’ well-rounded development – physically, socially, emotionally, and spiritually – as well as intellectually” (The Student Personnel Point of View, 1949). The student is now thought of as a responsible piece of their development. This revised version also proposed a comprehensive suite of student services that represented thirty-three functional areas. It was mentioned earlier that the focus was not on the students’ development but here the shift has taken place. There are now guiding principles about students’ development and professionals are understanding it is about the whole student identity not just the students’ academic

One important aspect of the student affairs profession is the importance and involvement of ethics within your daily life and within the workplace. From personal experience I believe that autonomy, faithfulness, doing no harm, and the ability to be just are extremely important. I also believe that there are many important expectations found in NASPA’s Standards of Professional Practice. These expectations include, equal consideration and treatment of others, assessment, agreement with institutional missions and goals, and conflict of interest. The student affairs profession spans many areas within the university environment and this can cause many different views and perceptions of the profession. Fried states that the curriculum of student affairs “includes interpersonal communications, conflict resolution, personal life planning, financial planning, career planning, leadership and participation in small and large groups, public speaking, and developing the necessary skills to live and work in a culturally diverse democracy” (Fried, 2002). Another responsibility of student affairs professionals is supporting and aiding students during crises, which seem less predictable and more frequent, causing psychological pressure to increase (Schuh, Jones, & Harper, 2011, p. 111). While supporting and developing students in modern times and working to complete all responsibilities that pair with the student affairs profession it is important to

Today we see that the work Dodds and others established has allowed organizations, such as Fellowship of Christian Athletes (FCA) or Athletes in Action (AIA) to develop. These organizations are targeted toward the youth and collegiate students (Mathisen, 1990). The Professional Athletes Organization (PAO) was also founded for professional Christian athletes. This organization provided athletes with resources to help them and their families grow in their faith and become an ambassador for God.