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HPC 6410 - 101 Student Development Administration
Fall 2015 Monday 2:30 – 5:20 pm 428 RCOE
Dr. James Lancaster – Associate Professor, College Student Development
Room 302-E Duncan Hall (828) 262-6055 (O.) lancasterjm@appstate.edu (336) 314-0714 (C)
Office Hours: Generally Monday – Wednesday 10 – 5, excepting classes and
lunch, or, by appointment
I look forward to working with you this, your final semester before internship. It is important that
the “hand-off” from this class into internship be smooth and useful for you. It’s therefore
important that you let me know of any concerns about this course or your planning for the
internship. I invite you to visit me by making an appointment or call or email me. If you have
questions about the course, experience other difficulties or have need of special accommodation,
your early discussion with me will reduce the possibility of later problems.
Cell phones or other electronic devices can disrupt class for everyone. Please turn off such
devices if you bring them to class. If you have special circumstances, please discuss these with
me. You are welcome to bring and use computers, iPads or other learning aids, so long as they
are utilized as learning aids rather than social or browsing functions. However, you may not
record in any fashion any class-related activity without the permission of the instructor.
Course Description
An overview of organizational theories, management, and administration in
student development practice, including budget and finance, governance and
policy making, organizational change processes, process consultation,
administrative uses of computers, and human resource development.
Prerequisite: HPC 5410 or permission of instructor.
Course Goal To provide a “capstone” experience for senior students preparing to enter the field
of student development that also links them to the Internship experience.
.
Course Competencies
1. Knowledge of existing administrative models utilized in student affairs operations
2. Ability to think broadly about alternative models of administrative practice.
3. Synthesis of personal and professional goals for work in student affairs.
4. Preparation of initial professional development and career plan.
Texts
Required
Amey, M. & Reesor, L. Eds. (2009). Beginning your journey: A guide for new
professionals in student affairs (3rd. Ed.). Washington, D.C.: NASPA.
Janosik, S., Cooper, D et al. (2015). Learning through supervised practice in student
affairs (2nd. Edition). New York: Routledge.
Magolda, M. & Magolda, P. (2011). Contested issues in student affairs: Diverse
perspectives and respectful dialogue. Sterling, VA: Stylus Press.
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Manning, K., Kinzie, J, & Schuh, J. (2013). One size does not fit all: Traditional and
innovative models of student affairs practice (2nd Ed.). New York: Routledge, Taylor & Francis
Group.
See, also, hyperlinks to articles at end of syllabus.
Recommended
American Psychological Association [APA]. (2009). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: Author.
On-line @ http://www.apastyle.org/index.aspx
For a short guide to APA Style, see – The Owl at Perdue. Retrieved August 5, 2015 from
http://owl.english.purdue.edu/owl/resource/560/01/
Course Requirements, Grades and Miscellaneous Information
Requirements
In 5410 and during the first year, you learned basics, utilized existing program descriptions and
took information from interviews with professional staff. After a year of grad school and a
summer of some experiences, In 6410, your task is to look more deeply into the organization,
what is behind the public face and statements, as well as to see what the broader literature may
tell you about institutions and programs in which you may work. You will be asked to provide
your own insights, analysis and understanding of the complexity of the culture and environment
within which you will soon be working!
Attendance and Participation: This is a class that is largely experiential, and, as second year
graduate students, you will bear much of the responsibility for what is learned in this class by
conveying your experiences and learning to us all. Attendance, therefore, is critical to class
success and learning. Attendance is more than simply “showing up”; attendance means your
engagement as well as your physical presence. You are in a professional preparation program in
which you are already assuming professional responsibilities. You may therefore find a conflict
between class and your work assignments or other responsibilities – as in real life, these are to
be resolved by you according to your judgment of the greater need – however - repeated
absences or tardiness inhibit this class and our discussions and will result in a reduction in the
final course grade. If you must miss class, you should check in with the instructor or a classmate
to assure that you can “catch up” and that no new assignments are missed. Each class member
is responsible for this “catch up” and for fulfillment of assignments made during any absence. All
ASU students are allowed a minimum of two absences per year for religious observances. Up to
two absences for such observances will be excused, without penalty to the student, provided that
the student has informed the instructor in the manner specified in the syllabus. Notice must be
given by the student to the instructor before the absence occurs and no later than three weeks
after the start of the semester in which the absence(s) will occur. Arrangements will be made to
make up work missed by these religious observances, without penalty to the student. For the
purposes of this policy, ASU defines the term “religious observance” to include religious holidays,
holy days, or similar observances associated with a student’s faith that require absence from
class. Student requests for excused absences for religious observances must be submitted to
instructors in writing no later than three weeks after the first class day of the term. You will, of
course, be responsible for all assignments on time and for making up any material missed during
the class. Attendance is connected to the opportunity for in-class participation. Each class
member will be expected to participate in the life and discussions of the class, bringing at least
one article or professional practice dilemma to contribute over the course of the class. Partial
credit for participation will be derived from this practice. Discussion may be based upon the
speaker’s informed opinion; that is, the readings, research and presentations from class form a
good basis for creating informed opinions. Uninformed opinion, when solicited or provided, may
be useful for conversation but will generally not contribute to the understanding of the topic.
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Therefore, prepare for class by reading assigned texts and, equally important, by considering
what the text means in the context of the class. Lectures and presentations will not often
duplicate the assigned readings. Class participants should keep in mind that every assignment,
every discussion and every presentation focuses first on administration and its applications.
Articles submitted for discussion as well as presentations should consistently seek the
administrative issues that are inherent; without these issues, there is no purpose in the
presentation. (Attendance 12 pts; participation, 12 pts)
AsULearn Discussions - “Contested Issues” This semester you will be reading the Magold’s
book “Contested Issues”. In the week prior to when these readings are due, you will have until
the assigned week to post comments on the readings to AsULearn. Your comments should
broaden the discussed issues, explaining your view on the issues, justifying your arguments, etc.
You will also have the opportunity to further comment on the posts of others after your own post.
You will receive 2 pts of your 12 pt. participation grade for each completed initial submission
and may earn up to 6 pts extra credit for added comments over the semester (1 pt for each added
comment). Your overall credit for participation could therefore be 12 + 6 points, provided your
comments are substantive and meaningful, in the judgement of the instructor. (Attendance, 12
pts possible; Participation, 12 plus a possible 6 pts extra credit possible). Due: Aug 24, 31,
Sept. 21, Oct. 5, 26, Nov. 2. ACCESS: From the main ASU web page, click on AsULearn, select
Appalachian User, select HPC 6410 and log onto page. See “Forums”.
Professional Development Assignments: The following assignments form a basis for
preparation for the career field, including job searching. As such, they do not stand in isolation to
one another but should form a synthesis of your thinking and preparation for the career search.
Personal/Professional Philosophy Statement: This statement (no more than 3 pages,
in essay form) is to be written as the answer to a very typical question asked of
individuals interviewing for positions: “what is your professional philosophy?” The
assignment is designed to be written from the standpoint of a second-year student,
interviewing for a professional position in college student development. This is not a
research paper; however, you must cite sources if you choose to use them. Your class
readings and other resources may be useful in helping you to shape your view; you may
wish to recall some of the seminal student affairs works cited in 5410 and in the Barr
book and your own experiences as an undergraduate and in your practice. Your written
expression and quality of thought will be the basis for the grade in this assignment. The
paper should accomplish the following:
• provide a personal view of your concept of administrative work – what it is and does;
• offer your own personal justification/philosophy of administrative work including your
basic principles and values as well as those of your profession and the degree to
which you expect these to be synchronous;
• your statement of the goals, purposes and functions of an administrative operation in
student affairs into which you might fit;
• your view of how your philosophy might affect the growth and development of
students and organizations;
• and, why (or why not) administration in student development programs currently
appears to be a profession for you (this fits the interview question of “why us, why
here and why now?”
• You may find it useful to review the ACPA/NASPA Professional Competencies,
found at
https://www.naspa.org/images/uploads/main/Professional_Competencies.pdf
• For additional assistance, see the attached “Tips for writing a professional
philosophy”.
(15 pts.)
Due: September 21 (Subsequent re-drafts – see Syllabus)
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Professional Literature Review: In many interviews, you will be asked, “what are you
reading other than class textbooks?” To help you prepare an answer to this question,
each student will read and then prepare a book review of a current book in the
professional literature either from a list to be provided by the instructor or from one
submitted by the student and approved by the instructor (current generally means the last
five years with the exception of “classics”. The report should be typed, APA style, and 3
to 5 pages in length. It should follow the general format of a review for the ACPA Journal
(see “Book Review Guidelines” retrieved from http://www.myacpa.org/journal-collegestudent-development-book-reviews ). Students will give a brief oral review of their report.
(Written 7 pts; Oral 4 pts.)
Due: September 14 – November 2, as assigned.
Professional Study: During the semester, each student will perform practical research
toward career goals, especially as they relate to the subject of this class. Students will
perform this research in one of three specific institutional categories: community college,
four-year public college or university or private four-year college/university (exceptions to
these choices should be discussed with the instructor in advance). You should determine
the specific field of student development of most interest to you and perform the following
minimal research: a review of appropriate literature about the field and about this
institutional type; interviews with at least three professionals saf chiefs/deans or senior
directors from that field from three different institutions within the category you’ve chosen
(at least one of whom should be a potential site for your spring internship); a written
executive summary (no more than 3 – 5 pages) of your work, with references and
interviews cited, to be evaluated by the instructor and serving as the basis of a ten minute
oral Professional Study Report to the class. Tell us what you “discovered”, “realized”
and “learned”.
The interviews with professionals must minimally address the following topics:
•
•
•
•
•
•
their preparation for the current position they hold as well as their career to this
point;
a description of their personal career arc as well as similarities or differences with
the “typical” such career arc;
the intentionality or lack thereof in their career;
at least one major administrative professional issue they are facing or have recently
faced in their position;
reflections as to what they might do differently, given the opportunity, in their
professional lives,
and, in the case of the potential internship site, reasoning as to why this site
may/may not be “right” for you.
It is critical for you to appreciate that you are asking a professional favor of these
colleagues; their time is valuable and you must not wait until the “last minute” to schedule
and conduct these interviews. You must give them the time they will need to provide
thoughtful answers to your questions and follow-ups. Of course, each interview is unique
and should lead the interviewer into other related and reasonable questions as
appropriate. Direct quotations of these interviews are not necessary unless particularly
well stated for our purposes; a general summary but accurate reporting of the interview is
sufficient.
The written executive summary is due on the date of your Professional Study Report.
(15/10 pts)
Due: Oct. 12; Nov. 2 & 9
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Job Search Strategy Notebook/Disk/Drop Box Submission: This class is typically the
last required class you will have prior to beginning your internship. During that
experience, you will begin seriously looking for your first/next professional position. As a
culmination of your degree work as well as this class and in order to maximize your
probability of success in getting a position, you will need to have a job search strategy.
Therefore, your final assignment during this course is to complete an outline of this
strategy in order to prepare for the real thing. This outline minimally should include:
•
a competent resume that reflects your intentions and which might be used in
seeking employment;
• at least one sample reference letter and at least one typical letter of application;
• your professional philosophy statement and professional study report including your
immediate and long-term career goals;
• what employers are likely to seek someone for such employment;
• what resources you will utilize in your search;
• and, how and when you will contact your leads; the schedule, including organization,
deadlines and evaluations to be used in the search.
After grading, you will carry these notebooks into the internship course as a basis for your
job search. Note: this can be part of your on-going CPL, literally a notebook, or a disk or
drop box submission. In any case, the more virtual it is, the more organized and clear it
needs to appear. A third party who is not familiar with the field should be able to review
your strategy and understand your intentions about employment. (15 pts.)
Due: November 16
Final Examination: A final examination will be given, presenting a problem statement pertinent
to the area of student affairs administration. The examination will be summative and will ask the
student to answer the problem, using knowledge gained through class assignments as well as the
group study. Grading of the final examination will reflect this summative intent; students will
receive a final grade that reflects the better of two possible outcomes: if the cumulative average
of all grades is higher than the exam grade, the cumulative will be awarded. If, on the other hand,
the final exam grade is higher than the average, the student will receive the exam grade as the
course grade. In either case, the student’s final grade will be no less than the cumulative average
of all grades and may be higher if the exam reflects comprehensive knowledge of the course. (10
pts.).
Due: Nov. 23, no later than 5:00 pm, via e-mail to instructor at lancasterjm@appstate.edu.
Grades
Grades are my best effort to evaluate where you are in your understanding and in your
communication of that understanding of your work in this course. Because this is a
developmental and iterative process, not every grade should or does reflect perfection. While all
of us hope for “perfect grades” the reality is that grades are an artificial and superficial
measurement of what you know – not all of what you know but simply those things that you know
and that I happen to ask of you related to this course. Good people often get grades they think
are “bad”. What is a “bad” grade? Typically I expect students in a graduate level program to
obtain at least B’s and sometimes A’s. An occasional bad grade is likely to occur; recurrent poor
grades are a more serious concern and one that I will raise with you should that time come. If a
particular grade is of concern to you, feel free to discuss it with me. Grades are not a measure of
who you are but of what you bring to a particular inquiry on a given day.
Grading Scale
95 – 100 = A
90- 94
= A85 – 89 = B+
83 – 85 = B
80 – 82 = B76 – 79 = C+
73 – 75 = C
70 – 72 = CLess than 70 = F
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Written Assignments/Style Guide: All written assignments must be prepared typed and
according to the Publication Manual of the American Psychological Association, sixth edition
(available in the University Bookstore). Generally this style means a cover sheet with running
head, header and page number, name of student and course number and double-spaced,
paginated pages throughout. EVERYTHING is double-spaced. Assignments received without
this format will be returned for correction and will lose half credit.
Please note: Any assignment not turned in at the designated classroom due date & time will
result in ONE letter grade reduction for each day late. Assignments not turned in with three days
after the designated classroom due date & time will NOT BE ACCEPTED and result in a failing
grade for the assignment.
IF YOU HAVE ANY PROBLEMS WITH ASSIGNMENTS &/OR DUE DATES, PLEASE
CONTACT ME PRIOR TO THE DUE DATE SO POSSIBLE ACCOMMODATIONS MAY BE
MADE IF NECESSARY.
Miscellaneous Information (also see University policy statements found at
http://academicaffairs.appstate.edu/syllabi )
Accommodating Students with Special Learning Needs: Appalachian State University is
committed to making reasonable accommodations for individuals with documented qualifying
disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of the
Rehabilitation Act of 1973. If you have a disability and may need reasonable accommodations in
order to have equal access to the University’s courses, programs and activities, please contact
the Office of Disability Services (828.262.3056 or www.ods.appstate.edu). Once registration is
complete, individuals will meet with ODS staff to discuss eligibility and appropriate
accommodations. Students wishing to receive some instructional accommodation because of a
documented disability should meet with the instructor to discuss accommodations. Please
arrange a meeting with me at your earliest convenience.
Information and Inclement Weather: As you may recall, it does snow and ice in the mountains,
even in the fall!! My best source for communicating with you outside of class for inclement
weather or for appointments is via e-mail. I will use the AppalNet e-mail addresses to do this.
Therefore, it is important that you either use AppalNet and consult it with your questions, or link to
AppalNet with your existing e-mail account. Any changes, announcements or other necessary
communication outside of class will be provided through AppalNet. If there is inclement weather,
consult your e-mail prior to calling the department phone or other campus resources for
information about this class.
Emergency Response Plan “The Appalachian State University Emergency Response Plan
presents a proactive response designed to protect students, staff and faculty, as well as the
community and our environment in case of a major emergency or disaster.” Please review this
information, found at: http://www.emergency.appstate.edu/. I strongly urge you to register with
the emergency notification system, AppState-ALERT.
The Code of Academic Integrity: Academic Integrity is the basis for every
class assignment. More importantly, it is the common currency of our academic
community. Without honesty, trust, respect, responsibility and fairness our
common work can have no integrity. Without integrity, our work in this course
and your degree as a whole is without value. All assignments, projects and
written work are to be completed by you unless the assignment involves group
work; in such cases, every member of the group is equally responsible for
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content and appropriate citation of contributions. You may not utilize materials
previously submitted by other students for credit. This includes material from
previous students who may have completed similar assignments. Assignments
involving site visits or other experiential activities must be completed as assigned
by all members of the class.
Students attending Appalachian State University agree to abide by the following Code:
o
Students will not lie, cheat, or steal to gain academic advantage.
o
Students will oppose every instance of academic dishonesty.
Students shall agree to abide by the Academic Integrity Code when submitting the admission
application.
Please review the Academic Integrity Policy at
http://studentconduct.appstate.edu/pagesmith/2
You have the right to expect me to conduct myself honorably and with attention to the values
listed above. I expect no less from you. Work in this class will be accomplished individually and
in small groups with appropriate attribution and citation. Please be aware of the requirements of
each assignment. If you have questions about those assignments, about guidelines for their
completion or about the Academic Integrity Policy in particular, please contact me. You should
understand that I trust you unless and until there is reason to suspect violations of the Academic
Integrity Policy. In such situations, I will pursue action under that Policy
Course Outline
(Note: assignments not found in your texts are either on electronic reserve or web-accessible
from URL’s on the syllabus list.)
August 17
Introductions and Course Goals
Case Study: Default University 2
Handouts:
Syllabus (emailed)
Professional Literature Review Sign-up,
Professional Study Sign-up
Most Significant Goals (in class)
Hyperlinks:
(See URL’s on Syllabus by Date:
A Perfect Storm in Undergraduate Education
August 24
Student Affairs Has a History: Does it have a future?
- institutional types
-Why 4 years rather than other
-why liberal arts and other requirements
Institutional Governance
Due: Presenting Your Committee Case Study Report
Due: First Professional Literature Reviews
Readings: Contested Issues: Magolda(s): Part One, Chapters 1 – 4
Manning, Kinzie & Schuh: Chapter 1 & 2
Hyperlinks:
August 31
Is Higher Ed Ready to Change?
A College Education in Three Years?
Why College Shouldn’t Take Four Years
Why We Have College?
Does Student Affairs Have an Enduring Mission?
The Management, Administration and Leadership Environment for
Student Affairs
- College for all…
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Enrollment
- Changing demographics, age and culture – how to approach as
one grows older?
▪ Beloit College Mindset List for class of 2017, found at
http://www.beloit.edu/mindset/2017/
▪ diversity, retention and success
Diversity – Muslim swimming hour at GW
Finance – financial aid paying for students
Federal mandates –
o
HEOA
o
Immigration
o
Gainful employment
o
Drug/alcohol issues
o Bumper sticker exercise
Readings: Contested Issues: Magolda(s): Part Four, Chapters 20 – 22.
Manning, Kinzie & Schuh: Chapters 3-5
Schuh, J., Jones, S, Harper, S. & Associates. (2011). Organizing and
managing programs and services. In Student services: a handbook for
the profession. San Francisco: Jossey-Bass, Publishers. pp: 271-302.
RESERVE.
Hyperlinks:
College planners discuss how they push for change.
Maintenance Over Management: A Survey of Business
Officers
American Higher Education: “First in the World”
The Problem with In-state Tuition
Just Showing Up: Educators Focus on Attendance to
Help Students Succeed
Get into MIT easily (handout)
Due: Personal/Professional Philosophy Statement
September 7
September 14
State Holiday
Business, Budgets and Buildings –
Guest: Bruce Michaels, Former Associate Vice Chancellor, Student
Affairs, UNCG
Budget – buildings – grounds –
-sources
-breakdown
-differences among use of sources
- privatizing services
- instate-out of state and budget
Buildings and Grounds – grandiose plans and facilities for residence
halls and others
- how to be “green” and sustainable on budget
- how to make a smaller ecological footprint
Readings:
Schuh, J., Jones, S, Harper, S. & Associates. (2011).
Financing Student Affairs. In Student services: a handbook for the
profession. San Francisco: Jossey-Bass, Publishers. pp: 303-320.
RESERVE
Hyperlinks:
Texas A&M Regents Hear Faculty Concerns About a
Push Toward a 'For-Profit Mentality'
How to make college cheaper
Peace College: Separate But Equal?
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On-line:
Where Does the Money Go?
September 21
Personal & Organization Development, Learning and Culture
Interpersonal Dynamics
Politics in the Environment
Town-gown relationships
Professional Competencies
Human Resources – staffing
- selection
- evaluation
- training
- tenure
- classified versus unclassified systems of employment
▪ managing conflicts
▪ ACPA Professional Competencies [pdf] found at
https://www.naspa.org/images/uploads/main/Professional_Compete
ncies.pdf
Readings: Contested Issues: Magolda(s): Part Four, Chapters 23 – 24.
Schneider & Bailey. Supervisory style: The photographer within. pp.
61-88. And…
Amey et al. (2009). Unwritten rules: Organizational and political
realities. pp. 15-38. And…
Ellingson, K. & Snyder, B. Voices of experience. Pp. 1 – 14. All in
Amey, M. & Reesor, L. Eds. (2009). Beginning your journey: A guide for
new professionals in student affairs. Washington, D.C.: NASPA. (Note:
this is a tentative page assignment - I am still awaiting a desk copy of
this new edition).
”Blimling, G.S. Reflections on career development among student affairs
leaders. In Dalton, J.C. and McClinton, M. (eds.). The art and practical
wisdom of student affairs leadership. New Directions for Student
Services, No. 98. San Francisco, CA: Jossey-Bass, Inc. pp. 27-36.
RESERVE
Due: Second Philosophy Revision
Due: Second Professional Literature Reviews
September 28
Critical Conflict & Crisis Management
Crisis Management and preparation
Guest (via Skype): Aaron Fetrow, Vice President, Student Affairs,
Roanoke College
- necessary precautions
- responding to incidents
-defending results and aftermath
Readings: Zdziarski, E. & Watkins, D. (2009). What is the Crisis
Management Plan at My New Institution? In Amey, M. & Reesor, L. Eds.
(2009). pp. 173-184. In Beginning your journey: A guide for new
professionals in student affairs. Washington, D.C.: NASPA. Note: this
is a tentative page assignment - I am still awaiting a desk copy of this
new edition).
Hyperlinks: How to Get Out Alive
Due: Third professional literature reviews
October 5
Practical Ethics
Spirituality on Campus
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Revisit Personal/Professional Philosophy Statements
Readings/Handouts: Contested Issues: Magolda(s): Part Three,
Chapters 12 - 19
Ortiz & Martinez (2009). Developing a professional ethic. In Amey, M. &
Reesor, L. Eds. (2009). Beginning your journey: A guide for new
professionals in student affairs. Washington, D.C.: NASPA. pp. 39-60.
Note: this is a tentative page assignment - I am still awaiting a desk
copy of this new edition).
Due: Third Philosophy Revision
Due: First Written/Oral Professional Study Reports
October 12
All day site Visits UNCG & Guilford College
October 19
Afternoon class at Wilkes Community College
Readings Hyperlink: Great colleges to work for.
October 26
Learning, consumerism &Technology – potentials and challenges
Technology – data analytics
- advancing appropriate technology with budgets diminishing
Readings: Contested Issues - Magolda(s): Part Two, Chapters 5 - 7
Schuh, J., Jones, S, Harper, S. & Associates. (2011). Assessment and
Evaluation. In Student services: a handbook for the profession. San
Francisco: Jossey-Bass, Publishers. pp: 321-334. (RESERVE)
Renn, Kristen A. & Zeligman, Dawn M. Learning About Technology and
Student Affairs: Outcomes of an Online Immersion in Journal of College
Student Development, Volume 46, Number 5, September/October
2005, pp. 547-555 (RESERVE)
Manning, Kinzie & Schuh: Chapters 6 & 7
Hyperlinks:
Technology and the Completion Agenda
A Theory of Everything (Sort Of)
Due: Fourth professional literature reviews (if needed)
Due: Second Written/Oral Professional Study Reports
November 2
Emerging Issues in Higher Education: Conclusions, Discussion
SAF future – syfi movies and bad guesses or “where’s my robot”?
Supervision Relationships
Readings: Contested Issues - Magolda(s): Part Two, Chapters 8 – 11
Manning, Kinzie & Schuh: Chapters 8
Article: Envisioning the Future of Student Affairs (sent by email)
Consolvo & Dannells (2009). Collaboration with academic affairs and
faculty. pp. 89-108. In Amey, M. & Reesor, L. Eds. (2009). Beginning
your journey: A guide for new professionals in student affairs.
Washington, D.C.: NASPA. Note: this is a tentative page assignment I am still awaiting a desk copy of this new edition).
Planning and Assessment in Student Development Environments
Cooper: Chapter 3
Hyperlink: All the Wrong Reasons
Due: Job Search Strategy Submission
November 9
Management in Application - A visit with ASU Student Development
Management Team, Cindy Wallace, Dino DiBernardi, J.J. Brown
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Foundations, Structure & Design of Supervised Practice
Readings: Cooper: Chapter One & Two
Due: Third Written/Oral Professional Study Reports
November 16
FINAL EXAM DUE (no class meeting): Take-home Final Exam via email by 5:00 pm to instructor at lancasterjm@appstate.edu
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Appendix
Tips for Writing a Professional Philosophy
When you apply for a job, it is not unusual for the employer or someone(s) during the interview
process to ask about your philosophy of student affairs. Such a philosophy should minimally
include your view of the optimal role of student affairs in work with students, within a university
or college community, and in higher education in general. You should be specific, as the
resulting essay will help both you and the employer or other interviewer decide if you will be a
good fit for this institution and this office. Certainly it should reflect what you know to be the
foundations of student affairs work, but should also reflect your “take” and adaptation of those
thoughts to your own view.
This is not a hypothetical task! I have been asked such a question during an interview
and have heard our students report being asked for such a thing during job search process.
If it helps, consider what an employer would want and seek in a philosophy statement.
For example:
• If it’s too long, I won’t read all the way through it.
• If it’s too general, it won’t look any different from anyone else’s (and it will seem wishywashy)
• I want to get a sense of what you believe, at your core, about the big issues of our work.
• I want to then be able to see if that fits what we, at XYZ University, do here.
• If it sounds like you’re trying to fit in everywhere, then you probably won’t fit in here.
• You might declare ideas that don’t fit here, but it’s better that we both know that now.
• I will probably cringe (or maybe even pass over it) if it is messy, grammatically, incorrect,
uses inappropriate terminology, has spelling errors, or is written in huge/tiny font.
• I will probably give it unique consideration if it is creative, flows well, is easy to follow,
makes me laugh, has flawless APA, or mentions my favorite scholar. Or not. Since you
can’t know for sure, choose a style that fits you.
If you’re approaching this task as someone who doesn’t anticipate needing to do this for a job,
use it to craft your own individual mission statement, or as a touchstone to remind you why you
do this work. Try to create something that you can come back to in 5 or 10 minutes or in 20 years,
and will probably still be meaningful and relevant.
Some tips:
If you choose to use first person, try beginning with “I believe…”
If you borrow ideas, give credit where credit is due.
If you’re stuck, try talking out loud first. Or just journal, free-associate, whatever!
Some questions to ask yourself to get going:
What is my professional identity?
If someone’s grandma asks me what I do, what do I say?
Why do I do this work?
How do I do my work differently from other professionals?
What are student affairs (or higher education administration?)?
Who are students?
How do students learn best?
What makes education powerful?
What role do I play in the life of a student? A university? Our nation? The world?
What is non-negotiable for me? For what would I quit a well-paid job?
What things are OK for other people in other settings, but NOT things I want to do?
What would be the highest compliment to me, as a professional?
Whom do I admire, and how do I emulate him or her?
In this profession, how do I live out who I am as a human being?
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What is worth it?
At the end of the day, I’ve succeeded if I can say...?
Who am I striving to be?
What do I think about the major debates of our profession? About which ones do I feel most
strongly?
What would a student say about me?
When I’m gone (retired, or otherwise) what do I want people to say about me?
Adapted from an adaption of an adaptation of a handout developed by Janice Gerda, 2007
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HPC 6410: Readings Not on Reserve
Hyperlinks for Additional Readings
August 17
A Perfect Storm in Undergraduate Education
http://chronicle.com/article/A-Perfect-Storm-in/126451/
August 24
Is Higher Education Ready to Change?
http://www.insidehighered.com/news/2010/11/17/change
A College Degree in 3 Years?
http://www.good.is/post/a-college-degree-in-three-years-why-america-needs-to-get-on-board/
The Three-Year Solution
http://www.newsweek.com/why-college-shouldnt-take-four-years-lamar-alexander-81423
Why We Have College
http://www.newyorker.com/arts/critics/atlarge/2011/06/06/110606crat_atlarge_menand
A Profession in Search of a Mission: Is There an Enduring Purpose for Student Affairs in
U.S. Higher Education?
http://journals.naspa.org/jcc/vol12/iss4/2/ or see
Journal of College and Character, Vol. 12, Issue 4 through library electronic collection.
August 31
College planners discuss how they push for change
http://chronicle.com/article/Audio-CollegePlanners/132777/?cid=at&utm_source=at&utm_medium=en
Maintenance Over Management: A Survey of Business Officers
http://www.insidehighered.com/news/survey/maintenance-over-management-survey-businessofficers
American Higher Education: “First in World”
http://www.changemag.org/Archives/Back%20Issues/2011/May-June%202011/first-in-the-worldfull.html
The Problem with In-state Tuition
http://chronicle.com/article/The-Problem-With-In-State/128371/
Just Showing Up: Educators Focus on Attendance to Help Students Succeed
http://chronicle.com/article/article-content/127765/ or see
The Chronicle of Higher Education, June 5, 2011 through library electronic collection.
September 14
Texas A&M Regents Hear Faculty Concerns About a Push Toward a ‘For-Profit Mentality’
http://chronicle.com/article/article-content/127684/
How to Make College Cheaper
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http://www.economist.com/node/18926009/
Peace College: Separate But Equal?
http://www.insidehighered.com/news/2011/07/25/experts_consider_peace_college_plan_to_offer
_separate_sections_by_gender
What’s the Price Tag for a College Education?
http://www.collegedata.com/cs/content/content_payarticle_tmpl.jhtml?articleId=10064
September 28
How to Get Out Alive
http://content.time.com/time/magazine/article/0,9171,1053663,00.html
October 19
Great Colleges to Work For.
http://chronicle.com/article/Great-Colleges-to-Work-For-in/231133/#id=big-table
October 26
Technology and the Completion Agenda
http://www.insidehighered.com/news/2010/11/09/completion
A Theory of Everything (Sort Of)
http://www.nytimes.com/2011/08/14/opinion/sunday/Friedman-a-theory-of-everyting-sortof.html?_r=1&pagewanted=print
November 13
All the Wrong Reasons.
http://chronicle.com/article/All-the-Wrong-Reasons/132279/