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HPC 6410 - 101 Student Development AdministrationFall 2015 Tuesday 11:30 – 2:20 RCOE 428

Dr. James Lancaster –Professor, College Student DevelopmentRoom 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. While you are welcome and encouraged to bring and use computers, iPads or other learning aids, it is important that they be utilized as learning aids rather than for social or browsing functions. If I suspect misuse during class, you will likely receive an immediate email directing you to “cease and desist” and inviting you to schedule a conference with me. Subsequent offenses under this policy will be met with subsequent sanctions which may include loss of computer privileges in the class for a stated period. Additionally, 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 final Internship experience..Course Competencies

1. Knowledge of existing administrative models utilized in student affairs operations2. 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.5. Readiness to begin a dialogue on pursuit of a career in the spring semester.

TextsRequired

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, 2016 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 think more broadly about student affairs practice in the broader environment of higher education administration and 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

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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. 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 possible, see below)

“Contested Issues” Discussions on AsULearn: This semester you will be reading from the Magoldas’ book “Contested Issues”. In the week prior to the due date for these readings, you will post blog comments at the AsULearn class site in response to a posted prompt(s) about the readings. Your comments should respond to the initial prompt as well as broaden the issues suggested by other commentators. There will be six opportunities to respond with up to 2 pts. awarded for each post. Your overall credit for participation in this assignment could be up to 12 pts., provided that your comments are substantive and meaningful, in the judgement of the instructor. Extra credit for participation will be possible for unusually insightful comments. However, quantify does not mean quality.

ACCESS: From the main ASU web page, click on AsULearn, select Appalachian User, select HPC 6410 and log onto page. Go to date of assignment desired and click on Critical Issue for the date, using “reply” to post responses. (Attendance, 12 pts possible; Participation, 12 pts possible). Due: Aug 22, 29, Sept. 12, 26, Oct. 10, Oct. 31.

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: Sarah Bakewell borrows the phrase "inhabited philosophy" from the English philosopher and novelist Iris Murdoch. Murdoch, she writes, insisted that we "should be able to look through the windows of a philosophy … and see how people occupy it, how they move about and how they conduct themselves."

You are to construct your own “windows of a philosophy statement (no more than 3 pages, in essay form) 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 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;

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• 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 should also review the ACPA/NASPA Professional Competencies, found at http://www.naspa.org/images/uploads/main/ACPA_NASPA_Professional_Competencies_FINAL.pdf

• For additional assistance, see the attached “Tips for writing a professional philosophy”.

(15 pts.) Due: August 30 (Subsequent re-drafts – see Syllabus)

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 and content of a review for the ACPA Journal (with the exception of the above page count requirement rather than a word count) (see “Book Review Essays” retrieved from http://www.myacpa.org/journal-college-student-development-book-reviews ). Students will give a brief oral review of their report. (Written 7 pts; Oral 4 pts.) Due: September 13 – October 11, 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. 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 professional saf chiefs/deans or senior directors from that field from each of three different institutions within the category you’ve chosen (at least one of these institutions 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; • 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

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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. This is a virtually “risk-free” opportunity to become more comfortable with the knowledge and style of administrators typical of those who will soon be interviewing you. Please take advantage of this to shape your thinking about such interviews and well as your professional image that you will be projecting (but, remember, you may well find yourself interviewing with or reference by these interviewees later).

The written executive summary is due on the date of your Professional Study Report. (Written 15/Oral10 pts)Due: Sept 27, Oct. 11, 25

Job Search Strategy Notebook/Disk/Cloud Server 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. It is often observed that “getting a job is, in fact, a full-time job”. In that spirit, think of this as an opportunity to get a head start on this “job”. As a culmination of your degree work as well as of 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 as a format for such documents used in seeking employment;

• at least one sample, generic reference letter from a reference you intend to use in the search process and at least one typical letter of application for a position you might seek;

• your professional philosophy statement and professional study report including your immediate and long-term career goals;

• a description of what employers are likely to seek someone for such employment; • a list of the resources you will utilize in your search; • and, a time frame for 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 further discussing and pursuing your job search. Note: this can be part of your on-going CPL, literally a notebook, or a disk or cloud server 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 1

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. 8, no later than 5:00 pm, via e-mail to instructor at lancasterjm@appstate.edu.

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GradesGrades 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 students 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 = A90- 94 = A-85 – 89 = B+83 – 85 = B

80 – 82 = B-76 – 79 = C+73 – 75 = C70 – 72 = C-

Less than 70 = F

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. For non-publication purposes, an abstract is not required. 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 may result in ONE letter grade reduction for each day late. Assignments not turned in with three days after the designated classroom due date & time may NOT BE ACCEPTED , thereby resulting 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.

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Information and Inclement Weather: As you may recall, it does snow and ice in the mountains 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 Mountaineer Mail e-mail addresses to do this. Therefore, it is important that you either use Mountaineer Mail and consult it with your questions, or link to Mountaineer Mail with your existing e-mail account. Any changes, announcements or other necessary communication outside of class will be provided through Mountaineer Mail. 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 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 16 Introductions and Course Goals Case Study: Default University 2Handouts: Syllabus (emailed)

Professional Literature Review Sign-up, Professional Study Sign-upMost Significant Goals (in class)

Hyperlinks: (See URL’s on Syllabus by Date:A Perfect Storm in Undergraduate Education

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August 22 Conflicted Issue Discussion DueAugust 23 Student Affairs Has a History: Does it have a future?

- institutional types-Why 4 years rather than other-why liberal arts and other requirementsInstitutional Governance

Due: Presenting Your Committee Case Study ReportDue: First Professional Literature ReviewsReadings: Contested Issues: Magolda(s): Part One, Chapters 1 – 4Manning, Kinzie & Schuh: Chapter 1 & 2

Hyperlinks: Is Higher Ed Ready to Change?A College Education in Three Years?The Three Year Completion SolutionWhy We Have College?Does Student Affairs Have an Enduring Mission?

August 29 Conflicted Issue Discussion DueAugust 30 The Management, Administration and Leadership Environment for

Student Affairs - College for all…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 HEOAo Immigrationo Gainful employmento Drug/alcohol issues

o Bumper sticker exerciseReadings: Contested Issues: Magolda(s): Part Four, Chapters 20 – 22.Manning, Kinzie & Schuh: Chapters 3-5Schuh, 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 OfficersAmerican Higher Education: “First in the World”The Problem with In-state TuitionJust Showing Up: Educators Focus on Attendance to Help Students Succeed

Due: Personal/Professional Philosophy Statement

September 6 Personal & Organization Development, Learning and CultureInterpersonal Dynamics

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Politics in the EnvironmentTown-gown relationshipsProfessional CompetenciesHuman Resources – staffing- selection- evaluation- training- tenure- classified versus unclassified systems of employment▪ managing conflicts▪ ACPA Professional Competencies [pdf] found at

http://www.naspa.org/images/uploads/main/ACPA_NASPA_Professional_Competencies_FINAL.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: First Professional Literature Reviews Oral Only, if available

September 12 Conflicted Issue Discussion Due – via email – – JL will discuss on-line

September 13 Business, Budgets and Buildings – Guest: Bruce Michaels, Former Associate Vice Chancellor, Student Affairs, UNCGBudget – 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: The Paradox of New Buildings on CampusTexas A&M Regents Hear Faculty Concerns About a Push Toward a 'For-Profit Mentality'

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What’s the Price Tag for a College Education?Peace College: Separate But Equal?

On-line: Where Does All that Money Go?Due: Second Philosophy RevisionDue: First Professional Literature Reviews, written only

September 20 Critical Conflict & Crisis ManagementCrisis Management and preparationGuest (via Skype): Aaron Fetrow, Vice President, Student Affairs, Roanoke College- necessary precautions- responding to incidents-defending results and aftermathReadings: 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.

Hyperlinks: How to Get Out Alive What it’s like to lead a college’s response to disaster In Case of Emergency: Advice From Campus Leaders

Due: Second professional literature reviews

September 26 Conflicted Issue Discussion DueSeptember 27 Practical Ethics

Spirituality on CampusRevisit Personal/Professional Philosophy StatementsReadings/Handouts: Contested Issues: Magolda(s): Part Three, Chapters 12 - 19Ortiz & 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: First Written/Oral Professional Study ReportsDue: Third professional literature reviews

October 4 All day site Visits UNCG & Guilford CollegeDepart ASU at 7:30, Arrive at UNC Greensboro by 9:30.Lunch at UNCG, depart for Guilford College at 1:30Arrive Guilford at 2:00, depart Guilford at 4:30-5:00Readings Hyperlink: Great colleges to work for.Due: Third Philosophy Revision

October 10 Conflicted Issue Discussion DueOctober 11 Learning, consumerism &Technology – potentials and challenges

Technology – data analytics- advancing appropriate technology with budgets diminishingReadings: Contested Issues - Magolda(s): Part Two, Chapters 5 - 7

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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 & 7Hyperlinks: 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

October 18 Class at Wilkes Community College

October 25 Foundations, Structure & Design of Supervised PracticeReadings: Cooper: Chapter One & Two Due: Third Written/Oral Professional Study Reports

October 31 Conflicted Issue Discussion DueNovember 1 Emerging Issues in Higher Education: Conclusions, Discussion

SAF future – syfi movies and bad guesses or “where’s my robot”?Supervision RelationshipsReadings: Contested Issues - Magolda(s): Part Two, Chapters 8 – 11Manning, Kinzie & Schuh: Chapters 8Article: 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: The Trends Report: 10 key shifts in higher education Vermont pushes to combine public colleges’administrations

How Clinton’s ‘Free College’ Could Cause a Cascade of ProblemsAll the Wrong ReasonsLove Your WorkDue: Job Search Strategy Submission

November 8 FINAL EXAM DUE (no class meeting): Take-home Final Exam via e-mail 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 interviewand 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 wishy-

washy) • 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?

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In this profession, how do I live out who I am as a human being? 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: Hyperlink - Readings Not on Reserve

August 16

A Perfect Storm in Undergraduate Educationhttp://chronicle.com/article/A-Perfect-Storm-in/126451/

August 23

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 Solutionhttp://www.newsweek.com/why-college-shouldnt-take-four-years-lamar-alexander-81423

Why We Have Collegehttp://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 seeJournal of College and Character, Vol. 12, Issue 4 through library electronic collection.

August 30

College planners discuss how they push for changehttp://chronicle.com/article/Audio-College-Planners/132777/?cid=at&utm_source=at&utm_medium=en

Maintenance Over Management: A Survey of Business Officershttp://www.insidehighered.com/news/survey/maintenance-over-management-survey-business-officers

American Higher Education: “First in World”http://www.changemag.org/archives/back%20issues/2011/may-june%202011/first-in-the-world-full.html

The Problem with In-state Tuitionhttp://chronicle.com/article/The-Problem-With-In-State/128371/

Just Showing Up: Educators Focus on Attendance to Help Students Succeedhttp://chronicle.com/article/article-content/127765/ or seeThe Chronicle of Higher Education, June 5, 2011 through library electronic collection.

September 6

The Paradox of New Buildings on Campushttp://www.theatlantic.com/education/archive/2016/07/the-paradox-of-new-buildings-on-campus/492398/

Texas A&M Regents Hear Faculty Concerns About a Push Toward a ‘For-Profit Mentality’http://chronicle.com/article/article-content/127684/

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How to Make College Cheaperhttp://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

Where Does All That Money Go?http://radioopensource.org/college-budgets/

September 13

September 20

How to Get Out Alivehttp://content.time.com/time/magazine/article/0,9171,1053663,00.html

In Case of Emergency: Advice From Campus Leadershttp://chronicle.com/article/In-Case-of-Emergency-Advice/235440?cid=cp32

What It’s Like to Lead a Colleges Response to Disasterhttp://chronicle.com/article/What-It-s-Like-to-Lead-a/236084?cid=at&utm_source=at&utm_medium=en&elqTrackId=dff78a274bdb404596edb538df56d57d&elq=416daf428be2482db62fd663845ad18e&elqaid=8654&elqat=1&elqCampaignId=2903

September 27

October 4

Great Colleges to Work For.http://chronicle.com/specialreport/Great-Colleges-to-Work-For/47?cid=RCPACKAGE

- Achieving a Culture of Communication on Campus- When Millennials Become Managers- Under the Gun- Four Lessons for Aspiring Administrators- -Great Colleges to Work for 2016

October 11

Technology and the Completion Agendahttp://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-sort-of.html

October 18

October 25

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November 1

Love your work http://www.theatlantic.com/business/archive/2016/07/meaning-work-happiness-brooks/489920/

The Trends Report: 10 key shifts in higher educationhttp://chronicle.com/specialreport/The-Trends-Report-10-Key/32?cid=ADTRENDS32

- Speaker Beware- Colleges Draw Hard Lines Against Calls to Restrict Speech- Commentary: A Dispute over Trigger Warnings- Culture of Consent- For Assault Victims, Help is Never Too Late- One University Prepares Students to Intervene

Vermont pushes to combine public colleges’administrationshttps://www.insidehighered.com/news/2016/07/27/vermont-pushes-combine-public-colleges-administrations?utm_source=Inside+Higher+Ed&utm_campaign=bf2202b332-DNU20160727&utm_medium=email&utm_term=0_1fcbc04421-bf2202b332-197653149#.V5jPetfjbHE.mailto

How Clinton’s ‘Free College’ Could Cause a Cascade of Problemshttp://chronicle.com/article/How-Clinton-s-Free/237266

All the Wrong Reasons. http://chronicle.com/article/All-the-Wrong-Reasons/132279/