Student Services : A Handbook for the Profession.
- 6th ed.
- 1 online resource (643 pages)
Intro -- Student Services -- Contents -- About the Authors -- Preface -- The Green Book -- The Title -- The Focus of the Sixth Edition -- The Organization and Contents of the Sixth Edition -- References -- Part One Historical Context -- Chapter 1 Historical Overview of American Higher Education -- Structures and Students -- The Colonial Period: Sorting Out the English Legacy -- Creating the "American Way" in Higher Education: The New National Period -- University Building and More: 1880 to 1914 -- Higher Education after World War I: 1915 to 1945 -- Higher Education's "Golden Age": 1945 to 1970 -- Problems during a Time of Prosperity: The 1960s -- An Era of Adjustment and Accountability: 1970 to 1990 -- The Twentieth to the Twenty-First Century, 1990 to 2015 -- Conclusion -- Discussion Questions -- References -- Chapter 2 The History of Student Affairs -- Era of Paternalism: 1636 to 1850 -- Era of College Life: 1850 to 1913 -- Deans of Women -- Deans of Men -- Walter Dill Scott and the "Student Personnel" Movement: 1914 to 1945 -- Golden Age of Higher Education: 1945 to 1970 -- Era of Consumerism: 1970 to 1995 -- Key Federal Laws and Judicial Decisions in the 1970s -- Student Affairs Documents -- Era of Student Learning: 1994 to 2010 -- Era of Professionalism: 2010 to the Present -- Future Challenges and Considerations -- Conclusion -- Discussion Questions -- References -- Chapter 3 Philosophies and Values -- A Framework for Understanding Philosophies -- Basic Principles -- Values -- Roles and Functions -- A Profession's Identity -- The Philosophical Legacy of Student Affairs -- Education for Democracy -- Education for Everyone -- Problem-Based Learning -- Enduring Principles and Values of Student Affairs -- Focus on Students -- The Educative Role of the Environment and Context -- Intentional, Empirically Grounded Work -- Responsibility to Society. Social Justice Advocacy -- Current Influences on Our Professional Philosophies and Values -- The Student Development Movement -- The Student Learning Movement -- Critical, Postmodern, and Poststructural Theories -- Internationalization -- Conclusion -- Activities -- References -- Part Two Professional Context -- Chapter 4 Institutional Identity and Campus Culture -- Institutional Missions and Types -- Institutional Mission -- Institutional Types -- Campus Culture -- Application of Research and Theory to Student Affairs Practice -- Conclusion -- Discussion Questions -- References -- Chapter 5 Campus Climate and Diversity -- Defining Diversity -- Frameworks for Studying Diversity and Campus Climate -- The Campus Climate Framework -- The Framework for Diversity -- The Transformational Tapestry Model -- Comparing the Models -- How Students Experience Climate -- The Role of Student Affairs in Supporting Diversity and Improving Campus Climate -- Conclusion -- Discussion Questions and Activities -- References -- Chapter 6 What Is Ethical Professional Practice? -- Ethics, Values, Professionalism, Legal Imperatives, and Codes of Conduct -- Purpose of This Chapter -- Philosophies That Undergird Professional Ethics -- Modern-Day Ethical Considerations -- Ethic of Care -- Ethics and the "Corporatization" of Higher Education -- Fundamental Ethical Principles and Standards -- Ethical Principles -- Professional Association Ethical Standards and Frameworks -- Making Ethical Decisions -- Conclusion -- Activities -- References -- Chapter 7 Legal Foundations and Issues -- The United States Constitution -- Religious Expression -- Free Speech -- Weapons on Campus -- Search and Seizure -- Due Process -- Student Affairs Practice at Public Compared with Private Institutions -- Federal Regulations -- Title IX -- Jeanne Clery Act -- Violence against Women Reauthorization Act. Family Educational Rights and Privacy Act of 1974 (FERPA) -- Conclusion -- Discussion Questions -- References -- Part Three Theoretical Bases of the Profession -- Chapter 8 The Nature and Uses of Theory -- "Nothing So Practical as a Good Theory" -- What Is Theory? -- Theory Creation and Paradigmatic Influences -- Positivism -- Constructivism -- Critical Theory -- Poststructural Theories -- How Theories Evolve -- Theories in Student Affairs -- Developmental Approaches -- Challenge and Support -- Dissonance -- Meaning Making -- Context and the Role of Power -- Relationships of Theories to Student Affairs Practice -- Conclusion -- Discussion Questions and Activity -- References -- Chapter 9 Holistic Development -- Key Holistic Models -- Kegan's Theory of Self-Evolution -- Baxter Magolda's Theory of Self-Authorship -- Baxter Magolda and King's Model of the Journey toward Self-Authorship -- Torres's Matrix of Holistic Development -- Abes, Jones, and McEwen's Reconceptualized Model of Multiple Dimensions of Identity (RMMDI) -- Pizzolato's Theory of Self-Authorship -- Intersections with Additional Theoretical Perspectives -- Practice: Supporting Young Adults in Growing toward Self-Authorship -- Conclusion -- Discussion Questions and Activities -- References -- Chapter 10 Cognitive Development -- The Nature and Mechanisms of Development -- Models of Cognitive Development -- Perry's Scheme of Intellectual and Ethical Development -- The Reflective Judgment Model -- Women's Ways of Knowing -- Epistemological Reflection Model -- Epistemological Understanding -- Synthesis of Cognitive Development Models -- The Role of Cognitive Development in Other Developmental Models -- Conclusion -- Discussion Questions and Activities -- References -- Chapter 11 Psychosocial and Identity Development -- Psychosocial Development. Links between Psychosocial and Identity Theories -- The Evolution of Identity Development Theories -- Social Identity Theories -- Gender Identity -- Sexual Identity and Sexual Orientation -- Conclusion -- Discussion Questions -- References -- Chapter 12 Critical Theoretical Perspectives -- Critical Race Theory -- Intersectionality -- Queer Theory -- Reconsidering Student Development -- Shifting the Purpose and Focus of Student Development Theory -- Reconsidering Identity as Changing and Fluid -- Decoupling Internalized Identity from Identity Performance -- Recentering the Study of Development to "Individual + Social Location" -- Recognizing the Intersections of Privilege and Marginalization -- The Development of Political Consciousness -- Conclusion -- Discussion Questions and Activities -- References -- Chapter 13 Organization Theory and Change -- Making Sense of Organizations and Change: The Four Frames -- Structural Frame -- Human Resource Frame -- Political Frame -- Symbolic Frame -- Multi-frame Thinking: Pulling the Frames Together -- Distinctive Features of Higher Education Organizations -- Loosely Coupled Structures and Shared Governance -- Values-Driven Culture -- Power Structures: Referent versus Expert Power and Competing Authority Structures -- Conflicting Faculty and Administrative Values System -- Longevity of Employment -- Image- and Reputation-Driven Organizations -- Organizational Change as Challenging: Culture and Sensemaking -- Cultural Theories -- Sensemaking -- Organizational Learning: Applying the Theories -- Four Frames -- Distinctive Features of Higher Education -- Organizational Culture and Sensemaking -- Conclusion -- Discussion Questions -- References -- Chapter 14 Environmental Theories -- Relationship between Campus Environments and College Students -- Role of Campus Environments in Serving Students. Relationship between Campus Environments and College Student Characteristics -- Understanding the Elements of Campus Environments -- Critical Elements of Campus Environments -- Ecological Nature of Campus Environments -- Relevance and Responsiveness of Campus Environments -- Critical Contemporary Contexts -- Implications for Student Affairs Educators -- Conclusion -- Discussion Questions and Activity -- References -- Chapter 15 Student Retention and Institutional Success -- Postsecondary Enrollment and Outcomes -- Definition of Terms -- Student Success and Retention Theories -- Sociological Approaches -- Psychological Approaches -- Economic Approaches -- Organizational Approaches -- Recommendations for Practice -- Tinto's Framework for Institutional Action -- Documenting Effective Educational Practices: DEEP Project -- Nine Imperatives for Institutional Policy and Action -- Considerations for Evaluating Theories and Recommendations for Practice -- Future Directions for College Student Success -- Individual Level -- Institutional Level -- Policy Level -- Conclusion -- Discussion Questions and Activities -- References -- Part Four Organizational Aspects of Professional Practice -- Chapter 16 Framing Student Affairs Practice -- Project DEEP Research -- Models of Student Affairs Practice -- Traditional Models -- Innovative Models -- Theory to Practice -- Changing Your Model -- Summary -- Discussion Questions and Activities -- References -- Chapter 17 Organizational Structures and Functions -- Organization of Higher Education and Student Affairs -- SSAO Educational and Professional Background and Salary -- Reporting Lines in Student Affairs -- Functional Areas for Student Affairs Professionals -- Academic Advising -- Admissions -- Assessment -- Auxiliary Services Functional Areas -- Campus Security -- Career Services. Civic Engagement and Service-Learning Programs.
9781119051244
Student affairs services--United States--Handbooks, manuals, etc.