the role of student affairs and services in higher education
the role of student affairs and services in higher education
the role of student affairs and services in higher education
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SECTION III – THE CENTRAL ROLE OF PROFESSIONAL PREPARATION<br />
AND ONGOING PROFESSIONAL DEVELOPMENT OF STUDENT AFFAIRS<br />
AND SERVICES STAFF<br />
As a fundamental premise <strong>of</strong> provid<strong>in</strong>g pert<strong>in</strong>ent <strong>and</strong> appropriate high impact,<br />
<strong>student</strong> centered <strong>services</strong> <strong>and</strong> programs on an on-go<strong>in</strong>g basis, it is imperative<br />
that <strong>the</strong> <strong>in</strong>dividuals charged with <strong>the</strong>se tasks acquire <strong>the</strong> necessary knowledge<br />
<strong>and</strong> skills to carry <strong>the</strong>m out <strong>in</strong> an effective manner. Although formal academic<br />
preparation <strong>in</strong> <strong>the</strong> field is preferable, it is recognized that few <strong>of</strong> <strong>the</strong>se programs<br />
are <strong>of</strong>fered throughout <strong>the</strong> world. As a consequence, <strong>the</strong> follow<strong>in</strong>g elements<br />
provide <strong>the</strong> necessary foundation for <strong>the</strong> preparation <strong>and</strong> development <strong>of</strong> <strong>the</strong><br />
required expertise for <strong>student</strong> <strong>affairs</strong> <strong>and</strong> <strong>services</strong> work. It is understood that<br />
more specialized competencies (e.g., counsel<strong>in</strong>g <strong>and</strong> o<strong>the</strong>rs) will require a<br />
specific pr<strong>of</strong>essional designation.<br />
KNOWLEDGE OF STUDENTS AND STUDENT CULTURES<br />
It may seem obvious that <strong>the</strong> most important knowledge required <strong>of</strong> staff<br />
work<strong>in</strong>g <strong>in</strong> <strong>the</strong> area <strong>of</strong> <strong>student</strong> <strong>affairs</strong>/<strong>services</strong> should be a thorough knowledge<br />
<strong>of</strong> <strong>the</strong> <strong>student</strong>s with whom <strong>the</strong>y work. S<strong>in</strong>ce <strong>student</strong>s are <strong>the</strong> raison d’être for<br />
<strong>higher</strong> <strong>education</strong>, a thorough knowledge <strong>of</strong> <strong>the</strong> composition <strong>and</strong> characteristics<br />
(demographics) <strong>of</strong> <strong>the</strong> <strong>student</strong> population, <strong>the</strong> broad diversity, <strong>the</strong>ir expectations<br />
<strong>and</strong> satisfaction , <strong>the</strong>ir psycho-social/physical development, as well as <strong>the</strong>ir<br />
behavior <strong>and</strong> motivation is crucial <strong>in</strong> ensur<strong>in</strong>g <strong>the</strong> development <strong>and</strong><br />
adm<strong>in</strong>istration <strong>of</strong> <strong>the</strong> programs necessary to promote <strong>student</strong> success.<br />
In a word, <strong>student</strong> Affairs <strong>and</strong> <strong>services</strong> staff members are required to be, or at<br />
m<strong>in</strong>imum become, along with <strong>the</strong>ir faculty partners, <strong>the</strong> campus experts on<br />
knowledge <strong>and</strong> underst<strong>and</strong><strong>in</strong>g about <strong>student</strong>s <strong>and</strong> <strong>the</strong>ir development. Through<br />
careful analysis <strong>of</strong> exist<strong>in</strong>g data, <strong>the</strong> staff needs to develop a comprehensive <strong>and</strong><br />
accurate socio-cultural picture <strong>of</strong> <strong>the</strong>ir <strong>student</strong> population, identify<strong>in</strong>g <strong>in</strong>adequate<br />
or miss<strong>in</strong>g <strong>in</strong>formation elements so that <strong>the</strong>y can <strong>in</strong>itiate appropriate action <strong>and</strong><br />
<strong>in</strong>form campus adm<strong>in</strong>istrators, faculty, <strong>student</strong> leaders, <strong>and</strong> government <strong>of</strong>ficials<br />
<strong>of</strong> <strong>the</strong> nature <strong>of</strong> <strong>the</strong> <strong>student</strong> body.<br />
Although work <strong>in</strong> this area readily gives staff a feel for <strong>student</strong>s’ needs <strong>and</strong><br />
wants, a sort <strong>of</strong> phenomenological underst<strong>and</strong><strong>in</strong>g, it is crucial that scientific<br />
<strong>in</strong>struments <strong>and</strong> methods be used to supplement this view <strong>and</strong> provide a wider<br />
sociological perspective <strong>of</strong> <strong>the</strong> <strong>student</strong> body. In this sense, surveys, focus groups<br />
<strong>and</strong> panels provide, among o<strong>the</strong>rs, <strong>the</strong> appropriate context to better underst<strong>and</strong><br />
<strong>the</strong> data on <strong>the</strong> <strong>student</strong> population as opposed to <strong>in</strong>dividual <strong>student</strong>s.<br />
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