DIVERSE-PERSPECTIVES-AND-RESPECTFUL DIALOGUE

Contested issues in Student Affairs

Two questions – Baxter and Magolda

How do graduate preparation program faculty prepare future student affairs educators to address the complexities of higher education?

What kinds of continuing education opportunities do divisions of students affairs offer to optimize staffs’ effectiveness?

How it is organized

The editors posed 24 questions within chapter that consists of two essays.

One essayist addressed the question and then a second essayist responded to the first.

First framed the contested issue by defining terms and providing a historical context, while making perspectives explicit.

The second essayist responded to the first by noting agreement, disagreement, and additions

Four topics

Philosophical foundations of student affairs work in higher ed

Challenges to promoting learning and development

Achieving equitable and inclusive learning environments

organizing student affairs practice for learning and social justice

Philosophical foundations

Essential knowledge for student affairs educators

Classroom knowledge is the only knowledge

Scholar-practitioner & theory-practice helpful?

The collaboration challenge between academic and

student affairs

Learning and Development

Age of consumerism

Allowing students to fail: risks and benefits

Impact of social networking on learning?

Relationship between policy and social norms

Do intervention aims really curb alcohol abuse?

What do we do about “that parent”?

Age of accountability and really making a difference.

Inclusive and equitable learning

Talking about race; why is it so challenging?

Identity center impact?

What does it mean act affirmatively in hiring?

Girl or Woman…Dorm or Residence Hall. What’s the deal with language?

Implications of providing special considerations?

Responsibility & limits in addressing mental health issues

Attending to religious and spiritual needs

Protecting freedom speech, while ensuring civil discourse

Organizing for Learning and Social Justice

Social justice agenda

Inclusive learning practices

Supervision to include, learning-centered practices

Navigating professional boundaries

Clash with supervisors & organizational beliefs

Healthy dialogue

Graduate students developed the questions

Classroom sparking fruitful, and even heated, discussions

Does social networking enhance or impede student learning?

Do identity centers divide rather than unite higher education faculty, students, and administrators?

In this age of accountability, what counts as good and how do we know if student affairs educators really make a difference in the lives of students?

How do campus administrators go beyond the first amendment in achieving balance between free speech and civil discourse?

Essay opportunities/value

Multifaceted examination of the issues and suggested additional questions and areas for future consideration.

Different ideological and theoretical perspectives when seeking to understand these complex issues..

Chapter 10 example

Opening vignette of a visit to an academic advisor of a student and his mother Academic advisor perspective Parent perspective

Makes a case for resisting the easy interpretation of parental involvement as overly intrusive or “helicopter” style

Generally the case that colleges and parents share the same goals for the student: learning, good decision-making, personal agency, happiness, replacing dependence with responsibility

Changing expectations of parents

Time to redefine this in terms of what we know about the relationships of Millennial Generation

Why they “hover.” World is often portrayed as a dangerous place, and parents

feel a stronger need to protect their children Middle-class parents have in the past twenty years become

more directly involved in their children’s K-12 educational world, and expect to continue that connection.

This is less often true of poor or working-class parents, who are more likely to encourage their children’s independence at an earlier age.

Parents or individuals are carrying more of the cost of higher education which often creates a consumer mentality.

WHAT, THEN, CONSTITUTES APPROPRIATE INVOLVEMENT ON THE PART OF PARENTS IN

THEIR CHILD’S HIGHER EDUCATION EXPERIENCE

Let’s try

Another example

What Forms Would Supervision Take to Model Inclusive, Learning-Oriented Practice? We never stop learning and developing throughout our

lives; the process is continuous, only the developmental tasks and our understandings of them change. We are all works in progress. (p. 419)

Supervisors must commit to their own and others’ learning, be culturally competent, hold themselves and others accountable, and establish mutual partnerships with staff members so that supervision is learning oriented and inclusive. (p. 429

Different perspective

A certain amount of professional development should be initiated by young professionals themselves.

Rather than expect supervisors to create the best developmental plans and steps for their supervisees, the supervisee need also consider their own learning goals and expectations.

Young professionals should work with their supervisors to create a supervisory relationship that will support those goals.

Developmental supervision

Developmental supervision as a form of supervision that fits the specific needs of the supervisee

Assess the developmental levels of the learner and both challenge them to grow whilst support them in their effort

Discussion

Do you agree with this approach?Can it be effectively implemented?What is the supervise role?Does the structure of student affairs support

this?

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