Contested Issues in Student Affairs

Diverse Perspectives and Respectful Dialogue
Herausgeber: Magolda, Peter M; Magolda, Marcia B Baxter

• Gebundenes Buch

Produktbeschreibung

Augments traditional introductory handbooks that focus on functional areas and organizational issues and fills a void by addressing the social, educational and moral concepts and concerns of student affairs work that transcend content areas and administrative units, such as the tensions between theory and practice, academic affairs and student affairs, risk taking and failure.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 498
• Erscheinungstermin: 22. August 2011
• Englisch
• Abmessung: 231mm x 155mm x 38mm
• Gewicht: 839g
• ISBN-13: 9781579225834
• ISBN-10: 1579225837
• Artikelnr.: 32873868

Autorenporträt

Peter M. Magolda was Professor Emeritus in the Department of Educational Leadership at Miami University. He focused his scholarship on ethnographic studies of college students, critical issues in qualitative research, and program evaluation. He is author of The Lives of Campus Custodians and co-author of Contested Issues in Student Affairs, Contested Issues in Troubled Times, and It's All About Jesus!: Faith as an Oppositional Collegiate Subculture, and has served on the editorial boards of Research in Higher Education and the Journal of Educational Research. He was an ACPA Senior Scholar inductee, and in 2013 received the Association for the Study of Higher Education (ASHE) Mentoring Award. He also received Miami University's Richard Delp Outstanding Faculty Member award, as well Alumni Award from The Ohio State University and Indiana University. We deeply mourn the loss of author, teacher, and friend Peter M. Magolda. Marcia B. Baxter Magolda is Distinguished Professor Emerita, Miami University of Ohio and a nationally recognized author and speaker on student development and learning. She received the American College Personnel Association's Lifetime Achievement Award in 2014, and the Association for the Study of Higher Education's Research Achievement Award in 2007, for her outstanding contribution to advancing student learning. Her scholarship addresses the evolution of learning and development in college and subsequent adult life, and educational practice to promote self-authorship. Her seventh and eighth books respectively are Authoring Your Life and Development and Assessment of Self-Authorship.

Inhaltsangabe

ACKNOWLEDGMENTS PREFACE. Peter Magolda and Marcia Baxter Magolda, Miami
University 1. WHAT COUNTS AS "ESSENTIAL" KNOWLEDGE FOR STUDENT AFFAIRS
EDUCATORS? Intellectual Curiosity and Lifelong Learning-Marcia Baxter
Magolda & Peter Magolda, Miami University Response-Jill Carnaghi,
Washington University in St. Louis & Victor Boschini, Texas Christian
University 2. HOW DOES THE PERCEPTION THAT LEARNING TAKES PLACE EXCLUSIVELY
IN CLASSROOMS PERSIST? Expanding the Learning Environment-Mimi Benjamin,
Cornell University & Florence Hamrick, Rutgers University Response-Laura
Blake Jones, University of Michigan 3. HOW ARE DICHOTOMIES SUCH AS
SCHOLAR-PRACTITIONER AND THEORY-PRACTICE HELPFUL AND HARMFUL TO THE
PROFESSION? Developing Professional Judgment-Gregory Blimling, Rutgers
University Response-Ellen Broido, Bowling Green State University 4. IF
STUDENT AFFAIRS-ACADEMIC AFFAIRS COLLABORATION IS SUCH A GOOD IDEA, WHY ARE
THERE SO FEW EXAMPLES OF THESE PARTNERSHIPS IN AMERICAN HIGHER EDUCATION?
Transforming Our Approach to Education. Cultivating Partnerships and
Dialogue-Victor Arcelus, Gettysburg College Response-Jamie Lester, George
Mason University PART TWO. CHALLENGES OF PROMOTING LEARNING AND DEVELOPMENT
5. IN THIS AGE OF CONSUMERISM, WHAT ARE THE IMPLICATIONS OF "GIVING
STUDENTS WHAT THEY WANT?" Have it Your Way U-Tracy Davis, Western Illinois
University Response-Lisa Boes, Harvard University 6. WHAT ARE THE RISKS AND
BENEFITS ASSOCIATED WITH ALLOWING STUDENTS TO FAIL IF LEARNING RESULTS?
Creative Learning for Challenging Times. The Promise and Peril of
Risk-Michele Welkener, University of Dayton Response-Kelsey Ebben Gross,
Central New Mexico Community College 7. DOES SOCIAL NETWORKING ENHANCE OR
IMPEDE STUDENT LEARNING? Social Networking and Student Learning. Friends
without Benefits-Mark R. Connolly, University of Wisconsin-Madison
Response-Ana Martinez Aleman, Boston College 8. WHAT IS THE RELATIONSHIP
BETWEEN CHANGING UNIVERSITY POLICY AND CHANGING STUDENT NORMS? Where Policy
Meets Student Behavior-Jonathan Poullard, University of California, Berkley
Response-J. Michael Denton, Miami University. 9. IF CURBING ALCOHOL ABUSE
ON COLLEGE CAMPUSES IS AN "IMPOSSIBLE DREAM," WHY BOTHER WITH INTERVENTIONS
AIMED AT CURBING ABUSE? Navigating the Drinking Culture to Become
Productive Citizens-James P. Barber, College of William and Mary
Response-Heidi Levine, Cornell College 10. WHAT SHOULD UNIVERSITIES DO
ABOUT OVERLY INVOLVED PARENTS? Aiming to Redefine, not Restrict, Parental
Involvement. How to Foster Developmentally Effective Parent-Student
Partnerships-Kari Taylor, Miami University Response-John Lowery, Indiana
University of Pennsylvania 11. 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? Student affairs in the Age of
Accountability and Assessment-Jillian Kinzie, Indiana University,
Bloomington Response-Andrew Wall, University of Rochester 12. WHY IS IT SO
CHALLENGING FOR COLLEGIANS AND STUDENT AFFAIRS EDUCATORS TO TALK ABOUT
RACE? The Elephant in the Room-Race-Julie J. Park, Miami University
Response-Christopher Mundell, Columbus College of Art and Design 13. DO
IDENTITY CENTERS (E.G., WOMEN'S CENTERS, ETHNIC CENTERS, LGBT CENTERS.
DIVIDE RATHER THAN UNITE HIGHER EDUCATION FACULTY, STUDENTS, AND
ADMINISTRATORS? IF SO, WHY ARE THEY SO PREVALENT ON COLLEGE CAMPUSES?
Identity Centers. An Idea Whose Time Has Come...and Gone?-Kristen A. Renn,
Michigan State University Response-Lori Patton Davis, University of Denver
14. WHAT DOES IT MEAN TO "ACT AFFIRMATIVELY" IN HIRING PROCESSES? Diversity
as a Strategic Imperative in Higher Education-Karen E. Miller and J.
Douglas Toma, Institute of Higher Education, University of Georgia
Response-Patricia King, University of Michigan 15. GIRL OR WOMAN?...DORM OR
RESIDENCE HALL? ...WHAT'S THE BIG DEAL ABOUT LANGUAGE? The Power of
Language-Stephen John Quaye, University of Maryland Response-Ebelia
Hernandez, Rutgers University 16. WHAT ARE THE IMPLICATIONS OF PROVIDING
"SPECIAL" CONSIDERATIONS TO PARTICULAR STUDENTS? " Special" Considerations
for a Universal Problem. Campus Accommodations-Deborah McCarthy, University
of South Florida Response-Peter Haverkos, Miami University-Hamilton 17.
WHAT ARE THE RESPONSIBILITIES AND LIMITS OF STUDENT AFFAIRS EDUCATORS' ROLE
IN ADDRESSING BURGEONING STUDENT MENTAL HEALTH ISSUES? Supporting
Collegians' Mental Health. Collaboration and Role Differentiation-David B.
Spano, University of North Carolina at Charlotte Response-Paul Oliaro,
California State University at Fresno & Lori Varlotta, California State
University at Sacramento 18. WHAT ROLES SHOULD STUDENT AFFAIRS EDUCATORS
PLAY IN ATTENDING TO STUDENTS' RELIGIOUS AND SPIRITUAL NEEDS? Creating
Space for Spirituality and Religion in Student Affairs Practice. Alyssa N.
Bryant, North Carolina State University Response. Michele Murray, Seattle
University & Robert Nash, University of Vermon 19. HOW DO STUDENT AFFAIRS
EDUCATORS PROTECT FREEDOM OF SPEECH WHILE ENSURING CIVIL DISCOURSE? Putting
the Hammer Down. Tobias W. Uecker, Kenyon College Response. Katie Sardelli,
Winthrop University IV. Organizing Student Affairs Practice for Learning
and Social Justice 20. WHY IS THE GAP SO WIDE BETWEEN ESPOUSING A SOCIAL
JUSTICE AGENDA TO PROMOTE LEARNING AND ENACTING IT? WHAT COULD STUDENT
AFFAIRS EDUCATORS DO TO GENUINELY ENACT A SOCIAL JUSTICE IDEOLOGY? Moving
Beyond Good Intentions. Joel D. Zylstra, Center for Transforming Mission
Education Response. Nana Osei-Kofi, Iowa State University 21. WHAT WOULD
STUDENT AFFAIRS ORGANIZATIONAL STRUCTURES LOOK LIKE IF THEY SUPPORTED
INCLUSIVE, LEARNING-CENTERED PRACTICES? Advancing Inclusive and
Learning-centered Practice. Redesigning Student Affairs Work. John P.
Dugan, Loyola University Response. Tatiana Suspitsyna, The Ohio State
University 22. WHAT FORMS WOULD SUPERVISION TAKE TO MODEL INCLUSIVE,
LEARNING-ORIENTED PRACTICE? The Case for Developmental Supervision. Michael
G. Ignelzi, Slippery Rock University Response. Patty Perillo, Davidson
College 23. WHY DO STUDENT AFFAIRS EDUCATORS STRUGGLE TO SET PROFESSIONAL
BOUNDARIES? Establishing and Maintaining Healthy Professional and Personal
Boundaries. Kathleen (Kate. R. Linder, Indiana University of Pennsylvania
Response. Kristina Mickel Clement, Georgia State University 24. HOW DO
PROFESSIONALS NAVIGATE SITUATIONS WHEN THEIR PROFESSIONAL BELIEFS CLASH
WITH THEIR SUPERVISORS' OR ORGANIZATIONS' BELIEFS? Engaging in Dialogues
about Difference in the Workplace. Peter Magolda & Marcia Baxter Magolda,
Miami University Response. Rozana Carducci, University of Missouri-Columbia
CONTRIBUTORS INDEX