By Kathleen Manning
Within the day-to-day work of upper schooling management, pupil affairs execs comprehend that diversified institutional forms - even if a small liberal arts collage, a doctoral in depth establishment, or a large inner most university - require diversified sensible methods. regardless of this, so much scholar affairs literature emphasizes a "one measurement matches all" method of perform. during this e-book, prime students Kathleen Manning, Jillian Kinzie and John Schuh suggest a brand new process by means of presenting eleven models of scholar affairs perform. those versions are in line with a qualitative, multi-institutional case learn learn venture involving twenty associations of upper schooling various through variety, dimension and undertaking. by way of accessibly providing forms of associations that experience all skilled greater than predicted levels of pupil engagement and commencement premiums the authors got down to become aware of the rules, practices and courses which may give a contribution to scholar luck.
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Additional info for One Size Does Not Fit All: Traditional and Innovative Models of Student Affairs Practice
Toward this end, we reconsidered the DEEP data and project ﬁndings with an eye toward developing an enriched understanding of student aﬀairs practice in educationally eﬀective institutions with higher than predicted student engagement and graduation rates. The DEEP Study Since the DEEP research served as a touchstone for the models presented in this book, a brief introduction to the project is in order. indd 30 1/12/06 7:24:28 AM STUDENT ENGAGEMENT AND SUCCESS 31 student success. In addition, few schools have eﬀective mechanisms for linking information about student experiences to eﬀorts to improve academic programs and student support services.
Despite any strengths or weaknesses of the extracurricular model, this early model of student aﬀairs practice established a medium in which student aﬀairs practitioners constructed a rich array of student-centered opportunities. Using the extracurricular model, student aﬀairs professionals have inﬁnite settings outside the classroom which provide the student with opportunities to clarify values and purposes, confront ideas, emotions, and issues, bring new information to bear upon situations or new ways to organize information, accept the consequences of behavior, and grow in ability to lead and relate to others.
Coincident with these pressures, higher education has become more widely available to students, with an increasing proportion of high school graduates and working adults attending college (Kirp, 2003). As a result, many colleges and universities are demonstrating how they achieve high-quality undergraduate education as well as enhance and document student success to a wide range of constituents. The Link Among Engagement, Learning, and Student Success Several widely disseminated publications lay out the key concepts associated with student success and eﬀective institutional performance, including “The Seven Principles for Good Practices in Undergraduate Education” (Chickering & Gamson, 1987) and Education Commission of the States’s (1995) Making Quality Count in Undergraduate Education, which ﬂeshes out related factors and conditions in more detail.
One Size Does Not Fit All: Traditional and Innovative Models of Student Affairs Practice by Kathleen Manning