Theory, Practice, and Change
Chapter Eight: Leadership in Student Affairs
This chapter focuses on student affairs leadership in the community college. Specific attention will be given to four areas: (1) the disconnect between academic affairs and student affairs and its implications on student learning and personal development; (2) foundational and guiding student affairs documents (e.g., the Student Learning Initiative, Principles of Good Practice, Student Personnel Point of View); (3) the core functions of student affairs in relation to effective leadership practices; and (4) student development theory, with a primary focus on psychosocial theories. When reading this chapter, consider the following questions: Why is there dissonance between the divisions of academic and student • affairs? How does this effect student and institutional success? How can student affairs and academic affairs programming/services work cohe- sively to enhance student learning and personal development? What are the benefits of establishing a cohesive collaboration between these divisions? How do foundational/guiding student affairs documents (e.g., the • Student Learning Initiative, Principles of Good Practice, and Student Personnel Point of View) address the role, function, and purpose of stu- dent affairs leaders? Do earlier documents address the current realities of community college students? If so, how? If not, what new guiding principles are needed? What are the core functions of student affairs? How do student affairs • programming and services advance student learning and personal development? What are the primary student development theories? What are the • differences between these theories? How do they benefit the practice of student affairs leadership? C H A P T E R E I G...
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