Programming for Success

Barr and Keating model of program development and implementation provides basic guidelines that I will use in this class and in the future. At present, I work as a superintendent of school for the New Jersey Conference. I have several programs that I will be working on over the next few years. One of the programs is to hjelp increase math test scores, throughout the Conference, of students enrolling in grades 3 through 12. I will use the model by addressing the following: The context, the goal, the plan or method, and the assessment and evaluation. I truly appreciate having a framewoek to follow in the creation programs. I hope in the future to take a course in progam development and evaluation.

I remember having taken a course in curriculum development and evaluation but I do not remember discussing non-academic programs development. I believe it is also important to develop non-academic programs in order to prepare holistic programs that will benefit students in all areas of development.

The Money Factor

It seems that money management will follow us wherever we go whether on our personal lives or at the workplace. The point became clear to me as I read the following statement from Sandeen and Barr (2006): “If student affairs leaders are to achieve their goals on their campus, it is essential that they become expert fiscal managers, articulate advocates their programs, creative resource producers, and knowledgeable contributors to their institutions’ overall budget process.” Not only do student affairs personnel must be in tuned with student needs, they must be able to fundraise for their programs and be able to manage funds received. A business course or two may benefit student affairs personnel.
I found the chapter dealing with “budgeting and fiscal management for student affairs” to be very beneficial. At a time when every department has to present convincing argument for receiving funding, it is very important that student affairs personnel link student affairs programs with the mission of the institution in order to capture financial resources. By connecting the need for funding to the mission of the institution, individuals can fundraise successfully. Student affairs personnel must be well trained in fundraising at a time when universities are restructuring or making major cuts. One can no longer expect that another entity will raise and manage the funds.
The section relating to legal issues in student affairs is a review of higher education law dealing with the university’s relationship with its students. Not only should student affairs personnel be able to raise, advocate for and manage funding, these individuals must be well aware of the law in relationship to students. Universities must review their publications and communications periodically to “ensure that they correctly set forth the expectations that the university has of the students and the obligations of the university” (p.524).

The Purpose for Organizational Models

One of the things that caught my attention is the mission of student affairs. Student affairs exist to serve the needs of students, to foster the academic success and personal development of students, and to create campus environments that support the educational mission of collegiate institutions. To accomplish this mission, several organizational models have been developed.
As I read the assigned chapters, I concentrated more on the way that any of the cited models accomplished the mission of student affairs. It is very easy to focus on the models and not on the mission itself. The effectiveness of any model should be determined by how well the model has accomplished the mission of student affairs.
I also believe that human capital must be well trained and supported in order for that mission to be accomplished. I agree that “human capital is the greatest asset of any student affairs division.

Like Father Like Son: The Kids Are All Right

Many teachers (adults) are ready to criticize students (young people) for misbehaving and for their lack of motivation. The authors help us to look at ourselves as adults to realize that we are no different than our students (young people). We seem to expect students to be better people than we are. We seem to expect them to live that life that we could not and cannot live. We seem to forget how life was for us when we were students. The following statement will get all of us to rethink the way we view our students: “In reality, we are much more like our students than we care to acknowledge. Who among us can say they have read all of the recent journals in their field, have never submitted a less than perfect manuscript or grant proposal, have never procrastinated on a project, have never missed a deadline, have never been late to class, have never skipped a meeting, or have not paid astute attention while a speaker provided information? If you have any doubt about this last one, I urge you to look around the room during your next faculty meeting to see how many of your colleagues are otherwise occupied.” Are we any different than our students? This is really something to think about. This article can help us to better parent as well.
Here is the article “The Kids Are All Right”: http://www.insidehighered.com/views/2009/10/28/lewandowski

Maintaining & Modeling Everyday Ethics in Student Affairs

The title of chapter 9 summarizes very well all three chapters. Chapter 10 discusses professional standards which I would describe as whether or not a program is credible. Credibility is closely associated with ethics. Chapter 11 deals with professional associations for student affairs. I believe these associations will aid in getting the appropriate resources to follow the mission of student affairs. All three chapters can be summarized in two words: “professional integrity.”
As professionals, we must act and deal with students and individuals within our circle with integrity. Students are looking for role models and adults want to be sure that the individuals who are servicing their children are professional and ethical at the same time. Standards, as unpopular as they can be, provide the framework by which professionals in student services should strive for. These standards also set the stage for commonalities among professionals or provide measurable outcomes which in turn can be called instruments to measure the strength of professional integrity.
The reading also provides a long list of professional associations within higher education and especially in the area of student affairs. In the future, I can turn to the list as a resource. We are called to be more than just professional but to serve with integrity. To serve with integrity, I believe, requires a lot of dedication, preparation, and a lifelong of professional growth.

Passing on the Torch

One must have in order to give or one cannot give what one does not summarizes this week’s reading very well for me. Religio-spirituality in the personal lives of student affairs emphasizes what I call modeling the faith for our students. Individuals who work with students also have spiritual lives and spiritual needs. In Christian universities, students are blessed by the rich Christian cultures and lives of those who work closely with them. Additionally, those who work with students have a support system whereby they can encourage one another in their spiritual lives.
At a time of student development, the college years offer great opportunity for students and administrators to experience and share the Christian work through modeling. In campuses where students and those who work with them are authentic about their religious beliefs and practices, true growth will take place for students and staff as well. Students will be encouraged to be tolerant to others with different viewpoints and beliefs. However, mandated activities will be observed as cited in the school’s bulletin because we do not want to create confusion in the minds of our students.

Relational Beings: Making Connections

I truly believe that life is all about relationships. Therefore being a very relational person, I connected very well with this week’s reading. I reflected a lot on the quotation that reads: “relationships are our legacy.” God created us to be in relationships with Him and with others. Without positive or effective relationships, lives would be meaningless. Everyone craves for relationships although some would never admit. Therefore, at a time when students are away from their loved ones, it is vital that we help them develop positive or effective relationships. One way that we, administrators, staff, and faculty can help students to create positive relationships is to model it.

We need to model positive relationships to our students by the way we treat them and by the way we treat our colleagues. We must also learn to set boundaries in our relationships. Young people are very relational but they also like when adults are authentic. We must be sincere with our time and availability. We must also learn how to resolve conflicts when they arise. Additionally, we must teach students how to welcome conflicts and deal with it positively. Hopefully, by doing so, relationships will not only be formed by will be stronger and will last forever.

Internationalization and Diversity on Every Campus

The two words that caught my attention are diversity and internalization. Colleges are becoming more and more multicultural in nature. Students from minorities groups are getting access to colleges while international students are more prevalent everywhere. This is a wonderful time to be a college student or university personnel. My wife and I along with our son had the opportunity of participating on a European trip about a year ago. We were amazed at the opportunities offered to students to study abroad. As a result of these collaborations, more and more students are studying abroad.

Students from visiting and receiving countries benefit immensely from internationalization. New languages are being learned and mastered. Students through these exchanges get a broad level of education. They learn to be sensitive to other cultures. They lean to also appreciate other cultures. They learn that there are other ways or event better ways at times to do things. Thus, leaders are being trained to make a difference not only locally but globally. Through this process of studying abroad, students and educators learn that they can also live abroad. A true exchange and acceptance have taken place.

The only part of the reading that was disturbing to me is the inclusion of lifestyles issues that became part of diversity. When speaking of diversity, most people think in terms of cultures. However, the chapter included some lifestyle issues that I believe are one’s preference. My goal is to work on a Christian campus. I know that because of sin, some Christian students are dealing with such lifestyle issues. Therefore, we should be loving towards every student but should not condone such behavior. We should treat every student with a Christian spirit but should call sin by its name. We should help students dealing with such issues see that it is a sinful issue.

I appreciate the fact that people are talking more and more about racial issues in campuses. The book dealt with such issues openly. I also believe that people should learn to treat everyone equally and should give more respect and opportunities to women. People should be judged not on the basis of their color or place of origins, not on their gender but based on their abilities. While I believe we should value everyone, I strongly believe God does not give us a choice when it comes to our sexuality because we are either created male or female. Therefore, on Christian campuses, we should train our young people to be who Christ wants them to be.

Making A Difference Movie

http://www.makeadifferencemovie.com/

No More Theories!

I truly like this week’s reading. It is very practical and informational. It is really “from the people up.” The description of student affairs as connecting “people who need with people who care” is very appealing to me. When students enter campuses, they are in great need. At a time when students are searching for their identities and aspirations, student affairs personnel become a caring parent. It is mo surprised that students writing about their deans emphasized “their affection, compassion, and concerns for students.” The purpose for student affairs is to provide tools and avenues to every individual student to succeed. Rhatigan (2009) quoted Blackburn (1969) as follows: “It is my belief that the emphasis would be on the individuality of the student and his present needs and interests. The student should be looked upon as more than a candidate for a degree, he is an individuality that must be developed and must be trained for a life of service.” If only every student personnel could put such a statement into practice, students’ experience on campuses would be life changing or transforming. The call is to every one of us to make a difference in the lives of students. The challenge is for us to “work hard to allow colleagues years from now to glimpse this evidence of goodness.”

In the “importance of the institutional mission”, I paid special attention to the religious affiliated colleges because I am only interested in working for Seventh-day Adventist institutions. As an ordained minister, I see my work as a calling. In describing the reality of religious institutions, the author pointed out that “student affairs administrators at these institutions must be politically savvy to succeed.” With God’s help, I have no doubt that I will succeed in such environment. Both chapters describe the ideal student service professionals. In the future as a university administrator, I will use the knowledge gained to help in hiring and evaluating student affairs professionals, faculty and staff. I also believe that the knowledge gained will also help me even if I do not work closely with students. As a college or university president, I will remind faculty, staff, and administrators that our reason for being is to touch lives of students. I will even use the information learned in my current capacity as a superintendent reminding teachers and principals their true purpose for being part of the school family.

Using Reflection to Reframe Theory-to-Practice in Student Affairs

The authors, Patton and Harper, rejected five theoretical resistances or misconceptions:
1. ‘Theory” was a course taught in graduate school
2. Theory is boring
3. Practical experience supersedes theoretical insight
4. Classic theories are useless in contemporary contexts
5. Simply knowing theory assures its use in practice

The authors presented “an overview of theories that inform student affairs practice” as follows: Psychosocial Development Theories, cognitive Development Theories and environmental Theories. These theories listed above will help student affairs personnel in their dealing with students and school related issues involving students. As I reflect on the many issues involving students that I have dealt with, knowledge of these theories will be helpful in my future dealing with students. By having a researched knowledge on student theories, I will be better equipped to help student succeed.

I have found it interesting that the author at the beginning of the chapter listed the misconceptions about theories. Most individuals do not think that theories are helpful to real life issues. I believe knowing the theories listed will help us better understand students’ needs. Furthermore, they can help us better serve them based on their needs and situations. There seems to be a disconnect between what students learned in school and what is going on in the real world. If the theories listed above are applied, student service professionals will be able to better serve their students.

Supporting Online Students

Convenience is the response given by the majority of students as to the reason why they are taking online classes. Therefore, as suggested by Crawley and Gore (2009), colleges must rethink all of the services they offer. I would say that there are very few universities that keep in mind distant students’ needs. I know of a university that provides 24 hour service via IM on its website. The counselors are also ready to speak to distant students on the phone 24 hours/day to clarify matters. Although many universities offer online courses, I would say, most of them do not train their students’ service personnel to deal with distant students’ needs. As suggested by the authors listed above, “universities engaged in strategic planning must consider the needs of these students in all phases of their planning” (p. 292).
Hope for the future: As I reflect on my own experience as a distant learner, I sense that hope is on the way. As the new graduates take over students services, there will be a positive change because most of the new graduates would have taken online courses to understand the frustration of distant students. I believe these graduates will be better equipped to address those needs.