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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.