HED 617 Study Guide.txt

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  1. Carver (2000)- managing your mission
    The author argues that colleges and universities exist to serve college students, not to do a set of activities, and so a mission should reflect the end of serving the students. From this I can argue that the funds and spending patterns should represent a drive towards this mission.
  2. Haynes (2002)- department and institutional mission
    Haynes discussed how a departmental mission needs to back up larger missions of the institution. The department�s actions are also driven by their mission. They also evaluated themselves according to the mission
  3. Learning Reconsidered (2004)
    Learning reconsidered discusses how learning inside and outside of the classroom are integrated for a student's development and success. Learning reconsidered is centered on the premise that academic learning can be enhanced and be made transformative with a multitude of activities outside of the lecture hall. Learner-centered teaching is a big thing in primary and secondary education, but not in higher education although this document advocates for it. This document stresses significantly more the collaboration of student affairs and instructors in creating transformative education. If we fully collaborate like it says to, then does our field retain its independence?
  4. Student Personnel Point of View (1937)
    • This document discusses the shift in responsibility from faculty to SA as faculty research increased. It talks about the history that led to the need for this profession. It talks about the issue that the faculty need more help in supporting students. So SA folks take on the roles of: educational counseling, vocational counseling, the administration of loans and scholarship funds, part-time employment, graduate placement, student health, extracurricular
    • activities, and social programs. This document also talks about the need to treat student learning and growth holistically. It advocates the coordination across all aspects of educational institutions. It acknowledges shortcomings and a lack of knowledge in this area. It shows that it needs research first and some literature that should be created. It was mostly written by white men and two women. The world of student affairs was created by this kind of paper.
  5. Guido, Chavez, and Lincoln (2010)
    The article looks at paradigms in research including: positivism, feminism, racialized/liminal, critical, cultural, and constructionist. Positivism is based on rational, scientific methods. Feminism is subjective, grounded in women�s experiences, and tends to have less scientific writing. Critical paradigms call for critical looks at history/structures, creating a dialogue, and tends to have more essays.
  6. Bliming and Whitt (1998)- principles of good practice
    The authors advocate that student affairs practitioners believe that the focus and direction of funds should be to support students and their learning as the first priority.
  7. Hirt (2007)- student affairs in the academic marketplace
    The author discusses how student affairs professionals see the educating that they do as just as important as the work that is done in the classroom. If this argument is true, it would support the creation of a budget that reflects a high degree of spending on administratively based programs. She also advocates for SA professionals reframing what they do to make more sense and show their value to different constituencies, like sources of funding and faculty.
  8. Kuh- organizational theory (in Woodard)
    It is a way to look at different systems, individuals within the groups, similar to student development theory. It is a way to view people in their situation. This emphasizes the conventional and the post-conventional. Conventional departments are like islands (Residence Life); they build their own empires and could be happy to not have a university. Post-conventional might be more useful in the long run for creating student learning, but at this point they like the conventional because it is more familiar. The author says that most faculty fall into the collegial view. This has a more democratic structure. Voices can be heard, but it takes forever for anything to happen.
  9. Strange- campus environment dynamics (in Woodard)
    There are four main components of a campus environment: the physical spaces, the human aggregate (the collective characteristics of participants), the organizational structures that serve specific goals, and the constructed, collective perceptions of folks in a setting. Positive environments are active, positive forces that can encourage students to grow, allow behaviors to occur, select favored characteristics, inhibit other behaviors, and can even create stress. SA folk should actively create positive environments and leverage it to help students be successful.
  10. St. John et al., in Braxton (2000)- economics and student persistence
    The authors are looking at how finance research can better inform persistence literature since finances are not the only determining factor of persistence. Finances can be both a perception by students and their actual financial reality. Financial considerations are tangible and not, and they play into the initial college choice decision.
  11. Coomes (2000)- history of enrollment management
    The author states that three factors in university history have shaped the role of an enrollment manager from its former role as a gate keeping admissions officer. The growth of student-aid from the federal government, extensive college impact literature, and changes in the organizational structure of universities contributed to this. College students have gotten savvy and know that they can bargain for the best financial aid package and so enrollment managers have to respond and try to market to the students they think will do best at the school to meet their needs.
  12. Humphrey (2006)- push and pull on enrollment manager
    Humphrey discussed how programs can arise through external demands like rankings or institutional plans from a governing body. Thus these programs that are demanded by external constituents can create demands for administrators and administrative funds. Furthermore, as the number of these external constituents increases, this can mean growing demands on the institution's budget. He advocates for the assessment of programs and funding strategies of enrollment managers to see if they are worth the cost.
  13. Chabotar (1999)- effective budget process
    Chabotar argues that a budget should reflect the goals and ends of the institution. Planning models indicate the small increases in fees and salaries will compound quickly over the years. Chabotar argues that it is easier to measure budgets and the differences in retention, graduation, and employment rates, but it is significantly more difficult to actually measure the scholarly gains on both the student's and faculty's behalf that result from the funding. The administrative funding that the Goldwater Institute sees as excessive in its growth are signs that Chabotar states are linked to a university's commitment to its caliber of student life, physical capital of the university, and human capital. Having a budget that does not have to depend on significantly high tuition is linked with higher rates of student enrollment.
  14. Enigma, Paradox and Ritual- state budgets
    This article talks about making realistic requests to the state legislature for funding. You need to know the other demands on the state so that your request is reasonable. It also advocates ongoing relationships with legislators.
  15. Schuh (2003)- finances of student affairs
    Schuh also examined IPEDS data. He too found that in general private institutions spend more than public institutions on student services. However, a direct comparison of Schuh's work with the Goldwater Institute's Policy Report is difficult given that they cluster the IPEDS data into different categories, with Schuh focusing on student services instead of the Institute's focus on general administrative costs.
  16. Trow (1995)- budgetary climate
    Trow argues that consolidation of student services can both increase efficiency and decrease the budgetary impact of the service. She also argues that student affairs departments need to be viable vehicles for achieving the institution's mission so as to weather budget cuts. She argues that student affairs professionals should use reallocation and reduction judiciously to balance fiscal concerns and the impact of the services on students.
  17. Barr (1988)- student affairs law
    It covers basic federal laws that apply to higher education: FERPA, The Higher Education Act (federal grant programs, work study, and loans), Immigration Reform and Control Act of 86 (administrators have to make sure students speak English, academically ready, and have funds), Fair Labor Standards Act (minimum wage except for some students), copyright.
  18. Barr (1988)- law of publics and privates
    Privates have more autonomy over their destinies than publics but there are restrictions. Privates are made by incorporation or trust laws; publics through state constitutions or legislative acts. Publics are subject to the full constitution, privates are not for example with the first amendment privates can limit these rights so long as they follow proper institutional rules. State funds can be used for scholarships at privates. Publics cannot freely choose with whom they will have a contractual relationship (admit) the same way privates can.
  19. Kuh and Love, in Braxton (2000)- cultural perspective of student departure
    This chapter evaluates the limitations of common departure models and argues that culture should be used as a framework. Most studies don�t find support for the Tinto model, perhaps because of how they measure academic/social integration. They think that culture represents a product and a process and so accounts for more of student behavior. A student�s culture also mediates how they understand and interpret their experiences at the institution and structure. Culture can encourage college attendance or not and subcultures at the university can mediate the difference between the student�s culture and an institution�s dominant culture. Overall, using culture would shift the departure conversation from an individualistic process to a collective process.
  20. Baird, in Braxton (2000)- Tinto model and climate
    Empirical support for the Tinto model is mixed. This chapter looks at hoe the psychological climate impacts students� departure decisions (placing locus of the �fault� on the student). Looking at climate is important because it looks at how students view their institution. Minority retention is positively affected by the sense that faculty care about students and negatively affected by a lack of student community. It may not be helpful to focus on certain behaviors but create overall perceptions at the university that support commitment and integration.
  21. Kuh (2005)- student engagement
    The author argues that what students do in college generally matters more than what they learn and leads to persistence. Student engagement is both the time and energy students put into their studies/activities and the support institutions give for students to participate in and learning opportunities. DEEP institutions retain students because they are action oriented and change can come from anywhere.
  22. Ortiz (1999)- student affairs and the collegiate ideal
    She argues that student affairs folk support this ideal of what colleges would be and a student�s identification with their institution impacts their persistence, impacts alumni giving, marketing. Campus tours socialize prospective students into the culture of the institution. Yet the collegiate ideal does not represent non-traditional students including students of color.
  23. Angelo (2005)- CC alumni and financial support
    She says that even community colleges can cultivate alumni giving. CC alumni are likely still close to the college, in the community, and they may be more likely to give as they feel invested.
  24. Clinton- good budget cuts
    Clinton argues that institutions of higher education are not the most fiscally responsible organizations because historically they have treated unspent monetary resources as wasted resources. Colleges and universities are not the best at saving money, but are quite adept at spending it. Clinton states the right kinds of budget cuts can improve an institution.
  25. Levy (1995)- current and future funding
    Levy argues that the determination about which administratively based programs and services are central to the institution varies by institution and institutional mission.
  26. Banta (2005)- outcomes assessment
    She is writing about talking with administrators who do well in assessment. Most leaders exhibited fundamental beliefs that finding ways to demonstrate and improve student learning could be a catalyst for positive change in their institutions.
  27. Banta (2005)- assessment
    One point that came out of the interviews with campus leaders that assessment used well should be part of teaching, not used for punishment or reward of faculty (promotion/tenure). Assessment should be about students and departments getting better. Yet other schools think that it should be used and encourage it, encourage teachers to redesign classes that include assessment.
  28. Green (2008)- assessment and accreditation myths
    Senior student affairs officers need to create a culture of assessment before they talk about accreditation reports. Creating this culture takes time and many opportunities for professionals to learn about assessment before just mandating that folks do it. Assessment needs to use a variety of methods. Accreditation is only one process that benefits from assessment.
  29. Aragon and Perez (2006)- retention, students of color, research extensive
    Students of color disproportionately enroll in community colleges. This article looks at what is done on the part of four year colleges to encourage transfer from CCs. Articulation agreements are the most common method. Transfer shock more negatively affects students in STEM fields instead of social science and humanities. Most transition programs from CC to a 4 year are department based, but the U of Illinois Urbana-Champaign have a transition class that socializes them to the research university.
  30. Chang, Chang and Ledesma (2005)- real diversifying
    This article talks about the Supreme Court�s diversity rationale for allowing race conscious admissions. Educators support the value of diversity in education. Yet schools seem to assume that the educational benefits of diversity will magically happen even without creating environments that act on the presence of diversity. Powell denied a justification for race conscious decisions based on remedial interests and focused only on an educational justification.
  31. Lumina Foundation Focus (2008)- minority serving institutions
    This publication looks at minority serving institutions who serve a growing population of students. These schools use assessment creatively, create programs that push students of color into graduate school, and structures that respect traditions which all work to retaining these students so that they can be successful and not alienated from education.
  32. Kleeman (2005)- web-based student services
    This article looks at institutional websites and organizational structure. In many ways different departments function in silos and websites reflect this. The article argues that the website needs to be encompassing of the whole institution, that departmental and division websites are not enough to serve students properly. They say that there are three main challenges to doing this: we need to change paradigms about what a website should do, create a shared vision for it, and organizing a team with enough skill to pull it off.
  33. Weinberg (2005)- campus as club med
    Weinberg argues that the student services that many administrative professionals deliver have made campuses more inclusive and appealing to potential students, but these have diverted resources away from educational programs that are central to the university mission. He also argues that an emphasis on quality educational experiences can be done without a large budget and still not harm enrollment. However, his arguments are based on his experiences at a relatively elite private institution.
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HED 617 Study Guide.txt
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