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- Herausgeber: John Wiley & Sons
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- Sprache: Englisch
The bestselling student affairs text, updated for today's evolving campus Student Services is the classic comprehensive text for graduate students in student affairs, written by top scholars and practitioners in the field. Accessible and theoretically grounded, this book reflects the realities of contemporary practice in student affairs. This new sixth edition has been updated throughout to align with current scholarship, and expanded with four new chapters on student development, crisis management, programming, and applications. Twenty new authors join the roster of expert contributors, bringing new perspective on critical issues such as ethical standards, campus culture, psychosocial development, student retention, assessment and evaluation, and much more. End-of-chapter questions help reinforce the material presented, and unique coverage of critical theoretical perspectives, counseling and helping skills, advising, leadership, environmental theories, and other useful topics make this book a foundational resource for those preparing for a student affairs career. The student affairs staff has the responsibility for a vast array of services and support roles for students on every type of campus. This book provides a thorough overview of the field's many facets, with invaluable real-world insight from leading practitioners. * Understand the theoretical bases of development, learning, identity, and change * Delve into the organizational frameworks vital to any institution * Learn the historical context of higher education and the student affairs role * Master essential competencies including professionalism, supervision, crisis management, and more As colleges and universities offer more and more services to an increasingly diverse student population, the responsibility for these programs falls to student affairs educators. The role requires a broad skill set, and conceptual grounding in a number of disciplines. Student Services provides the most complete overview of the foundations, philosophies, ethics, and theories that guide today's student affairs professional.
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STUDENT SERVICES
A Handbook for the Profession
SIXTH EDITION
John H. Schuh, Susan R. Jones, Vasti Torres Editors
Copyright © 2017 by John Wiley & Sons, Inc. All rights reserved.
Published by Jossey-Bass A Wiley Brand One Montgomery Street, Suite 1000, San Francisco, CA 94104-4594—www.josseybass.com
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Library of Congress Cataloging-in-Publication DataNames: Schuh, John H., editor of compilation. | Jones, Susan R., 1955- editor of compilation. | Torres, Vasti, 1960- editor of compilation. Title: Student services : a handbook for the profession / John H. Schuh, Susan R. Jones, Vasti Torres, editors. Description: 6th edition. | San Francisco, CA : Jossey-Bass, 2016. | Includes bibliographical references and index. Identifiers: LCCN 2016018928 (print) | LCCN 2016021064 (ebook) | ISBN 9781119049593 (cloth) | ISBN 9781119051244 (ePDF) | ISBN 9781119051343 (ePub) | ISBN 9781119051244 (pdf) | ISBN 9781119051343 (epub) Subjects: LCSH: Student affairs services—United States—Handbooks, manuals, etc. | College student development programs—United States—Handbooks, manuals, etc. | Counseling in higher education—United States—Handbooks, manuals, etc. Classification: LCC LB2342.9 .K65 2016 (print) | LCC LB2342.9 (ebook) | DDC 378.1/97—dc23 LC record available at https://lccn.loc.gov/2016018928
Cover Design: Wiley Cover Image: ©traffic_analyzer/iStockphoto
CONTENTS
About the Authors
Preface
The Green Book
The Title
The Focus of the Sixth Edition
The Organization and Contents of the Sixth Edition
References
PART ONE HISTORICAL CONTEXT
CHAPTER 1 HISTORICAL OVERVIEW OF AMERICAN HIGHER EDUCATION
Structures and Students
The Colonial Period: Sorting Out the English Legacy
Creating the “American Way” in Higher Education: The New National Period
University Building and More: 1880 to 1914
Higher Education after World War I: 1915 to 1945
Higher Education’s “Golden Age”: 1945 to 1970
Problems during a Time of Prosperity: The 1960s
An Era of Adjustment and Accountability: 1970 to 1990
The Twentieth to the Twenty-First Century, 1990 to 2015
Conclusion
Discussion Questions
References
CHAPTER 2 THE HISTORY OF STUDENT AFFAIRS
Era of Paternalism: 1636 to 1850
Era of College Life: 1850 to 1913
Walter Dill Scott and the “Student Personnel” Movement: 1914 to 1945
Golden Age of Higher Education: 1945 to 1970
Era of Consumerism: 1970 to 1995
Era of Student Learning: 1994 to 2010
Era of Professionalism: 2010 to the Present
Future Challenges and Considerations
Conclusion
Discussion Questions
References
CHAPTER 3 PHILOSOPHIES AND VALUES
A Framework for Understanding Philosophies
The Philosophical Legacy of Student Affairs
Enduring Principles and Values of Student Affairs
Current Influences on Our Professional Philosophies and Values
Conclusion
Activities
References
PART TWO PROFESSIONAL CONTEXT
CHAPTER 4 INSTITUTIONAL IDENTITY AND CAMPUS CULTURE
Institutional Missions and Types
Campus Culture
Application of Research and Theory to Student Affairs Practice
Conclusion
Discussion Questions
References
CHAPTER 5 CAMPUS CLIMATE AND DIVERSITY
Defining Diversity
Frameworks for Studying Diversity and Campus Climate
How Students Experience Climate
The Role of Student Affairs in Supporting Diversity and Improving Campus Climate
Conclusion
Discussion Questions and Activities
References
CHAPTER 6 WHAT IS ETHICAL PROFESSIONAL PRACTICE?
Ethics, Values, Professionalism, Legal Imperatives, and Codes of Conduct
Purpose of This Chapter
Philosophies That Undergird Professional Ethics
Modern-Day Ethical Considerations
Fundamental Ethical Principles and Standards
Making Ethical Decisions
Conclusion
Activities
References
CHAPTER 7 LEGAL FOUNDATIONS AND ISSUES
The United States Constitution
Student Affairs Practice at Public Compared with Private Institutions
Federal Regulations
Conclusion
Discussion Questions
References
PART THREE THEORETICAL BASES OF THE PROFESSION
CHAPTER 8 THE NATURE AND USES OF THEORY
“Nothing So Practical as a Good Theory”
What Is Theory?
Theory Creation and Paradigmatic Influences
Theories in Student Affairs
Relationships of Theories to Student Affairs Practice
Conclusion
Discussion Questions and Activity
References
CHAPTER 9 HOLISTIC DEVELOPMENT
Key Holistic Models
Intersections with Additional Theoretical Perspectives
Practice: Supporting Young Adults in Growing toward Self-Authorship
Conclusion
Discussion Questions and Activities
References
CHAPTER 10 COGNITIVE DEVELOPMENT
The Nature and Mechanisms of Development
Models of Cognitive Development
The Role of Cognitive Development in Other Developmental Models
Conclusion
Discussion Questions and Activities
References
CHAPTER 11 PSYCHOSOCIAL AND IDENTITY DEVELOPMENT
Psychosocial Development
Links between Psychosocial and Identity Theories
The Evolution of Identity Development Theories
Conclusion
Discussion Questions
References
CHAPTER 12 CRITICAL THEORETICAL PERSPECTIVES
Critical Race Theory
Intersectionality
Queer Theory
Reconsidering Student Development
Conclusion
Discussion Questions and Activities
References
CHAPTER 13 ORGANIZATION THEORY AND CHANGE
Making Sense of Organizations and Change: The Four Frames
Distinctive Features of Higher Education Organizations
Organizational Change as Challenging: Culture and Sensemaking
Organizational Learning: Applying the Theories
Conclusion
Discussion Questions
References
CHAPTER 14 ENVIRONMENTAL THEORIES
Relationship between Campus Environments and College Students
Understanding the Elements of Campus Environments
Critical Contemporary Contexts
Implications for Student Affairs Educators
Conclusion
References
CHAPTER 15 STUDENT RETENTION AND INSTITUTIONAL SUCCESS
Postsecondary Enrollment and Outcomes
Definition of Terms
Student Success and Retention Theories
Recommendations for Practice
Future Directions for College Student Success
Conclusion
Discussion Questions and Activities
References
PART FOUR ORGANIZATIONAL ASPECTS OF PROFESSIONAL PRACTICE
CHAPTER 16 FRAMING STUDENT AFFAIRS PRACTICE
Project DEEP Research
Models of Student Affairs Practice
Theory to Practice
Changing Your Model
Summary
Discussion Questions and Activities
References
CHAPTER 17 ORGANIZATIONAL STRUCTURES AND FUNCTIONS
Organization of Higher Education and Student Affairs
Functional Areas for Student Affairs Professionals
Issues and Recommendations for Practice
Conclusion
Discussion Questions and Activities
References
CHAPTER 18 STRATEGIC PLANNING AND FINANCE IN STUDENT AFFAIRS
Strategic Planning
Thinking about Finance Conceptually
Budgeting Approaches and Financial Management
Selected Trends in Finance and Budgeting
Conclusion
Discussion Questions
References
CHAPTER 19 ASSESSMENT AND EVALUATION
History of Student Affairs Assessment
Definitions of Assessment
Purposes of Assessment
Key Elements to Effective Assessment
Skills Needed to Do Effective Assessment
Types of Assessment
Creating a Culture of Evidence in Student Affairs: The Four Cs
Conclusion
Discussion Questions and Activities
References
CHAPTER 20 LEFT BEHIND: HOW THE PROFESSION OF STUDENT AFFAIRS IS UNDERPREPARED TO MEET STUDENTS WHERE THEY (DIGITALLY) ARE
From Research to Practice
Psychosocial Tensions and Resistance
Use of Social Media and Related Technologies in Student Affairs
Other Aspects of Social Media and Student Affairs Practice
Conclusion
Discussion Questions
References
CHAPTER 21 ACADEMIC AND STUDENT AFFAIRS PARTNERSHIPS
Partnerships for Learning
Research about Academic and Student Affairs Partnerships
Good Practices for Academic and Student Affairs Partnerships
Conclusion
Discussion Questions
References
PART FIVE ESSENTIAL COMPETENCIES
CHAPTER 22 PROFESSIONALISM
What Is It to Be a Student Affairs Professional?
Multiple Levels of Professionalism
Summary
Activities
References
CHAPTER 23 MULTICULTURAL COMPETENCE AND CHANGE ON CAMPUS
Dynamic Model of Multicultural Competence
Multicultural Change on Campus
Developing Multicultural Competence
Creating Multicultural Change
Assessment
Conclusion
Discussion Questions
References
CHAPTER 24 LEADERSHIP
Understanding the Role of Socialization
Learning Formal Leadership Theory
Engaging in Leadership Development
Considerations for Leadership in Student Affairs
Conclusion
Activity
References
CHAPTER 25 STAFFING AND SUPERVISION
The Context for Staffing Practices: Learning Communities
Common Supervisory Scenarios
Models of Staffing Practices
Staff Recruitment and Selection
Staff Orientation
Staff Supervision
Staff Performance Appraisal
Staff Professional Development
Staff Separation
Conclusion
Activities
References
CHAPTER 26 TEACHING AND FACILITATION
Teaching and Facilitating in Student Affairs
Teaching and Facilitation Models
Teaching and Facilitating about Social Media
Conclusion
Discussion Questions
References
CHAPTER 27 COUNSELING AND HELPING SKILLS
Prevalent Mental Health Issues and Concerns on Campus
Helping Awareness, Knowledge, and Skills
Concerns and Challenges for Helpers
Helpers as Change Agents on Campus
Conclusion
Discussion Questions and Activity
References
CHAPTER 28 ADVISING STUDENT ORGANIZATIONS
Overview
Roles and Functions
Issues and Considerations
Quality
Conclusion
Discussion Questions
References
CHAPTER 29 CRISIS MANAGEMENT
Understanding Crisis and Conflict
Theories, Skills, and Strategies for Approaching Crisis
General Strategies for Effective Crisis Management
Engaging with Crisis Situations
Conclusion
References
CHAPTER 30 DESIGNING PROGRAMS FOR ENGAGING DIFFERENCE
Inclusive Community Characteristics
Overview of Traditional and Delineations of High-Impact Practices
Guideposts for Programmatic Interventions for Engaging Difference
Conclusion
Discussion Questions
References
CHAPTER 31 APPLYING THEORIES AND RESEARCH TO PRACTICE
Strengths and Limitations of Formal Theory
Theory-to-Practice Models
Using Research and Evidence to Guide Practice
A Wider Framework for Application: College Impact and I-E-O
The Importance of Evidence to Student Affairs Practice
Challenges of Application
Professional and Ethical Standards
Conclusion
Discussion Questions and Activities
References
PART SIX THE FUTURE
CHAPTER 32 EVOLVING ROLES AND COMPETENCIES: PROFESSIONAL DEVELOPMENT RECONSIDERED
Reenvisioning Professional Development
Professional Development Foundational Principles
Learning Partnerships in Professional Development
Evolving Roles in Student Affairs
Conclusion
Discussion Questions
References
CHAPTER 33 SHAPING THE FUTURE
Societal Trends
Trends in Student Affairs
Future Directions
Conclusion
References
Name Index
Subject Index
EULA
List of Tables
Chapter 9
TABLE 9.1
Chapter 10
TABLE 10.1
Chapter 11
TABLE 11.1
TABLE 11.2
TABLE 11.3
Chapter 16
TABLE 16.1
TABLE 16.2
Chapter 22
TABLE 22.1
Chapter 23
TABLE 23.1
List of Illustrations
Chapter 17
FIGURE 17.1
SAMPLE UNIVERSITY ORGANIZATION CHART
FIGURE 17.2
SAMPLE STUDENT AFFAIRS ORGANIZATION CHART—LARGE UNIVERSITY
FIGURE 17.3
SAMPLE STUDENT AFFAIRS ORGANIZATION CHART—SMALL COLLEGE
Chapter 23
FIGURE 23.1
DYNAMIC MODEL OF STUDENT AFFAIRS COMPETENCE
Guide
Cover
Table of Contents
Preface
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About the Authors
Elisa S. Abes is an associate professor in the student affairs in higher education program at Miami University in Oxford, Ohio. She earned her BA and PhD at The Ohio State University and her JD at Harvard Law School. Prior to teaching at Miami University she was an assistant professor at the University of South Florida and a practicing attorney. Abes’s research focuses on critical approaches to student development, multiple social identities, and disability identity. She is a coauthor of the book Identity Development of College Students (with Susan R. Jones) and guest editor of a New Directions for Student Services volume Critical Perspectives on Student Development Theory. Abes is the recipient of ACPA’s Emerging Scholar Award and the Annuit Coeptis award for an emerging professional. She is also on the editorial board for the Journal of College Student Development.
Jan Arminio is professor and director of the higher education program at George Mason University. She received her doctorate in college student personnel at the University of Maryland–College Park. From 2004 to 2008 she served as president of the Council for the Advancement of Standards in Higher Education (CAS). She also was appointed to and later chaired the Faculty Fellows of the National Association of Student Personnel Administrators and the Senior Scholars of the American College Personnel Association. Her most recent scholarship includes the coauthored books Student Veterans in Higher Education (2015) and the second edition of Negotiating the Complexities of Qualitative Research (2014). Also, she is the first editor of Why Aren’t We There Yet: Taking Personal Responsibility for Creating an Inclusive Campus (2012). She is the 2011 recipient of the Robert H. Shaffer Award for excellence in graduate teaching.
Ellen M. Broido is an associate professor of higher education and student affairs at Bowling Green State University. She received an AB from Columbia College of Columbia University, an MSEd from Indiana University, and an EdD from Pennsylvania State University. Before Bowling Green State University, she had a joint appointment in student affairs and as a faculty member at Portland State, and she worked in residence life at the University of Massachusetts at Amherst. Her research focuses on social justice issues on college campuses and the experiences of underrepresented or marginalized groups in higher education. Her publications include the books Disability in Higher Education: A Social Justice Approach (in press, coauthored with Nancy Evans, Kirsten Brown, and Autumn Watts) and Developing Social Justice Allies (2005, with Robert Reason, Nancy Evans, and Tracy Davis). She has served on the governing board of ACPA and as the editor of ACPA’s Books and Media board.
Brian A. Burt is assistant professor of higher education in the School of Education at Iowa State University. He held an academic and student affairs hybrid position at the University of Maryland–College Park. He earned his BS in secondary English education from Indiana University–Bloomington, his MA in educational policy and leadership studies (with a concentration in higher education administration) from the University of Maryland–College Park, and PhD in higher education from the University of Michigan. Burt’s research draws on learning theories and critical theories to study institutional practices related to the educational and work force pathways of graduate students of color, particularly black males in engineering. A recipient of a National Academy of Education/Spencer Postdoctoral Fellowship, he regularly presents his work at national and international convenings, such as the American Educational Research Association (AERA), Association for the Study of Higher Education (ASHE), National Association of Student Personnel Administrators (NASPA), American Society of Engineering Education (ASEE), and International Colloquium on Black Males in Education (ICBME).
Jill Ellen Carnaghi is currently an assistant vice president for student development at Saint Louis University (SLU). Prior to working at SLU, she was associate vice chancellor for students and dean of campus life at Washington University in St. Louis. Carnaghi earned her BA from Purdue University, her MA in college student personnel administration from Michigan State University, and her PhD in higher education administration from Indiana University. She has held administrative positions at the University of Vermont and University of California–Davis as well. Among her involvements in professional associations, Jill served as president, treasurer, and vice president for commissions within ACPA, and she cochaired the ACPA-NASPA joint meetings in 1997 and 2007. Peter Magolda and Jill Carnaghi are coeditors of Job One: Experiences of New Professionals in Student Affairs (2004) and Job One 2.0: Understanding the Next Generation of Student Affairs Professionals (2014).
Nancy E. Chrystal-Green is the director of student activities and involvement at the University of Florida and an adjunct faculty member in the Department of Educational Administration and Policy. She earned her BA from McMaster University, a master’s degree from Georgia Southern University, and a doctorate from the University of Georgia. Chrystal-Green has spent her career working as an administrator in the fields of residence life, campus recreation, and student activities. She has held positions at Coastal Carolina University, Oxford College of Emory University, and the University of Georgia. She has been recognized for her service to national student affairs organizations in a variety of capacities including chairing the faculty for the School of Recreational Sports Management. She has served as an external reviewer and she coauthored a book on advising student organizations. Her research interests include staff supervision, leadership development, and experiential learning.
John P. Dugan is associate professor of higher education and director of the undergraduate minor in leadership studies at Loyola University Chicago. He earned his BA from John Carroll University and his master’s degree and PhD from the University of Maryland. Dugan’s research employs critical perspectives to examine theoretical and developmental considerations associated with leadership. He is the author of Leadership Theory: Cultivating Critical Perspectives. He also is coeditor of Leadership Theory: A Facilitator’s Guide for Cultivating Critical Perspectives (with Natasha Turman, Amy Barnes, and Mark Torrez) and The Handbook for Student Leadership Development (with Susan Komives, Julie Owen, Wendy Wagner, and Craig Slack). To date he has authored and coauthored more than thirty-five books, book chapters, and peer-reviewed journal articles. John is a past recipient of the ACPA: College Educators International Burns B. Crookston Doctoral Research Award, Nevitt Sanford Award for Research in Student Affairs, and was named an Emerging Professional Annuit Coeptis.
Norbert W. Dunkel is associate vice president for student affairs at the University of Florida. Prior to his assignment at Florida, he held administrative positions at South Dakota State University and the University of Northern Iowa. Dunkel served as the president of the Association of College and University Housing Officers–International (ACUHO-I). He is the cofounder of the James C. Grimm National Housing Training Institute and is the founding codirector of the Student Housing Training Institute in South Africa. Dunkel has authored or edited nineteen books and more than forty articles and chapters. He recently completed a six-volume book set titled Campus Housing Management serving as coeditor and author. He has served as a consultant to more than twenty universities and has given numerous presentations and keynote speeches. He has twice testified before US Congressional committees in Washington. He is the recipient of the ACUHO-I Parthenon Award, ACUHO-I Research and Publication Award, and the James E. Scott Memorial Award for Outstanding Leadership and Service to the University of Florida.
Tara E. Frank is an assistant dean of students with student advocacy at Virginia Tech. Prior to Virginia Tech, she worked as an administrator in various functional areas including graduate student life, assessment and evaluation, student conduct, and student activities. She earned her BA and master’s degrees from Shippensburg University of Pennsylvania and her PhD from Virginia Tech. Frank’s research focuses on why student affairs administrators leave the field and how mattering influences their professional experience.
Ann M. Gansemer-Topf is an assistant professor of higher education and student affairs in the School of Education at Iowa State University. Prior to becoming a faculty member, Gansemer-Topf worked in several student affairs units such as admissions, academic advising, and residence life. She also worked in institutional research and assessment at Grinnell College in Grinnell, Iowa. She earned her BS from Loras College in Dubuque, Iowa, and her master’s and doctoral degrees from Iowa State University. Her research interests focus on examining micro and macro factors affecting student success, and she has expertise in developing effective and sustainable institutional assessment practices. She has presented at several regional and national conferences, and her research has been published in journals such as Research in Higher Education, Journal of the First-Year Experience and Students in Transition, and Journal of Student Affairs Research and Practice.
Marybeth Gasman is a professor of higher education in the Graduate School of Education at the University of Pennsylvania. She holds secondary appointments in history and Africana studies. She also directs the Penn Center for Minority Serving Institutions (http://www.gse.upenn.edu/cmsi). Gasman’s areas of expertise include the history of American higher education, historically black colleges and universities, minority-serving institutions, African American leadership, and fund-raising and philanthropy. She has written or edited twenty-one books, including Envisioning Black Colleges: A History of the United Negro College Fund and Understanding Minority Serving Institutions (with Benjamin Baez and Caroline Turner) and (with Clifton Conrad) titled Educating a Diverse Nation: Lessons from Minority Serving Institutions (2015). Eight of Gasman’s books have won research awards. Gasman’s articles have been published in the American Education Research Journal, Educational Researcher, Teachers College Record, the Journal of Higher Education, the Journal of Negro Education, Research in Higher Education, and Journal of College Student Development, among others. She is a regular contributor to The Chronicle of Higher Education, Diverse Issues, Huffington Post, New York Times, and Washington Post.
Kimberly A. Griffin is an associate professor of student affairs at the University of Maryland. She previously worked at Pennsylvania State University. She received her bachelor’s degree in psychology from Stanford University, master’s in higher education from the University of Maryland, and PhD from UCLA. Her research focuses on how the experiences and environments students and faculty members encounter on college campuses shape their outcomes, specifically their relationships, achievement, and career development. Her work has appeared in the American Educational Research Journal, the Review of Higher Education, Journal of College Student Development, and Teachers College Record. She sits on multiple editorial boards and is an associate editor of the Journal of Diversity in Higher Education. She has been recognized as an Emerging Scholar by ACPA, with the Promising Scholar/Early Career Award by ASHE, and as a Distinguished Alumni Scholar of Stanford University.
Florence A. Hamrick is professor and graduate program director of the PhD in higher education program at Rutgers University. Prior to Rutgers, she was a professor in the educational leadership and policy studies department at Iowa State University. She earned her BA from the University of North Carolina at Chapel Hill, her master’s degree from The Ohio State University, and her PhD from Indiana University–Bloomington. Hamrick’s research emphasizes higher education equity, access, and success—particularly among members of traditionally underrepresented or nondominant populations. She is the author or editor of three books; more than seventy articles, chapters, and invited publications; and more than one hundred scholarly or professional presentations, invited lectures, and conference addresses. She is former editor of the Journal of College Student Development, the premier refereed journal of research on college students. Hamrick is active in scholarly and professional organizations, and she is currently a Senior Scholar of ACPA–College Student Educators International.
Ebelia Hernández is an associate professor in the Department of Educational Psychology at Rutgers, The State University of New Jersey. She earned her BA in English from California State University, Chico, MS in counseling from California State University, Northridge, and PhD in higher education and student affairs from Indiana University–Bloomington. Hernández’s research agenda focuses on examining the interconnections between holistic development and engagement for Latina college women. Her publications include book chapters and articles on student development theory, college student activism, and the use of critical race theory in research design. She was selected as a Faculty Fellow by the American Association of Hispanics in Higher Education, was recognized as an ACPA Emerging Scholar and Annuit Coeptis Emerging Professional, and was a finalist for the NASPA Melvene D. Hardee Dissertation of the Year.
Amy S. Hirschy is an assistant professor in the College of Education and Human Development at the University of Louisville. She holds a BBA from Stetson University, an MEd from the University of South Carolina, and PhD from Vanderbilt University. Experiences at private liberal arts colleges and medium and large state institutions inform her research and teaching. Hirschy’s research interests include college student persistence and retention theories, socialization to the student affairs profession, and normative structures in student affairs. Hirschy is a coauthor of the monograph Toward Understanding and Reducing College Student Departure (with John Braxton and Shederick McClendon) and the book Rethinking College Student Retention (with John Braxton, Will Doyle, Hal Hartley, Willis Jones, and Michael McLendon). She served as an academic fellow for the Institute for Higher Education Policy and received the Fred Rhodes Outstanding Service Award (Kentucky) and the University of Louisville’s Distinguished University Teaching Professor Award.
Joan B. Hirt is a professor of higher education at Virginia Tech. She has also served as the interim director of the School of Education and interim dean of the College of Liberal Arts and Human Sciences at the university. She earned her BA in Russian studies from Bucknell University, her MAEd in college student personnel services from the University of Maryland–College Park, and her PhD in higher education policy and administration from the University of Arizona. Hirt’s research focuses on specialization and professionalization of administration in the academy. In particular, she explores variations in administrative life at different types of colleges and universities. She authored Where You Work Matters, coedited Becoming Socialized in Student Affairs, and coauthored Supervised Practice in Student Affairs. Her work has been recognized through awards from the National Association of Student Personnel Administrators, the University of Maryland, ACPA–International, the American College and University Housing Officers–International, and the Association of Fraternity Advisors, among others.
Wayne Jacobson is assessment director in the Office of the Provost at the University of Iowa (UI) and also holds an adjunct faculty appointment in educational policy and leadership studies. He is responsible for coordinating learning outcomes assessment in academic programs, engaging departments in evidence-based examination of student experience and success in their programs, and coordinating campus surveys that provide opportunities to bring student voices into institutional assessment and decision making. Recent publications of his include “Sharing Power and Privilege through the Scholarly Practice of Assessment” (in Sherry Watt [Ed.], Designing Transformative Multicultural Initiatives: Theoretical Foundations, Practical Applications and Facilitator Considerations, 2015) and “Belonging and Satisfaction of Service-Minded Students at Research Universities” (with Teniell Trolian and Sarah SanGiovani, in Krista Soria & Tania Mitchell [Eds.], Revisiting the Civic Mission of the American Public Research University, 2016). He holds degrees in counseling (MS) and adult education (PhD) from the University of Wisconsin–Madison.
Susan R. Jones is professor of higher education and student affairs at The Ohio State University. Prior to Ohio State, she was an associate professor in the college student personnel program at the University of Maryland–College Park. She earned her BA from St. Lawrence University, her master’s degree from the University of Vermont, and her PhD from the University of Maryland. Jones’s research focuses on multiple social identities and intersectionality, psychosocial development, service-learning, and qualitative methodologies. She is also a coauthor of the books Negotiating the Complexities of Qualitative Research in Higher Education (2nd ed., with Vasti Torres and Jan Arminio) and Identity Development of College Students (with Elisa Abes). She is the coeditor of New Directions for Student Services and recipient of a number of awards including ACPA’s Contribution to Knowledge Award, ACPA Senior Scholar, NASPA’s Robert H. Shaffer Award for Academic Excellence as a Graduate Faculty Member, and Ohio State’s Distinguished Teaching Award.
Reynol Junco is an associate professor of education and human computer interaction at Iowa State University, a faculty associate at the Berkman Center for Internet and Society, and a researcher who studies how technology use affects college students. Junco is particularly interested in using quantitative methods to assess the effects of social media on student development, engagement, learning, and success. His work has been cited in major news outlets such as the New York Times, NPR, PBS, NBC, Time, US News & World Report, USA Today, the Guardian, The Atlantic, Huffington Post, and Mashable. He holds a bachelor’s degree in psychology from The University of Florida, where he studied and conducted research in neuroscience. He earned his master’s degree in clinical psychology from Penn State, where he studied and conducted research in neuropsychology. He also earned his doctorate in counselor education from Pennsylvania State University.
Lance C. Kennedy-Phillips is vice provost for planning and assessment at Pennsylvania State University. Prior to joining Penn State, Lance was associate vice provost for institutional research at the University of Illinois at Chicago. In addition, he served as executive director of the Center for the Study of Student Life at The Ohio State University. He earned his BA from Eastern Illinois University and his MEd and PhD degrees from the University of Nebraska–Lincoln. Kennedy-Phillips has served in leadership roles for NASPA, ACPA, and AIR. He coedited the book Quantitative and Qualitative Research: A Mixed Methods Approach in Higher Education and a volume in the New Directions for Institutional Research sourcebook series titled, Measuring Co-Curricular Learning: The Role of the IR Office.
Adrianna Kezar is a professor of higher education at the University of Southern California and codirector of the Pullias Center for Higher Education. Kezar holds an MA and PhD in higher education administration from the University of Michigan. Kezar is a national expert of change, governance, and leadership in higher education, and her research agenda explores the change process in higher education institutions and the role of leadership in creating change. Kezar is well published with eighteen books or monographs, more than one hundred journal articles, and more than one hundred book chapters and reports. Recent books include How Colleges Change, Enhancing Campus Capacity for Leadership, and Organizing for Collaboration. She is an AERA Fellow, a TIAA-CREF Research Fellow, a Haynes Fellow, and has received numerous national awards, including from ASHE for her editorial leadership of the ASHE-ERIC and from ACE for developing a leadership development program for women in higher education.
Cindy Ann Kilgo is an assistant professor of higher education at the University of Alabama. Previously she was the lead research assistant for the Center for Research on Undergraduate Education at the University of Iowa. Kilgo earned a BS in psychology from Georgia Southern University, a master’s degree in higher education and student affairs from the University of South Carolina, and a PhD from the University of Iowa in educational policy and leadership studies with an emphasis in higher education and student affairs. Kilgo’s research centers on high-impact educational practices, practically in terms of the ways these practices are facilitated on college campuses and methodologically in terms of the ways higher education researchers study these practices. Kilgo has published in several journals, including the Journal of College Student Development, Higher Education, New Directions for Institutional Research, New Directions for Student Services series, Journal of College Orientation and Transition, and the International Journal of Research on Service-Learning and Community Engagement.
Patricia M. King is professor of higher education in the Center for the Study of Higher and Postsecondary Education at the University of Michigan. She has held administrative and faculty appointments at the University of Iowa, The Ohio State University, and Bowling Green State University. She earned her BA from Macalester College and her PhD from the University of Minnesota in educational psychology. King’s teaching and research focuses on the learning and development of college students and young adults. She is a co-principal investigator on the Wabash National Study of Liberal Arts Education and has coauthored three books, Developing Reflective Judgment (with Karen Strohm Kitchener), Learning Partnerships: Theory and Models of Practice to Educate for Self-Authorship, and Assessing Meaning Making and Self-Authorship (the latter two with Marcia Baxter Magolda). She served as a founding editor of About Campus: Enriching the Student Learning Experience, the national magazine sponsored by the American College Personnel Association. She is the recipient of a number of awards, including ACPA’s Contribution to Knowledge Award, ACPA Senior Scholar, and NASPA’s Robert H. Shaffer Award for Academic Excellence as a Graduate Faculty Member.
Jillian Kinzie is associate director at the Center for Postsecondary Research and the National Survey of Student Engagement (NSSE) Institute at Indiana University School of Education. She conducts research and leads project activities on effective use of student engagement data to improve educational quality, and she serves as senior scholar with the National Institute for Learning Outcomes Assessment (NILOA) project. She is coauthor of Using Evidence of Student Learning to Improve Higher Education (2015), Student Success in College (2005/2010), and One Size Does Not Fit All: Traditional and Innovative Models of Student Affairs Practice (2008/2014). She is coeditor of the series New Directions in Higher Education, a member of the editorial board of the Journal of College Student Development, and on the boards of the Washington Internship Institute, and the Gardner Institute for Excellence in Undergraduate Education. She was honored with a Student Choice Award for Outstanding Faculty at IU (2001), received the Robert J. Menges Honored Presentation by the Professional Organizational Development (POD) Network in 2005 and 2011, and in 2014 was named Senior Scholar by the American College Personnel Association (ACPA).
Marcia Baxter Magolda is Distinguished Professor Emerita, Miami University of Ohio (USA). She received a BA in psychology from Capital University and MA and PhD degrees in higher education from The Ohio State University. Her scholarship addresses the evolution of learning and self-authorship in college and young adult life. Her books include Assessing Meaning Making and Self-Authorship: Theory, Research, and Application (coauthored with Patricia King); Authoring Your Life: Developing an Internal Voice to Meet Life’s Challenges, Development and Assessment of Self-Authorship: Exploring the Concept across Cultures (coedited with Elizabeth Creamer and Peggy Meszaros); Learning Partnerships: Theory and Models of Practice to Educate for Self-Authorship (coedited with Patricia King); Making Their Own Way: Narratives for Transforming Higher Education to Promote Self-Development; Creating Contexts for Learning and Self-Authorship: Constructive-Developmental Pedagogy; and Knowing and Reasoning in College. She received the ASHE Research Achievement Award, ACPA Lifetime Achievement and Contribution to Knowledge awards, NASPA Robert H. Shaffer Award, and Miami University’s Benjamin Harrison Medallion.
Peter Magolda, Professor Emeritus in the Department of Educational Leadership at Miami University, has focused his scholarship on ethnographic studies of college students and critical issues in qualitative research. He is coauthor of It’s All about Jesus: Faith as an Oppositional Collegiate Subculture. His most recent scholarship (and soon-to-be published book) focuses on the lives and work experiences of campus custodians. Magolda has served on the editorial boards of Research in Higher Education, the Journal of College Student Development, and the Journal of Educational Research. He was an ACPA Senior Scholar and recipient of numerous awards including ACPA’s Contribution to Knowledge Award and the Association for the Study of Higher Education’s (ASHE) Mentoring Award. He also received Miami University’s Richard Delp Outstanding Faculty Member Award, as well as an alumni award from The Ohio State University and Indiana University.
Kathleen Manning served as a professor in the University of Vermont’s higher education and student affairs program from 1989 until her retirement in 2014. She has a BA in biology from Marist College, an MS in counseling and student personnel services from the University at Albany, and a PhD in higher education from Indiana University. Manning’s professional interests include social justice, international higher education, leadership, and organizational theory. She published eight books including two editions of Research in the College Context: Approaches and Methods (with Frances K. Stage) and the well- received Organizational Theory in Higher Education. Manning was awarded the NASPA Outstanding Contribution to Literature/Research Award, the University of Vermont’s Kroepsch-Maurice Award for Teaching Excellence, was named a NASPA Pillar of the Profession, and has received on-campus awards for LGBTQA, gender, and race-related advocacy. She has taught and consulted in several international contexts including three voyages on Semester at Sea, and she has received three Fulbright Awards.
Brian L. McGowan is an assistant professor of higher education at the University of North Carolina at Greensboro (UNCG). Prior to UNCG, he was an assistant professor in the student affairs and higher education program at Indiana State University. He earned his bachelor’s degree from Old Dominion University, his master’s degree from The Ohio State University, and his PhD from Indiana University. McGowan’s work explores the identity development of college students, particularly the intersections of race and gender among black male undergraduate students and issues affecting professional preparation, teaching, and socialization experiences of graduate students and faculty members of color. His newest book project is titled Black Men in the Academy: Narratives of Resiliency, Achievement, and Success (with Robert T. Palmer, J. Luke Wood, and David F. Hibbler Jr.). His scholarship and professional practice have been recognized through awards including the ACPA Annuit Coeptis Emerging Professional Award, and the NASPA Melvene D. Hardee Dissertation of the Year.
Thomas Miller is the vice president for student affairs at the Tampa Campus of the University of South Florida. He is also an associate professor in the College of Education. He previously held student affairs positions at Eckerd College, Canisius College, Indiana University, and Shippensburg University. Miller holds a bachelor’s degree from Muhlenberg College and master’s and doctoral degrees from Indiana University. He received the Elizabeth Greenleaf Distinguished Alumnus Award from Indiana University’s Higher Education and Student Affairs Program in 1989. He received the Scott Goodnight Award for Outstanding Performance as a dean from NASPA in 2001, was chosen as a Pillar of the Profession in 2004, and received the Robert H. Shaffer Award for Academic Excellence as a Graduate Faculty Member in 2015. His scholarly work has focused on student expectations, student attrition, and legal and risk management issues.
John A. Mueller is a professor in the Department of Student Affairs in Higher Education at Indiana University of Pennsylvania. He earned his BS and MS at Illinois State University and his EdD at Teachers College, Columbia University. He has worked in higher education for thirty years with practitioner and teaching experience at multiple institutions. He is an active member and leader in the American College Personnel Association and has received several association awards including Annuit Coeptis, Emerging Scholar, and Diamond Honoree. His publications, presentations, and service activities have focused primarily on issues of diversity, multiculturalism, and inclusion. He has served on the editorial boards of the Journal of College Student Development, the College Student Affairs Journal, and ACPA Books and Media. He is a coauthor of Jossey-Bass publications including Multicultural Competence in Student Affairs and Creating Multicultural Change on Campus.
Samuel D. Museus is associate professor of higher education and student affairs and serves as director of the Culturally Engaging Campus Environments (CECE) Project at Indiana University–Bloomington. He received his bachelor’s and master’s degrees from the University of Minnesota, Twin Cities, and his PhD from Pennsylvania State University. He has produced more than 180 publications and conference presentations on diversity and equity, campus environments, and college students’ experiences and outcomes. He has published several books, including Creating Campus Cultures: Fostering Success among Racially Diverse Student Populations, and he is creator of the culturally engaging campus environments (CECE) model of college success among racially diverse populations. He has also received several national awards for his scholarship, including the Association for the Study of Higher Education’s (ASHE) Early Career Award and the National Association of Student Personnel Administrators’ (NASPA) Outstanding Contribution to Research and Literature Award.
Anna M. Ortiz is department chair and professor of educational leadership, California State University, Long Beach. Ortiz has been a student development educator in the classroom as a professor or as a practitioner in the field for more than twenty-five years. Her research interests center on college student development, primarily in the areas of ethnic identity development, multicultural education, and professional issues in student affairs. She has authored a range of publications including books, articles, and book chapters. Ortiz received her bachelor’s from UC Davis, her master’s from The Ohio State University, and her doctorate from UCLA and has served on the faculty at Michigan State University. She is an active member of the National Association of Student Personnel Administrators, the American College Personnel Association, the Association for the Study of Higher Education, and the American Educational Research Association, having held leadership positions in each of them. She most recently served as the founding director of the NASPA Faculty Division.
Laura Osteen is the director of Florida State University’s Center for Leadership and Social Change. The center is a campus-wide endeavor to transform lives through leadership education, identity development, and community engagement. Before coming to FSU, Osteen worked with leadership, community, diversity, and experiential learning programs in student and academic affairs positions on the campuses of Kansas State University, University of Maryland, University of Missouri, and Stephens College. Osteen envisions a world where every student is enabled and empowered to create positive sustainable change. She received her undergraduate degree from Indiana University, her master’s degree from Colorado State University, and her doctorate of philosophy degree from the University of Maryland.
Lori D. Patton is an associate professor of higher education and student affairs at Indiana University. She has been recognized nationally for research examining issues of identity, equity, and racial injustice affecting diverse populations in college. Her scholarship has been published in the Journal of College Student Development, the Journal of Higher Education, and several other highly regarded venues. She is a coauthor of the second edition of Student Development in College and a contributor to other Jossey-Bass publications including Student Services: A Handbook for the Profession (5th ed.) and The Handbook of Student Affairs Administration (3rd ed.). She is the editor of Campus Culture Centers in Higher Education: Perspectives on Identity, Theory and Practice (Stylus) and coeditor of the New Directions for Student Services monograph, Responding to the Realities of Race. She is actively involved in and has been recognized for her scholarly and service contributions to ACPA, NASPA, ASHE, and AERA. She earned her BS in speech communication (Southern Illinois University at Edwardsville), her MA in college student personnel (Bowling Green State University), and her PhD in higher education at Indiana University
Patricia “Patty” A. Perillo serves as the vice president for student affairs and assistant professor of higher education at Virginia Tech. Prior to her work at Virginia Tech, Perillo has served in a variety of leadership roles in academic and student affairs at a broad range of institutions including Davidson College, the University of Maryland–Baltimore County, the University of Maryland–College Park, the State University of New York at Plattsburgh and Albany campuses, and the University of Delaware. Patty served as the sixty-ninth president of ACPA–College Student Educators International, an international student affairs association. She earned her BA and MEd degrees from the University of Delaware and her PhD from the University of Maryland. She has received many awards, most notably the ACPA Esther Lloyd-Jones Professional Service and ACPA Diamond Honoree Awards.
Raechele L. Pope is an associate professor of higher education at the University at Buffalo. She earned her bachelor’s at Indiana University of Pennsylvania, her MA in student affairs administration at Indiana University of Pennsylvania, and her doctorate from the University of Massachusetts at Amherst. Her scholarship has focused primarily on multicultural issues on campus, and she has published numerous journal articles and is the coauthor (along with Amy L. Reynolds and John A. Mueller) of Creating Multicultural Change on Campus and Multicultural Competence in Student Affairs. She has worked at several institutions in a variety of functional areas including residential life, academic advising, and diversity education and training. In the past several years she was selected as a Senior Scholar for ACPA and received the ACPA Annuit Coeptis Award and the NASPA Robert H. Shafer Award for Academic Excellence as a Graduate Faculty Member.
Stephen John Quaye is associate professor in the student affairs in higher education program at Miami University. He is a 2009 ACPA Emerging Scholar and was awarded the 2009 Melvene D. Hardee Dissertation of the Year Award from NASPA. Quaye’s research and teaching focus on understanding how students can engage with difficult issues (for example, privilege, oppression, power) civilly and honestly as well as how storytelling is used as an educational tool to foster reflection and learning across differences. He also is interested in the strategies educators use to facilitate these dialogues and what they learn about themselves in the process. His work is published in different venues, including the Review of Higher Education, Teachers College Record, the Journal of College Student Development, and Equity & Excellence in Education. He is coeditor of the second edition of Student Engagement in Higher Education: Theoretical Perspectives and Practical Approaches for Diverse Populations. He holds degrees from the James Madison University (BS), Miami University (MS), and Pennsylvania State University (PhD).
Robert D. Reason is professor of higher education and student affairs at Iowa State University. Prior to Iowa State, he was associate professor and senior scientist at the Center for the Study of Higher Education at Pennsylvania State University. He earned a BA from Grinnell College, a master’s degree from Minnesota State University Mankato, and a PhD from Iowa State University. Reason is currently an associate editor of the Journal of College Student Development and an ACPA Senior Scholar. His publications include Developing Social Justice Allies (2005, with Ellen Broido, Nancy Evans, and Tracy Davis) and College Students in the United States: Characteristics, Experiences, and Outcomes (2012, with Kristen Renn).
Kristen A. Renn is a professor of higher, adult, and lifelong education at Michigan State University, where she has also served as associate dean of undergraduate studies and director for student success initiatives. She earned her AB from Mount Holyoke College, her master’s degree from Boston University, and her PhD from Boston College. Prior to her assignment at Michigan State University she was a dean in the Office of Student Life at Brown University. Renn focuses her research and teaching on topics related to student learning, development, and success. In particular, she studies the experiences of students with minoritized racial, gender, or sexual orientation identities. She recently completed a study of women’s colleges and universities worldwide and is co-principle investigator of the National Study of LGBTQ Student Success. Her books include Mixed Race College Students: The Ecology of Race, Identity, and Community and, as coauthor, Student Development in College: Theory, Research and Practice (second and third editions) and College Students in the United States: Characteristics, Experiences, and Outcomes.
Amy L. Reynolds is an associate professor in the Department of Counseling, School, and Educational Psychology at the University at Buffalo. She is also the director of training for the combined doctoral program in counseling psychology and school psychology. Reynolds received her bachelor’s from Miami University and her master’s degree in student personnel work and her doctorate in counseling psychology from The Ohio State University. Her work focuses on multicultural competence in counseling and student affairs as well as college mental health issues. She has published more than twenty-five journal articles and book chapters and has made more than forty presentations at regional or national conferences. She is one of the coauthors of Multicultural Competence in Student Affairs and Creating Multicultural Change on Campus and is the sole author of Helping College Students: Developing Essential Skills for Student Affairs Practice. She is recognized as a fellow in the American Psychological Association Division 17, Outstanding Contribution to the Profession of Higher Education and Significant Research/Publication in Higher Education (CSPA of NY), and Outstanding Contribution to Multicultural Education Award.
Jeffrey Rokkum is a PhD student in the School of Education at Iowa State University studying human computer interaction and social psychology. Prior to Iowa State University, he attended California State University, Dominguez Hills, where he received his BA in psychology and his MA in clinical psychology. His research interests cover a broad swath of topics: social media, technology use, big data, multitasking, and student outcomes. Among his publications are a scale that can be used to assess overall technology use as well as studies on sleep quality and media predicting ill health among children.
Larry D. Roper is a professor in the School of Language, Culture and Society at Oregon State University, where he serves as coordinator of the undergraduate social justice minor and coordinator of the college student services administration. Previously he served as vice provost for student affairs at Oregon State University from 1995 to 2014, during which he also served eighteen months as interim dean of the College of Liberal Arts. He has degrees from Heidelberg University, Bowling Green State University, and the University of Maryland. He currently serves as a commissioner with the State of Oregon’s Higher Education Coordinating Commission, Board of Trustees of Heidelberg University, and on the Education Committee of the Oregon Community Foundation. He served a term as editor of the NASPA Journal, and for six years he was a commissioner with the Northwest Commission on Colleges and Universities. He writes a regular “Ethical Issues on Campus” column for the Journal of College and Character. He coedited the book Teaching for Change: The Difference, Power and Discrimination Model (2007) and edited Supporting and Supervising Mid-Level Professionals: Charting a Path to Success (2011). He has also served on more than seventy-five thesis or dissertation committees, aiding as chair of more than thirty.
Sue A. Saunders is emeritus extension professor and was director of the higher education and student affairs program at the University of Connecticut. Prior to her work at UConn, she was an assistant professor in the college student affairs administration program at the University of Georgia. She has held senior administrative posts at Lycoming College (PA) and Longwood University (VA). Her bachelor’s degree in journalism and a master’s degree in counseling are from Ohio University. Her PhD in counseling and student personnel services is from the University of Georgia. Saunders’s research focuses on socialization in student affairs administration and staff supervision. She has served the American College Personnel Association (ACPA) as a member of the governing board, on the editorial board of the Journal of College Student Development, and was chair of the 2008 ACPA National Convention. Her professional contributions have been recognized through the ACPA Diamond Honoree program and ACPA Senior Scholars.
John H. Schuh is director of the Emerging Leaders Academy and Distinguished Professor Emeritus at Iowa State University. He has held administrative and faculty assignments at Wichita State University, Indiana University–Bloomington, and Arizona State University. He earned his BA from the University of Wisconsin–Oshkosh and his master of counseling and PhD degrees from Arizona State. Schuh is the author, coauthor, or editor of more than 275 publications, including thirty-two books and monographs. Among his books are Assessment in Student Affairs (2nd ed., with Patrick Biddix, Laura A. Dean, and Jillian Kinzie), One Size Does Not Fit All: Traditional and Innovative Models of Student Affairs Practice (with Kathleen Manning and Jillian Kinzie), and Student Success in College (with George D. Kuh, Jillian Kinzie, and Elizabeth Whitt). He has received two Fulbright Awards as well as the Research Achievement Award from ASHE, ACPA’s Contribution to Knowledge Award, the Contribution to Research or Literature Award, and the Robert H. Shaffer Award for Academic Excellence as a Graduate Faculty Member from NASPA.
Robert Schwartz
