The Handbook of Student Affairs Administration E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 1272

Veröffentlichungsjahr: 2023

Beschreibung

The foremost scholars in student affairs discuss issues facing the field today, approaches to those issues, and skills necessary to enact the approaches Professionals in student affairs administration need practical, timely, and applied information on the myriad issues they encounter in supporting the success of the students and the institutions they serve. In the Handbook of Student Affairs Administration, the top scholars in the field share the latest information, methods, and advice on addressing these issues. The book is sponsored by NASPA, the leading professional organization for student affairs in higher education. This fifth edition has been updated to reflect current and effective techniques in student affairs administration including new chapters on anti-oppressive frameworks and equity in praxis, access for students with disabilities, men and masculinities, support for students' mental health and well-being, and student employment as learning-integrated work. There is also an emphasis throughout on adult learners, online learners, part-time students, and transfer students. Chapter authors of diverse gender, ethnicity, sexual orientation, experiential background, and type of institution offer broader perspectives. * Learn about the dominant organization and administration models in student affairs * Stay up to date on core competencies and professional development models * Discover research-based strategies for addressing both emerging and lasting issues in student affairs * Instructor resources available The Handbook of Student Affairs Administration is a comprehensive and thoughtful resource, with expert insight on the issues facing student affairs. This is one handbook students and professionals in the field won't want to go without.

Leseprobe

Table of Contents

COVER

TITLE PAGE

COPYRIGHT

LIST OF FIGURES AND TABLES

NASPA—STUDENT AFFAIRS ADMINISTRATORS IN HIGHER EDUCATION

PREFACE

Audience

ACKNOWLEDGMENTS

THE AUTHORS

PART ONE: CONTEXTS OF PROFESSIONAL PRACTICE

CHAPTER ONE: A CONCISE AND CRITICAL HISTORY OF STUDENT AFFAIRS

Establishing a Professional Foundation, 1890–1939

Professional Growing Pains, 1940–1969

Developing and Learning as a Profession, 1970–1999

A Profession's Complicated Present

Conclusion

References

CHAPTER TWO: INSTITUTIONAL TYPES AND MISSIONS

Institutional Classification System

Institutional Mission Statements

How Mission Informs Student Affairs Professional Practice

Institutional Mission and Student Affairs Professional Mobility

Conclusion

References

CHAPTER THREE: CAMPUS ENVIRONMENTS AND STUDENT AFFAIRS

Frameworks for Understanding Campus Environments

Approaches to Assessing and Enhancing College Environments

The Impact of College Environments and Implications for Student Affairs

Conclusion

References

CHAPTER FOUR: THE OFFICE OF THE PRESIDENT: PATHWAYS AND PERSPECTIVES

Pathways

Issues

Knowledge, Skills, and Dispositions

Conclusion

References

CHAPTER FIVE: ACCOUNTABILITY: WHAT IT IS AND WHY IT MATTERS

Accountability Defined

Relevant Literature on Accountability

Why All the Fuss About Accountability?

Who Are the Stakeholders for Institutional Accountability?

For What Is Student Affairs Accountable?

The Role of Student Affairs in Supporting Institutional Accountability Efforts

The Role of the Accreditation Process

Additional Resources

Conclusion

References

PART TWO: FRAMEWORKS FOR PROFESSIONAL PRACTICE

CHAPTER SIX: AN OVERVIEW OF STUDENT DEVELOPMENT THEORIES

Unfolding of Student Development Theory

Families of Student Development Theory

Other Useful Approaches

Application of Student Development Theory to Practice

Conclusion

References

CHAPTER SEVEN: CENTERING ANTI-OPPRESSIVE FRAMEWORKS AS STUDENT AFFAIRS EDUCATORS

Foundations

Honoring Anti-Oppressive Frameworks Outside of the Classroom as SAEs

Conclusion

References

CHAPTER EIGHT: EMERGING MODELS OF PRACTICE

Who Are Today's and Tomorrow's Postsecondary Students?

What Is the Landscape of Alternative Programs?

What Role Will Student Affairs Play?

What Recommendations for Research and Practice Might We Consider?

Conclusion

References

CHAPTER NINE: CONTEXTUALIZING EVERYDAY ETHICS IN STUDENT AFFAIRS

What Is Ethics?

Five Domains of Ethical Responsibility

Ethics in the Student Affairs Profession

The Holistic Well-Being of Students as the Moral Focus of Student Affairs Work

A Multi-Lens Perspective on Managing and Modeling Everyday Ethics

The Moral Landscape of Student Affairs Work

Common Ethical Issues in Student Affairs Work

Deciding and Acting in Ethical Conflict Situations

Conclusion

References

CHAPTER TEN: APPLYING PROFESSIONAL STANDARDS IN STUDENT AFFAIRS

Standards in Higher Education

Standards in the Contemporary Context of Student Affairs

Case Illustrations

Conclusion

References

PART THREE: PURPOSES OF PROFESSIONAL PRACTICE

CHAPTER ELEVEN: DIVERSITY OF STUDENT POPULATIONS AND HOW WE SERVE THEM

Demographic Trends in Student Enrollment

Impact on Instructional Delivery Options and Student Services

Recommendations for Student Affairs Practitioners

Conclusion

References

CHAPTER TWELVE: BEYOND DIVERSITY AND MULTICULTURALISM: ADVANCING EQUITY IN STUDENT AFFAIRS PRAXIS

Critiques of Diversity and Multiculturalism

Toward Equity in Student Affairs Praxis

Key Areas of Critical Praxis in Student Affairs

Conclusion

References

CHAPTER THIRTEEN: PERSISTENCE, RETENTION, COMPLETION, AND STUDENT SUCCESS

Challenging Traditional Measures of Student Success

Alternate Measures for Contextualizing Student Success

Conclusion

References

CHAPTER FOURTEEN: HELPING STUDENTS LEAD LIVES OF PURPOSE

Historical Context for Higher Education's Larger Purpose

Holistic Learning and Development

Foundations of Student Affairs

Strategies for Student Affairs Professionals

Helping Students to Define a Life of Purpose: A Proposed Framework

Developing a Plan Moving Forward

Conclusion

References

CHAPTER FIFTEEN: DISABILITY IN HIGHER EDUCATION: SHIFTING CONCEPTS OF ACCESS FROM INDIVIDUAL TO SYSTEMIC

Historical, Contemporary, and Professional Assumptions

Disability Resource Offices

A Welcoming Campus

Conclusion

References

CHAPTER SIXTEEN: MASCULINE ROLE SOCIALIZATION AND PERFORMANCE

Rethinking Our Student Development Origin Story

Unpacking Masculinity Scripts and Performances

Foundational Models of Masculine Role Socialization and Men's Development

Conclusion

References

CHAPTER SEVENTEEN: SUPPORTING STUDENTS’ MENTAL HEALTH AND WELL-BEING

Overview of the Student Mental Health and Well-Being Landscape

Supporting Students' Mental Health and Well-Being

Conclusion

References

PART FOUR: HUMAN RESOURCES IN PROFESSIONAL PRACTICE

CHAPTER EIGHTEEN: CULTIVATING CRITICAL PRACTICE: REFLECTIONS ON ORGANIZATION AND ADMINISTRATION IN HIGHER EDUCATION

Organizational Theories

Why Understanding These Perspectives Is Important

Critical Considerations for Student Affairs Practice

Conclusion

References

CHAPTER NINETEEN: HIRING, DEVELOPING, AND RETAINING PROFESSIONAL STAFF

Recruiting and Hiring a Team

Supervising a Team

Developing and Retaining a Team

Conclusion

References

CHAPTER TWENTY: STUDENT EMPLOYMENT AS LEARNING-INTEGRATED WORK

Higher Education Landscape

Student Employment as a High-Impact Practice

Campus Investment in Student Employment

Connecting Student Employment and Formal Curriculum

A New Model of Learning-Integrated Work

Conclusion

References

PART FIVE: INTERPERSONAL DYNAMICS IN PROFESSIONAL PRACTICE

CHAPTER TWENTY-ONE: SUPPORTING AND ENHANCING STUDENT LEARNING THROUGH PARTNERSHIPS WITH ACADEMIC COLLEAGUES

Easing the Relationship Between Academic and Student Affairs

Understanding Student Learning

Research on Student Affairs and Academic Affairs Partnerships

Collaborative Efforts Supporting Student Learning and Student Retention

Conclusion

References

CHAPTER TWENTY-TWO: POLITICS, POWER, PERSUASION, AND SHARED GOVERNANCE

Politics

Power

Persuasion

Governance

Suggestions and Strategies

Conclusion

References

CHAPTER TWENTY-THREE: CONSTELLATIONS OF LOVE: CULTIVATING INTENTIONAL CAMPUS AND COMMUNITY RELATIONS

Community as Creating Abundance

Relationships as Kinships

In Love and Connection: Guiding Principles

Our Collective Next Steps

Ending with Love

References

Chapter Three Supplement: Love and Healing Syllabus

PART SIX: SKILLS AND COMPETENCIES FOR THE PROFESSION

CHAPTER TWENTY-FOUR: PLANNING AND BUDGETING

Strategic Planning vs. Strategy Approach

Budgets and Budgeting

Budget Approaches

Tips for Budget Management

Conclusion

References

CHAPTER TWENTY-FIVE: THE LAW ON CAMPUS AND IN STUDENT AFFAIRS PRACTICE

Sources of Legal Obligations

The Authority of Public Institutions in Regulating Student Conduct and Speech

Sources of Legal Authority

From Torts to Contracts—Other Sources of Legal Obligations on Campus

Speaking and Acting in Employee versus Private Citizen Capacity

Working with Counsel, Liability Insurance, and Staying Current with Legal Issues

Conclusion

References

CHAPTER TWENTY-SIX: ANALYTICS, ASSESSMENT, RESEARCH, AND THE SCHOLARSHIP OF PRACTICE

Assessment Terminology

Assessment Planning and Process

Data Analytics

Practitioner Skills

Scholarship of Practice

The Future of Student Affairs Assessment

Conclusion

References

CHAPTER TWENTY-SEVEN: TECHNOLOGY AND STUDENT AFFAIRS

Overview of Student Affairs’ Technology Use in the Twenty-First Century

Digital Communication

Internet of Things

Conclusion: Change Management

References

Chapter Twenty-Seven Supplement: Technology in Higher Education and Student Affairs Resources

CHAPTER TWENTY-EIGHT: CAMPUS CRISIS MANAGEMENT

Crisis Management: A Process Approach

Stakeholders

Crisis Management Teams

Crisis Management Plans

Protocols

Conclusion

References

PART SEVEN: THE PROFESSION AND THE FUTURE

CHAPTER TWENTY-NINE: STUDENT AFFAIRS IN THE MOMENT AND IN THE FUTURE

The Moment

The Future

Conclusion

References

INDEX

END USER LICENSE AGREEMENT

List of Tables

Chapter 9

TABLE 9.1 COMPONENTS OF ETHICAL DELIBERATION AND ACTION

Chapter 10

TABLE 10.1 REGIONAL ACCREDITATION ORGANIZATIONS’ JURISDICTIONS

Chapter 11

TABLE 11.1 ESTIMATED NATIONAL ENROLLMENT BY INSTITUTIONAL SECTOR: 2017 TO 2...

Chapter 15

TABLE 15.1 DISABILITY MODELS AT A GLANCE

TABLE 15.2 DOMAINS OF ABLEIST MICROAGGRESSIONS

Chapter 21

TABLE 21.1 AREAS OF CROSS COLLABORATIONS BETWEEN STUDENT AFFAIRS AND ACADEM...

Chapter 26

TABLE 26.1 SUMMARY OF THE ACPA/NASPA AER COMPETENCIES

List of Illustrations

Chapter 6

FIGURE 6.1 PRACTICE-TO-THEORY-TO-PRACTICE MODELReprinted from

The PTP Mode

...

Chapter 9

FIGURE 9.1 DOMAINS OF ETHICAL RESPONSIBILITY

Chapter 20

FIGURE 20.1 MODEL OF CAMPUS EMPLOYMENT AS HIGH-IMPACT PRACTICEReprinted wi...

FIGURE 20.2 SCAFFOLDING INTEGRATION OF LEARNING AND WORK TO SUPPORT CAREER R...

Chapter 21

FIGURE 21.1 CONCEPTUAL MODEL FOR STUDENT AND ACADEMIC AFFAIRS COLLEAGUES SUP...

Chapter 22

FIGURE 22.1 SIMPLE POLITICAL MAP

Chapter 24

FIGURE 24.1 GENERAL STRUCTURE FOR STRATEGIC PLANGetting the Most Out of Un...

FIGURE 24.2 ENROLLMENT MANAGEMENT FUNNEL

Guide

Cover

Title Page

Copyright

List of Figures and Tables

Naspa—Student Affairs Administrators in Higher Education

Preface

Acknowledgments

The Authors

Table of Contents

Begin Reading

Index

End User License Agreement

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THE HANDBOOK OF STUDENT AFFAIRS ADMINISTRATION

FIFTH EDITION

Edited by

George S. McClellan

Judy Marquez Kiyama

Copyright © 2023 by John Wiley & Sons, Inc. All rights reserved.

Published by Jossey-BassA Wiley Brand111 River St., Hoboken NJ 07030www.josseybass.com

Published simultaneously in Canada

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Library of Congress Cataloging-in-Publication Data is Available:

ISBN 9781119691976 (hardback)ISBN 9781119696001 (ePDF)ISBN 9781119695998 (ePub)

Cover Design: WileyCover Image: © AndreasG/Getty Images

LIST OF FIGURES AND TABLES

Figures

6.1

Practice-to-Theory-to-Practice Model

9.1

Domains of Ethical Responsibility

20.1

Model of Campus Employment as High-Impact Practice

20.2

Scaffolding Integration of Learning and Work to Support Career Readiness

21.1

Conceptual Model for Student and Academic Affairs Colleagues Supporting Student Learning Goals

22.1

Simple Political Map

24.1

General Structure for Strategic Plan

24.2

Enrollment Management Funnel

Tables

9.1

Components of Ethical Deliberation and Action

10.1

Regional Accreditation Organizations’ Jurisdictions

11.1

Estimated National Enrollment by Institutional Sector: 2017 to 2019

15.1

Disability Models at a Glance

15.2

Domains of Ableist Microaggressions

21.1

Areas of Cross Collaborations Between Student Affairs and Academic Affairs

26.1

Summary of the ACPA/NASPA AER Competencies

NASPA—STUDENT AFFAIRS ADMINISTRATORS IN HIGHER EDUCATION

NASPA is the leading association for the advancement, health, and sustainability of the student affairs profession. We serve a full range of professionals who provide programs, experiences, and services that cultivate student learning and success in concert with the mission of our colleges and universities. Established in 1918 and founded in 1919, NASPA comprises 14,000 members in all 50 states, 25 countries, and 8 U.S. territories.

Through high-quality professional development, strong policy advocacy, and substantive research to inform practice, NASPA meets the diverse needs and invests in realizing the potential of all its members under the guiding principles of integrity, innovation, inclusion, and inquiry. NASPA members serve a variety of functions and roles, including the vice president and dean for student life, as well as professionals working within housing and residence life, student unions, student activities, counseling, career development, orientation, enrollment management, racial and ethnic minority support services, and retention and assessment.

For more information about NASPA publications and professional development programs, contact:

NASPA—Student Affairs Administrators in Higher Education111 K Street NE, 10th FloorWashington, DC 20002202–265–[email protected]

PREFACE

This is the Fifth Edition of the Handbook of Student Affairs Administration (HSAA5). With this new edition, HSAA5 continues to serve as a practical resource for students in higher education and student affairs graduate programs and those interested in the student affairs profession. This edition draws on classic, contemporary, and critical literature in the field and utilizes case studies, personal narratives, and programmatic examples to illustrate the diverse nature of the field itself and the institutions in which we work and learn. In doing so, HSAA5 includes information on the administrative environment of student affairs, organizational and administrative models of student affairs, core skills and competencies needed by professionals, professional and student development models, and current and future issues facing the profession.

The Fifth Edition of the Handbook for Student Affairs Administration, like its predecessor, is organized around seven broad constructs. These include:

Contexts of professional practice.

Frameworks for professional practice.

Purposes of professional practice.

Human resources in professional practice.

Interpersonal dynamics in professional practice.

Skills and competencies for the profession.

The profession and the future.

While the organization structure is the same, there are changes and additions in content. These changes include a move away from the chapters on global perspective; role of associations; student-athletes; fundraising; supporting online learners; and conflict. A number of new chapters have been added, which include emerging models of practice; disability in higher education; men and masculinity; supporting students with coping, stress, and mental health; student employment as high-impact practice; and student affairs and shared governance.

HSAA5 also reflects a repositioning of emphasis for some chapters including shifting the chapter on financial environment to a broader focus on the external financial context in which higher education operates; the chapter on assessment to include discussion of the scholarship of practice and publishing; the chapter on campus crisis to also include handling campus protests; and the chapter on leading lives of purpose to also include discussion of developing democratically engaged students.

The other recurring chapters have been revised and refreshed to include an emphasis on the growing diversity of student populations, changes in technology, and updates to legal and policy issues. This edition was written during a global health crisis, the COVID-19 pandemic. The majority of chapters include a discussion about how student affairs practice was impacted because of the pandemic.

In keeping with previous editions, HSAA5 continues the tradition of outstanding contributing authors. The authors in this edition include the profession's most prominent scholars and practitioners, including current college and university presidents. Likewise, HSAA5 includes outstanding emerging voices. The contributors reflect a diverse array of authors, including diversity of gender, race/ethnicity, sexual orientation, experiential background, and type of institution, representing the range of professional preparation and practice within the field.

Audience

HSAA5 is written to meet the needs of entry-, mid-, and senior-level student affairs practitioners. It will also be helpful to those entering the profession through nontraditional pathways such as from faculty, administrative realignment, or K-12 partnerships. Finally, HSAA5 is written to serve as a resource for graduate students and graduate faculty in college student personnel or higher education programs.

ACKNOWLEDGMENTS

We are extremely grateful to the authors who have generously and thoughtfully contributed to the Fifth Edition of The Handbook of Student Affairs Administration (HSAA5). Their willingness to step forward in sharing important information and insights, particularly during a time as challenging as we have been in during the development of this book, is a testament to their spirit of generativity and stewardship for student affairs and ample evidence of their care for the students and institutions we all serve.

Over its 30-year history, HSAA has always been a collaborative effort of the contributing authors and editors bolstered by the support of NASPA as a sponsor and Jossey-Bass/Wiley as the publisher. We are delighted that the Fifth Edition continues in that tradition. Kevin Kruger and Stephanie Gordon have been champions of HSAA throughout their time as leaders of NASPA, and we are grateful for their continued support. We continue to appreciate Jossey-Bass/Wiley for their willingness to support the handbook throughout its history.

Our thanks as well to the reviewers for the draft versions of this edition of HSAA. Your comments, along with feedback from readers of previous editions as well as from practitioners and scholars across student affairs, have helped strengthen the book.

One final shared note of gratitude to all who read HSAA and who use it as a source or text. Your curiosity, critical attention, and demand for quality inform this edition as they have all the previous editions. There would be no HSAA without you.

George, who enjoyed his partnership with Jeremy Stringer in editing the previous two editions of HSAA, is very appreciative to Judy for agreeing to serve as co-editor for this edition even though there were innumerable perfectly sane reasons to decline the invitation. Her sharp mind and warm spirit, along with her wide network of colleagues and friends, are reflected through this book. We are all better for that. George is also thankful for the students and colleagues in higher education at the University of Mississippi where he proudly and happily teaches critical race theory (among other things) pretty much every day. Learning alongside them is a great joy and honor. Looking out across the broader higher education landscape, George considers himself very fortunate to have colleagues and friends whose work inspires him and whose friendship nourishes him. Among these amazing people are Jason Laker, Jason Meriwether, Jeff Sun, Josie Ahlquist, Peter Lake, Stephanie Waterman, and many who are involved in the network of scholars and practitioners doing important and powerful work in Indigenizing higher education. Finally, George thanks his long-time mentor and friend Margaret J. Barr. Her influence on him, HSAA, and student affairs continues to this day. She is greatly missed.

Judy is incredibly grateful to George, who, since their first meeting 20-plus years ago, has offered continued support and mentorship. It was because of George's encouragement and guidance that as a master's student, Judy spoke out at a Board of Regents meeting against rising tuition hikes. Now in the midst of a transition into administration, George has offered Judy that same encouragement and guidance. Judy has been fortunate to teach in higher education programs at the University of Rochester, University of Denver, and now the University of Arizona; the students bring these programs and the curriculum to life. The students teach us every day how to be better professors, better mentors, better scholars. The space to write and create would not be possible without Judy's family, and she is grateful for their constant love and energy. Thank you, Arturo, Liliana, and Raul.

THE AUTHORS

Sharrika D. Adams (she/her/hers) is an assistant professor of practice of higher education at Virginia Tech. She has over 15 years of experience as a student affairs and higher education administrator. Her research interests include crisis management in higher education.

Cassandra Butcher is a resident director at the University of California, Riverside. Her scholarly interests focus on the mental and emotional wellness of first-generation Black and Brown college students. She previously worked as a graduate assistant at the University of Houston while obtaining her M.Ed. in higher education.

Edmund T. Cabellon has worked in higher education for 24 years as an executive and senior administrator in student affairs and enrollment management and as an adjunct professor primarily in Massachusetts institutions. He currently serves as vice president of enrollment management at Curry College (MA). His research addresses digital technology and organizational change, and he has served as a co-editor and author for New Directions for Student Services.

Rebecca Cepeda is a doctoral student in the Higher Education and Student Affairs Program at The Ohio State University. Her research interests include centering and uplifting the experiences of People of Color in higher education.

Felecia Commodore is an assistant professor of higher education in the Darden College of Education and Professional Studies at Old Dominion University in Norfolk, Virginia. Felecia's research focus area is leadership, governance, and administrative practices with a particular focus on HBCUs and MSIs. Felecia's research interests also lie in how leadership is exercised, constructed, and viewed in various communities, and the relationship of Black women and leadership. She is the lead author of Black Women College Students: A Guide to Success in Higher Education with D.J. Baker and A.T. Arroyo (Routledge).

Krissy Creager has held several student affairs roles over the last 12 years and currently serves as the vice chancellor for enrollment management and the student experience at Purdue University, Fort Wayne. Her work focuses on the impact on-campus student employment has on retention, success, satisfaction, and emotional intelligence.

Antonio Duran (he/him) is an assistant professor of higher and postsecondary education at Arizona State University. Antonio's research interests involve understanding how historical and contemporary legacies of oppression influence college student development, experiences, and success.

John Dunkle is the senior clinical director, higher education, at The Jed Foundation (JED), a nonprofit organization that focuses on protecting the emotional health and preventing suicide among youth and young adults. Prior to joining JED, John had a 25-year career at the Counseling and Psychological Services (CAPS) at Northwestern University (NU).

David Eberhardt has over 25 years of experience in numerous student affairs roles and currently serves as the vice president for student development at Birmingham-Southern College. His scholarly interests focus on the ethical and spiritual development of college students, and he has written for and serves as an editor for the Journal of College and Character.

Stephanie A. Gordon serves as the vice president for professional development at NASPA—Student Affairs Administrators in Higher Education. Her scholarly research includes the education and competencies of chief student affairs officers, persistence of first-generation and historically excluded student populations, and mental health and well-being within the context of student learning and success.

Kevin R. Guidry is the associate director of educational assessment in the University of Delaware's Center for Teaching & Assessment of Learning. He previously co-chaired NASPA's Technology Knowledge Community and has written about the history of technology in student affairs.

Frank Fernandez is assistant professor of higher education administration and policy at the University of Florida. He previously worked as a director of institutional research, administered NSSE and HERI surveys, and helped lead assessment and accreditation projects. He has published in the Journal of College Student Development, Leadership Exchange, and is on the editorial board of the Journal of Student Affairs Research and Practice. He has been a guest on NASPA's SA: Voices from the Field podcast.

Matthew Hartley is professor of education and associated dean at the University of Pennsylvania's Graduate School of Education. His research and writing examines how colleges and universities define and seek to live out their educational purposes.

Ignacio Hernández is an associate professor of educational leadership and director of the doctoral program at California State University, Fresno. His research seeks to highlight the experiences and lessons learned by Latina/o leaders in community colleges that may serve to reimagine normative definitions of community college leadership and the social practice of leadership in higher education.

Michael Hevel is an associate professor of higher education and department head at the University of Arkansas. His research focuses on the history of college students and student affairs.

Daniel Hill currently serves as the coordinator of aquatics at the University of Mississippi. He is pursuing his PhD in higher education at the University of Mississippi.

Neal Hutchens is professor of higher education at the University of Kentucky. His scholarship centers on intersections of law, policy, and practice in higher education.

Angie Kim (she/her) is an associate director of the Office of Inclusive Engagement and Student Life at New York University Silver School of Social Work. Angie's research interests include examining institutional equity initiatives through racial capitalism and neoliberalism.

Jillian Kinzie is associate director, Center for Postsecondary Research and the National Survey of Student Engagement (NSSE) Institute, Indiana University School of Education. She conducts research and leads project activities on effective use of data to improve educational quality and issues of teaching and learning.

Judy Marquez Kiyama (she/her/hers) serves as the associate vice provost for faculty development and is a professor in the Center for the Study of Higher Education, Department of Educational Policy Studies and Practice at the University of Arizona. As a community-engaged scholar, her research examines the structures that shape educational opportunities for minoritized groups to better understand the collective knowledge drawn upon to confront, negotiate, and (re)shape such structures.

Amanda Kraus has nearly 20 years of professional experience in student affairs and disability resources. She is currently assistant vice president for campus life and associate professor of practice in higher education at the University of Arizona. She is also president for the Association on Higher Education and Disability. Across her research, teaching, and practice, she draws upon disability studies, universal design, and social justice principles to challenge the deficit or tragedy narrative on disability to increase equity in higher education and ultimately reframe concepts of difference.

Jason Laker is currently a professor in the Department of Counselor Education (where he previously served as vice president for student affairs) at San José State University and affiliated research faculty with the Center for Research and Education on Gender and Sexuality at San Francisco State University. His scholarship focuses on gender and masculinities, citizenship and democratic education, and comparative higher education.

Kaiwipunikauikawēkiu Lipe is Native Hawaiian and lives on the island of O'ahu. She is the University of Hawai'i at Mānoa's Native Hawaiian Affairs program officer and director of the campus's Truth, Racial Healing, and Transformation Center. Her praxis focuses on utilizing Native Hawaiian wisdom to create sustainable, abundant, and loving futures for her children and grandchildren.

T.J. Logan has over 20 years of experience in higher education administration, and currently serves as the associate vice president for student life at The Ohio State University. In addition to his work on a variety of campuses, he has presented internationally on the topics of social media in higher education, innovation in student affairs administration, and business operations.

Sherry Mallory serves as dean of student affairs for Revelle College at the University of California, San Diego, and is a lecturer in the Master's Program in Postsecondary Educational Leadership – Student Affairs at San Diego State University. An active member of NASPA, she has served on the Board of Directors, as chair of the Public Policy Division; as a member of the Region IV-W, V, and VI Advisory Boards; on numerous conference planning committees; and on the editorial board for the Journal of Student Affairs Research and Practice.

George S. McClellan (he/him/his) is professor of higher education at the University of Mississippi. Prior to joining students and colleagues there, he served students for 35 years in a variety of student affairs professional positions including service as senior student affairs officer at both Indiana University–Purdue University Fort Wayne (IPFW) and Dickinson State University. Some of his (co-)authored or (co-)edited books include The Handbook for Student Affairs Administration with J. Stringer (2009 and 2016) and J. Marquez Kiyama (Jossey-Bass, 2023), Shared Governance, Law, and Policy in Higher Education: A Guide for Student Affairs Practitioners (Charles C Thomas, 2021) with N. Hutchens, and Esports in Higher Education: Fostering Successful Student-Athletes and Successful Programs with R. Arnett and C. Hueber (Stylus).

Gillian McKnight-Tutein currently serves as the vice president of enrollment administration and student success at Community College of Denver. She has held executive positions in academic affairs, eLearning, workforce development, and human resources. Her experiences as an immigrant, her first-generation status, and her membership in the LGBTQ community informs her commitment to students.

Jason L. Meriwether, the vice president for enrollment management at Campbellsville University, has published on topics such as adult learning, student retention, digital learning and engagement, student affairs fundraising, and hazing prevention and is editor of Dismantling Hazing in Greek-Letter Organizations: Effective Practices for Prevention, Response, and Campus Engagement (NASPA). Jason is also a contributing author to What Happens on Campus Stays on YouTube (Equalman Studios).

Sam Museus is professor of education studies at the University of California, San Diego (UCSD) and founding director of the National Institute for Transformation and Equity (NITE). His research agenda is focused on diversity and equity, social movements and activism, and transforming systems to be more inclusive and equitable.

Cecilia M. Orphan is an associate professor of higher education in the Morgridge College of Education at the University of Denver and director of partnerships for the Alliance for Research on Regional Colleges. Her research explores how public policy and administrative decision-making affects the public purposes of regional public colleges and universities.

Symphony Oxendine, Cherokee/Choctaw, is an assistant professor in higher education at the University of North Carolina, Wilmington. She worked as a student affairs practitioner for over six years before pursuing her doctorate. As an Indigenous quantitative scholar her research focuses on areas that will help shape the direction and development of higher education by contributing to the understanding of various institutional, psychosocial, and political processes to develop the capacity for change.

Darby M. Roberts is the director of student life studies at Texas A&M University and teaches in the Student Affairs Administration and Higher Education master's program. She has co-authored and co-edited several texts on assessment including Student Affairs Assessment: Theory to Practice with G.W. Henning (Stylus) and Learning Is Not a Sprint: Assessing and Documenting Student Leader Learning in Cocurricular Involvement (NASPA).

Claire K. Robbins (she/her/hers) is an associate professor of Higher Education at Virginia Tech. Her research and practice interests focus on equity, diversity, and inclusion in graduate education; graduate and undergraduate student development, socialization, and learning; and critical perspectives on race, gender, and identity.

Elena Sandoval-Lucero is a clinical faculty member at the University of Colorado, Denver in the School of Education and Human Development. She has 35 years of experience in academic and student affairs settings. Most recently, she held senior level leadership positions at community colleges for 10 years. She has dedicated her career to helping students believe in the possibilities that exist for them and tapping into the power of education to transform lives.

Marianna Savoca leads career development and experiential education and is a faculty member in the Higher Education Administration program at Stony Brook University. She holds leadership roles in national and international professional associations focused on experiential education, career readiness, and diversity talent pipelining.

Laura E. Sponsler is a clinical associate professor of higher education at the University of Denver's Morgridge College of Education. Her scholarship explores the democratic purposes of higher education and how institutions provide space for voice, participation, learning, and engagement.

Sarah H. Steinkamp serves as the chief of staff at DePauw University. She has worked in educational nonprofits and higher education for 20 years. Her professional work and scholarly interests focus on the retention, persistence, success, and empowerment of marginalized student populations and the utilization of institutional practices as mechanisms to promote student growth and engagement.

Amanda R. Tachine is Navajo from Ganado, Arizona. She is Náneesht’ézhí Táchii'nii (Zuni Red Running into Water clan) born for Tl'izilani (Many Goats clan). She is an assistant professor in educational leadership and innovation at Arizona State University. Her research explores the relationship between systemic and structural histories of settler colonialism and the ongoing erasure of Indigenous presence and belonging in college settings using qualitative Indigenous methodologies.

Deborah J. Taub has been a graduate preparation program faculty member for 25 years and currently serves as professor and department chair of the Department of Student Affairs Administration at Binghamton University. Her scholarship includes students’ psychosocial and identity development. She serves as the editor of the New Directions for Student Services series.

Leonard Taylor is an assistant professor in the Educational Foundations, Leadership and Technology department at Auburn University. Leonard's research is focused on how administrators, faculty, and staff in higher education institutions use research, data, and promising practices in the interest of enhancing students’ postsecondary outcomes and overall success. His research is deeply informed by his previous experiences facilitating high-impact practices as a higher education administrator.

Michele Tyson is a clinical assistant professor of higher education at the University of Denver. Her scholarly interests focus on adult students and how organizations are preparing for them as well as the professional development of student affairs staff. She previously served in areas of enrollment management, student services, and academic services.

Aurélio Manuel Valente (he, him, él) currently serves as vice president for student affairs and dean of students at National Louis University. His research interests are at the nexus of academic and student affairs with a focus on institutional efforts to promote student engagement and academic success. He has published articles in the Journal of College and Character and served as a contributing chapter author for two previous editions of The Handbook of Student Affairs Administration (Jossey-Bass).

Lori Varlotta is the president of California Lutheran University. She has 36 years of higher education experience, including two-and-a-half decades in student affairs and two university presidencies. Her research interests focus on assessing student learning outcomes; planning and budgeting; identity and community. More recently, she writes and speaks about leading systemic academic change.

Kristan M. Venegas is the LaFetra Endowed Professor of Teaching and Learning in the LaFetra College of Education at the University of La Verne. She has more than 18 years of leadership and research experience in student and academic affairs.

Amy Wells Dolan is professor of higher education and associate dean in the School of Education at the University of Mississippi. Her research explores the history of American higher education, and her background includes academic administration, student affairs, and fundraising in the university setting.

Lori S. White has served in various administrative and academic roles in higher education for the past 40 years and is currently the 21st president of DePauw University. Her areas of emphasis in research, teaching, and writing include the student experience in higher education and the preparation and mentorship of aspiring higher education leaders.

Varaxy Yi is an assistant professor of educational leadership at California State University, Fresno. She conducts research to advance equity, access, and opportunity for historically underserved communities, such as racially minoritized, Southeast Asian American, and refugee populations. Her work focuses on building capacity within higher education institutions to advance issues of racial justice and equity to serve diverse students.

Eugene L. Zdziarski, II is vice president of student affairs at DePaul University. He has worked in the field of higher education for more than 30 years. He has edited and authored publications including Crisis Management: A Comprehensive Guide for Practitioners with N.W. Dunkel and J.M. Rollo (Routledge); In Search of Safer Communities: Emerging Practices for Student Affairs in Addressing Campus Violence with M. Jablonski and G.S. McClellan (Wiley); and Crisis Management: Responding from the Heart with K.S. Harper and B.G. Paterson (NASPA).

Qianhui Zhang is a staff therapist at Northwestern University. Zhang specializes in transition and adjustment, anxiety, relational difficulties, expression of emotion, and body image, trauma, perfectionism, self-compassion, cultural identities (for example, intergenerational and cross-cultural communication, bicultural identity, acculturation), issues of social/cultural privilege and oppression (for example, race-related stress, immigration, low-income students, gender, and sexuality).

PART ONECONTEXTS OF PROFESSIONAL PRACTICE

The evolution of student affairs professional practice is situated within a historical context of higher education and informed by the current moment and our planning for the future. In fact, we close this edited volume by reflecting on student affairs in the moment and the future. Our time as student affairs practitioners is informed by sociopolitical, sociocultural, environmental, political, and national contexts. This first section is dedicated to understanding these contexts within institutional histories, current moments, and planning for the future.

Chapter 1 begins with Michael Hevel and Amy Wells Dolan reviewing the practice of the earliest student affairs professionals, including the origins and evolutions of student affairs professional associations. They demonstrate how the field has expanded, informed by policy, changes in the collegiate environment, and growing diversity of student populations. They thread throughout the institutional commitment to students. In Chapter 2, Claire Robbins and Sharrika Adams describe the ways in which colleges and universities are classified, focusing on how institutional missions inform student affairs practice. They conclude with exploring the relationship between institutional mission and professional mobility. In Chapter 3, Jillian Kinzie demonstrates the ways in which the collegiate environment is unique by reviewing environmental theories within higher education. She reviews the environmental conditions that promote student learning and success and the ways in which the environment can be assessed and optimized. Chapter 4 offers a unique and personal account of how two institutional leaders, Lori White and Sarah Steinkamp, trace their professional paths into their current positions—from the perspective of the office of the president. In sharing their journeys, this chapter is a testament to the knowledge, skills, dispositions, and lessons that are important when serving our students and institutions. This section closes with Chapter 5, written by Sherry Mallory, who discusses accountability within a student affairs context and why it matters. This chapter offers specific implications for student affairs practice including the ways in which student affairs professionals can support institutional accreditation and accountability efforts.

CHAPTER ONEA CONCISE AND CRITICAL HISTORY OF STUDENT AFFAIRS

Michael S. Hevel and Amy E. Wells Dolan

Concerns about student life and welfare were at the center of the first crisis in higher education in what would become the United States. In 1639, after Harvard College had been opened less than a year, the institution's leader Nathaniel Eaton found himself before several colonial magistrates in a crowded courtroom. Eaton was forced to respond to complaints from students—all of whom were young White men—about harsh discipline, poor living conditions, and their perception that a Black slave who worked for the institution was treated better than them (Morison 1935). Eaton took responsibility for the punishments, but he directed the criticisms about the rest to his wife. She apologized for serving students fish with their guts still in them, pudding that included goat feces, and better food and drink to the slave than to the students. The magistrates fired Eaton.

This early episode reveals important insights into the history of higher education and student affairs. Political leaders and parents have long been concerned about college students’ experiences—especially regarding students with privileged economic, gender, and racial identities. Despite a long history of being denied access to attend colleges and universities, women and racially minoritized people have performed essential—if not always paid—labor. Moreover, college leaders who have not addressed student concerns have long faced public scrutiny and dismissal. Finally, many of the responsibilities that today fall under the purview of student affairs such as discipline and housing existed long before the establishment of the field.

Student affairs emerged as a distinct feature of higher education in the United States over 250 years after this first episode at Harvard. Student affairs can be viewed as an educational reform designed to meet both the needs of and supervise growing numbers of college students while the traditional roles of presidents and faculty changed. Over the course of the ensuing decades, the profession would evolve to become an essential feature of U.S. higher education that strove to meet the changing needs and expectations of college students while advancing institutional priorities. Federal legislation often contributed to national trends that influenced the field. Over the years, many of these laws and U.S. higher education itself reinforced existing privilege while simultaneously improving the social and economic mobility of students with minoritized identities; student affairs contributed to these conflicting trends.

Today, we can use a critical history—not one that is explicitly guided by critical theory but that nonetheless explores both successes and failures and which incorporates minoritized experiences—of the field to become better professionals (e.g., Kimball and Ryder 2014). This chapter begins by focusing on the first student affairs administrators, their responsibilities, and their efforts to establish a profession out of the legacy of the colonial college and in the aftermath of the Morrill Acts of 1862 and 1890. Our narrative covers the work of the earliest practitioners, the advent and evolution of professional associations and the student personnel movement, as well as the philosophical underpinnings of the Student Personnel Point of View (SPPV). We turn next to the expansion of the field after the GI Bill when subsequent generations of professionals created an expansive and complex administrative enterprise that would serve an increasingly large and diverse college student population. We later highlight the shifts in the collegiate environment after the 1960s that required student affairs professionals to develop skills in crisis management, conflict resolution, student advocacy, and, later, retention and learning outcomes assessment, that characterize institutional priorities and set the tone for contemporary practitioners and professional associations.

Earlier generations of administrators’ many accomplishments coincided with failures to live up to the profession's ideals. We include their accomplishments in our history to motivate us to leave similar legacies of improving students’ experiences and learning. We acknowledge their shortcomings to encourage us to address enduring inequities and do better in our own time.

Establishing a Professional Foundation, 1890–1939

Two-thirds of the history of higher education in the United States passed without the presence of formally designated student affairs administrators. Until several decades after the U.S. Civil War, presidents focused on educating students and running the institution, and faculty were generalists rather than specialists (Thelin 2019). Together, they prioritized students’ intellectual and moral development with an overarching goal of producing educated social and political leaders under the aegis of Protestant Christianity. The relatively few students who enrolled were usually young White men from wealthier families, and they learned a classical curriculum that focused on a mastery of Greek and Latin. For over two centuries, college men learned a limited curriculum and experienced a long list of campus rules, regimented schedules, and required chapel attendance (Horowitz 1987).

Despite the absence of student affairs administrators in early higher education, the responsibilities and challenges they would later face have a long history. Colleges dealt with how to house students from the start. In the colonial era, Harvard and William and Mary's leaders raised funds from wealthy donors in Great Britain who were interested in the education and religious conversion of Native Americans (Wright 1988). The institutions used the funds to build large campus buildings purportedly for Native Americans but that mostly housed White sons of the colonial elite, in part because the colonists were always more interested in educating young White men and in part because Native Americans resisted Christianity and viewed the education as ineffective. After several promising Native American young men became susceptible to the diseases, alcoholism, and laziness common among some White college men, Native American leaders “politely suggested that colonial officials might want to send young Englishmen to the tribes for a truly beneficial education in leadership” (Thelin 2019, p. 30).

Early college leaders operated a discipline system under the common law doctrine of in loco parentis. In direct translation, it meant that they served in the place of parents while students were on campus. In practice, it meant that college leaders could impose any rule and any punishment for any reason (Melear 2003). Tutors, often studious and serious recent graduates who remained on campus to prepare for the ministry, served on the front lines of administering this strict discipline system (e.g., Wertenbaker 1946/1996). Tutors provided much of the teaching and lived and ate with the students. While presidents and faculty usually determined punishments, tutors were expected to report any violations of campus rules. This role often made them unpopular with students. The contradiction of expecting the youngest employees to both build camaraderie with students and report their disciplinary infractions would remain a feature of U.S. higher education for centuries to come.

Around 1800, college men increasingly protested and sometimes rioted against this rigid discipline system (Novak 1977). College presidents and faculty suppressed most outbreaks, but students won in the long run with relaxed enforcement if not always fewer rules. With more freedom, White college men began creating student organizations, including literary societies and fraternities, and athletic contests in the first half of the nineteenth century. As White women and Black Americans began attending college in larger numbers later that century, they engaged in similar activities and added new ones, including student government, to establish what today we call student life or the cocurriculum (Wells Dolan and Kaiser 2015). College leaders continued to enjoy wide latitude in terms of campus discipline for another century, though after the Civil War the courts sometimes intervened in admissions and expulsions (Gelber 2014). College women and racially minoritized students faced stricter rules and harsher punishments, not to mention a more limited student life, than White college men.

Changes in the roles of presidents and faculty and growing enrollments led to the creation of student affairs in the late nineteenth century. As institutions grew, presidents faced a larger workload that increasingly focused on external rather than internal concerns (Thelin 2019). Many presidents needed someone to supervise students and enforce campus discipline. Their longstanding partners in this effort, the faculty, also had less time to monitor and mentor students outside of the classroom. After the Civil War, faculty members, who had started to earn graduate degrees at universities in Germany, became focused on specific disciplines, conducting research, and establishing expertise (Thelin 2019). Presidents and faculty members’ reduced supervision of students proved troubling to the public. As coeducation spread and more White women enrolled, many people believed that the presence of men and women students on the same campus called for additional—not relaxed—oversight (Horowitz 1987).

Morrill Acts

Congress accelerated changes in higher education with the Morrill Acts of 1862 and 1890, which sold federal lands to endow colleges and universities controlled by the states. These land-grant institutions offered applied fields such as engineering and agriculture alongside the traditional arts and sciences. They also enrolled growing numbers of White middle-class students (Sorber 2018). Most institutions, especially in the Midwest and West, were coeducational, but women students experienced sexism in both academics and student life (Radke-Moss 2008). The second Morrill Act required states that did not admit Black students to their land-grant institution to establish a separate institution. This expanded access to higher education for Blacks, but the law provided federal legitimacy to racial discrimination by funding new institutions rather than requiring existing institutions to desegregate (Thelin 2019). That the first Morrill Act used funds from the sale of lands taken by force and coercion of Native Americans provided another troubling legacy of the law that, for generations, would be remembered mostly for its democratic rather than its discriminating effects (Nash 2019).

Earliest Practitioners

To deal with the increased complexity of higher education in the late nineteenth and early twentieth centuries, institutional leaders began creating positions responsible for students outside of the classroom. Those individuals who were first hired into three newly formed administrative positions—deans of women, deans of men, and student personnel workers—deserve significant credit for establishing the philosophical and professional foundation for student affairs.

Presidents of coeducational institutions, all of whom were men, hired deans of women because they considered themselves unqualified to and perhaps uninterested in guiding the education of women students. They also wanted to deter inappropriate relationships among the women and men. Marion Talbot was the most influential of the early deans of women. She arrived at the newly established University of Chicago in 1892 as an assistant professor and an assistant to its first dean of women, Alice Freeman Palmer (Nidiffer 2000). Palmer had already risen through the ranks of academic leadership, serving as the president of Wellesley College in the 1880s. Talbot assumed the deanship after Palmer's resignation in 1895.

The dean of women position spread quickly. In 1911, a survey of 55 institutions revealed 44 employed a dean of women (Miller and Pruitt-Logan 2012). Limited budgets at even the most prestigious historically Black college and universities (HBCUs) forestalled the position's existence at HBCUs until the president of Howard University hired Lucy Diggs Slowe in 1922 (Perkins 1996). Deans of women either had a bachelor's degree or graduate training in an academic discipline (Sartorius 2022). In fact, as graduate programs at research universities accepted women before men's colleges and coeducational institutions regularly hired them as faculty members, the dean of women position became an entry point to employment at colleges and universities for women with graduate degrees. Deans of women often held a faculty appointment alongside their administrative role. While many came to treasure their roles, some deans of women believed that their administrative responsibilities stymied promising research agendas (Kerber 1997, Chapter 8). Collectively, the early deans of women proved successful in meeting the expectations of their presidents and the needs of women students (Bashaw 1999; Nidiffer 2000).

To a large extent, the success of the deans of women led to the creation of deans of men. All-male Harvard created a deanship position focused on students (a position held most famously be LeBaron Russell Briggs for several decades) around the same time as the first deans of women on coeducational campuses. Deans of men arrived on campus in full force nearly two decades after the first deans of women (Schwartz 2010). Presidents usually appointed long-serving faculty members with administrative abilities and good relationships with students as deans of men. If Thomas Arkle Clarke was not the first dean of men upon his appointment to the role at the University of Illinois in 1909, he soon became one of the most prominent.

The responsibilities of deans of women and deans of men expanded over time. The early deans focused much of their work on housing and discipline. The deans inspected the numerous boarding houses surrounding campus—sometimes visiting more than 1,000 homes a year—and they advocated for the construction of residence halls on campus (Bashaw 1999; Schwartz 2010). Many deans struggled to balance their disciplinary responsibilities with a strong desire to mentor students. Deans of women worried that aggressive surveillance and discipline sent the wrong message about the character of college women (Kerber 1997; Miller and Pruitt-Logan 2012