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ED 387


I. Notes and - Higher & Adult Education (published by Wiley):


Intercultural Communication Institute

The Intercultural Communication Institute
8835 SW Canyon Lane, Suite 238
Portland, OR 97225
Phone: 503-297-4622
Fax: 503-297-4695

- Community College Week:

- CA Cmty colleges were originally jr colleges (“jr” to
transfer to universities) – but most other states the cmty
colleges are heavily vocational (lasting months, or “clock
hours” – ex. “X-ray tech”); driven by the local demands
and economics of the local cmty

Schools like “Heald” (are vocational) are known as

“proprietary” programs – they are not nec. based on
clock hours

Online colleges/classes: is that the way education is

going? Institutions change/evolve to fit the needs the
- Ex: Blackboard
II. Barr Text Where does the term “personnel” officer come from?
(Chs. 1-4) - Perhaps to distinguish the person from faculty; initially at
Harvard, the president was a faculty was the convener of
the faculty (the first student services position was the
registrar (academic records)) – because there had to be
some centralized files of all the students’ records. That’s
why at larger institutions, registrars and admissions are
separate functions.
What were the student personnel officers called?
- Dean of Women and Dean of Men: because they
segregated them and kept them separate; it didn’t
become together until post-WWII.
What is the AAUW?
- American Assn of University Women: Started in the
Chicago area; started in early 1900s to fight the “good ol
boys network” – to help sustain them as a professional
group; involved w/ universities and social issues
The mission of the university:
-who’s the focus of the university; religious/denominational
affiliation; values; history of the university;
- Q: what if the instn deviates from the stated mission?
Ex: UC changed its policy on affirmative action

MBWA: Management By Walking Around

What is the institution’s Vision and Values?

Adam: What’s a sub-mission (each institution’s different dept

has it’s own mission) – how is that different?
- Impt that they work together; not as silos

Nori: how impt is the mission to the university’s students?

(Ch. 4) Campus Environments: how do we assess the

- University philosophy and mission (how do they line up)
- The paradigm shifted in the 1960s: students demanded
their rights; the campus climate changed (what do
students want, receive in their education)
- SCU culture: quit supporting football; quit supporting the
Greek system – it’s not just the current system but think
also of the alumni and their checkbooks; Loyola Hall;
baseball field; physical expansion of the university;
“which way do we move” (both physically,
academically); how do we deal w/ the outside commty?
- “town and gown” issues – neighborhood relations
(alcohol and decorum & getting our university students
- Who are the constituents: students, faculty, alumni,
outside community, potential employers (for the
students), regents/board, staff, auxiliary services,
- Checklist on Assessing Environments (p. 62) –8 point
(Ch. 6) Key Constituents:
pp. 111-115 – 13 Checklist on how to work and assess with
your constituent groups “Working Guidelines and Advice” – not
just who you might be working with, but who you should be
working with! Break away from your TO DO lists!
1) Know constituents
2) Define and define again
3) Recognize legitimacy
4) Seek advice
5) Environmental scanning
6) Symbolism
7) Scheduling of meetings
8) Briefings
9) Recognize Differences
10) Accept Responsibility
11) Do not procrastinate
12) No secrets
13) Approve releases and agreements

Ch. 7 – Organizational Structure

(Typical) Student Services:
Registrar’s Office
Financial Aid
Res Life
Learning Communities
Counseling (Career, Personal)
Student Activities
Diversity Programs
Disability Services
Student Government (Associated Students)
Student Clubs and Organizations
International Students
Bookstore (auxiliary svcs)
Food Services (Cafeteria) (auxiliary svcs)
Campus Center/Student Union (auxiliary svcs)
Campus Ministry
Campus Safety
Fraternities/Sororities (Greek Life)
Retention Programs
Study Abroad
Commuter Students
Event Planning
Service Learning
Judicial Affairs
Re-entry Programs (educational transition)

There’re a lot of ways to describe and compartmentalize these

student services and departments:
- Services: Disability, fin aid, admissions, health, registrars
-Development: diversity, counseling, res life, clubs/organ,
extracurriculars, affinity groups, health services (ex.,
psychologist on-site)
-Auxiliary Services: bookstore, foodstore, campus center, res

Ex) SCU: Housing and Res Life are indpt – they report to
different ppl

For student retention: students will be likely to stay in school if

they join a club within the first 6 weeks of school (Pascarella
and Terezini)
#1 relationship students want is with a faculty member

Administrative models:
Rational Bureaucrati Political Collegial
logical Top-down, Power based We’re all
hierarchical on equal, we’re
individuality all a dept.,
(seniority we’re a
based – most community;
likely found in academic
depts.), senate
structure, configuration

Who do student services report to?

- President or Provost (depends on the university model)
President Provost = Senior
Academic Affairs
Administrator at a Major
Advantages of reporting Who reports to the
to him: Provost?
You have direct access to -Academic officers
him (esp at a small school – -Student services
think like Mills College or WV -Finances
College); and 3-5 other ppl -Academic services
who are in his close circle -Deans
who are involved in this
discussion; you have direct What is the disadvantage
impact on the pres and the of this of this model?
VPs - keeping them informed (It would be nice to have
and advocating them on direct contact w/ the
policy and maybe influencing president) but with this
policy model, the provost is the
spokesperson for you and
Philosophy of the your message is filtered;
president (as mentioned in you will have to
the Sandeen book): is it (re)educate your msg and
student affairs focused or “sell” your msg many,
academic focused (as most many times on behalf of
presidents come from an your staff/students/dept.
academic background) –
most of their mindsets are
pure academics; it would be
good to have a person to
have a student affairs
background, not just pure

Who are the peers of the

VPs: Student Services, Chief
Financial Officer
(Administrative Officer),

Administrative Decentralized Model: broken into segments (Sandeen, p.45)

Models (cont’d) VP of Academic Affairs
VP of Business (ex., auxiliary services – may report to VP of
Business, they may have the “bottom line” in mind instead of
student services)
Decentralized-Centralized Model (Sandeen, p. 45)

III. Group • Need to figure out our questions to ask for the project
Project • Key Contacts – who they are? E-mail/numbers
TO DO LIST • Data description: who’s included – what does SJSU
reflect the #s -- reaching out the cmty (ex, completing
the program, how many new students, 1st time entry
(how many LGBT, how many 1st generational in 2008 vs.
1998 – this is only a snapshot, but are things changing?)
• How does that instn define a “first generation” college
IV. • Don’t forget to include a flow chart (about your research
V. Organizatio •
nal Charts