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DIVISION OF

STUDENT AFFAIRS:
INDISPENSABLE
The development of the whole person constitutes the core function of the
student affairs profession (Braxton, 2009)

Trebby Ellington
CARE FOR THE WHOLE PERSON
Holistic development of individual persons

More than intellectual capacity (SPPV 37)


Engaged in and outside classroom graduation (Quaye & Harper, 2015)
Colleges impact mainly determined by.. (Quaye & Harper, 2015)
Combination of academic, interpersonal, co-curricular
CARE FOR THE WHOLE PERSON
Care for the whole student body

Support, resources, and services for All


Accessible, open, accepting, inclusive
How communities relate to institution
Knowledge about student experiences, backgrounds, aspirations, frustrations
better policies, programs, and services
Identifying previously ignored/unmet need

(Sandeen & Barr, 2006)


MULTICULTURAL COMPETENCY
Multicultural competence has been a priority for research, theory and
practice in student affairs (Pope, Mueller and Reynolds, 2009)
Whereas Faculty neglect to incorporate multicultural perspectives in classroom
materials and assignments (Quaye & Harper, 2015)
Power, privilege, difference
Proficiencies: (Zuniga, 2013)
Knowledge/awareness about own and others social identities/history
Constructively explore conflicting needs or issues
Ahead of the trends
MULTICULTURAL COMPETENCY
Promotion of diverse and inclusive environments
Personal story GROUPS
The intergroup dialogue process begins to build bridges across differences
when students can engage in difficult conversations, find value in each
others feelings or perspectives, establish areas of common concern, and be
willing to work separately or together to counter some of the effects of
social injustice (Zuniga, 2013)
Role Model
IN PRACTICE

*Note there are a number of areas of relevancy


Speaking to what I am passionate about/my experiences
Addressing:
What SA practitioners contribute
What students gain
RESIDENCE LIFE
First line of contact
Daily procedures of communities/institution
Provide environment that fosters success of every student (Northwestern.edu,
2015)
Conflict resolvers, mediators, community builders (Sandeen & Barr, 2006)
Safety and security
Duty rounds respond to conduct issues, liaison to maintenance/housekeeping
Create communities of learners, leaders, responsible citizens
dining, laundry, mail, etc.
RESIDENCE LIFE
Introduced to different/unique spaces and people
Live on requirements, roommates, programmatic efforts
Learning outcomes (Northwestern.edu, 2015)
personal development, social responsibility, cognitive skills, and practical skills
through demonstrating an awareness of their own identities and empathy in their
relationships with other students
interpersonal competency of our students as they exhibit individual responsibility
in their decision making and are held accountable for the influence their
decisions have on themselves and others
observe their personal needs, interests, abilities, areas of growth, and identities
and use this understanding to enlighten their personal and professional goals
CO-CURRICULAR INVOLVEMENT
Promote and encourage co-curricular involvement (resource)
Co-curricular model parallels academic curriculum (Kinzie, Manning, Schuh,
2014)
"From this perspective, student affairs fulfills an important educational mission
which is not extra but concurrent with the academic mission
Orientation (Indiana University, 2015)
Individual position and whole organization
Advising (Indiana University, 2015)
Maintain consistency from year to year
Assist in achieving organizational vision and mission
CO-CURRICULAR INVOLVEMENT

Student leaders frequently claim that they learn more outside of the
classroom than they do in it (Kinzie, Manning and Schuh, 2014)
intellectual capacity and achievement, emotional make up, physical
condition, social relationships, vocational aptitudes and skills, moral and
religious values, economic resources, aesthetic appreciations (SPPV, 1937)
Outside involvement = higher grade point averages (Quaye & Harper, 2015)
SUMMARY

Division of Student Affairs is an indispensable component of higher education!

The major goal of diversity education is to produce graduates who will


become effective citizens and leaders in a multicultural society (Sandeen &
Barr, 2006)