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• 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
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