HIED 602: Foundations and Functions of Student Affairs (100% online) 2021 Spring Semester
Instructor: Gerald W. Kiel, Ph.D. 207-7 Framptom
Office Hours: Monday 1-3 pm Tuesday 3-4 pm Wednesday 2-3 pm Thursday 9-10 am
Note: Due to the COVID-19 pandemic I am working remotely from my home in central Ohio and do not have plans to be on the Frostburg campus during the semester. Accordingly, appointments will be held via Cisco Webex or by phone. You can easily schedule an appointment with me during my scheduled office hours by using the Webex tab on the course Canvas page and choosing 30-minute appointment block during my scheduled office hours. Other appointment times may be arranged by mutual consent.
Phone: (440) 488-5816 (cell) E-mail: [email protected]
Course Description and Learning Outcomes
This course is offered in 100% asynchronous online modality. The purpose of the course is to provide a comprehensive introduction to the field of student affairs and its role within the context of American higher education. Content covered in this course will help introduce students to the nature of student affairs as a field of study and a profession, learn about the major functional areas within student affairs, and become familiar with the professional competencies required for good student affairs practice. Toward that end the following course objectives are pursued:
1. To describe the foundational philosophies, disciplines, and values of higher education, in general, and student affairs, in particular; 2. To understand the background, philosophy, history, and organizational structures of major functional areas within student affairs; 3. To enable the student to craft a personal philosophy of student affairs practice informed by the essential competencies of the profession; 4. To critically evaluate the current research and professional literature about student affairs and higher education; 5. To develop the skills of analysis, synthesis, and communication (oral and written) concerning issues and ideas salient to student affairs and higher education.
Learning Outcomes Assessment Matrix
Course Learning Outcomes Program Outcomes Assessment Technique Student Affairs Practitioner Interview Assignment 1 1, 2 Faculty Interview Issue Paper Functional Area Briefs 2 1, 2 Functional Area Interests Paper/Presentation 3 2 Student Affairs Philosophy Statement Student Affairs Practitioner Interview 4 1 Issue Paper Functional Area Interests Paper/Presentation Functional Area Briefs Assignment Faculty Interview 5 2 Issue Paper Functional Area Interests Paper/Presentation
Required Materials
Schuh, J. H., Jones, S.R., Torres, V. (Eds.) (2016). Student services: A handbook for the profession (6th ed.). Jossey-Bass.
Zhang, N. (2016). Rentz’s student affairs practice in higher education (5th ed.). Charles C. Thomas Publisher.
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed). https://doi.org/10.1037/0000165-000
Additional articles, chapters, and/or course documents will be required reading for this course and are listed on the course schedule. These materials will be made available the course Canvas site.
Academic Dishonesty
Academic dishonesty is defined to include any form of cheating and/or plagiarism. Cheating includes, but is not limited to, such acts as stealing or altering testing instruments; falsifying the identity of persons for any academic purpose; offering, giving, or receiving unauthorized assistance on an examination, quiz or other written or oral material in a course; or falsifying information on any type of academic record. Plagiarism is the presentation of written or oral material in a manner which conceals the true source of documentary material; or the presentation of materials which uses hypotheses, conclusions, evidence, data, or the like, in a way that the student appears to have done work which they did not, in fact, do. In cases involving academic dishonesty, a failing grade or a grade of zero (0) for either an assignment and/or a course may be administered. Students who are expelled or suspended for reasons of academic dishonesty may not be admissible to other institutions within the University System of Maryland. Suspension or expulsion for academic dishonesty is noted on a student’s academic transcript.
Accessibility and Accommodations
I am committed to creating a course that is inclusive in its design. If you encounter barriers, please let me know immediately so that we can determine if there is a design adjustment that can be made or if an accommodation might be needed to overcome the limitations of the design. I am always happy to consider creative solutions as long as they do not compromise the intent of the assessment or learning activity. You are also welcome and encouraged to contact Disability Support Services (DSS) to being this conversation or to establish accommodations for this or other courses. DSS can be contacted at 301.687.4441 or by stopping by 150 Pullen Hall.
Campus Closures and Delays
Announcements of campus closures and delays will be made via the main university number (301.687.4000, option 2), the main page of the FSU website, the FSU email system, and BURG Alerts. While information may be broadcast by radio and television, this should be confirmed by the web page, which is the official announcement of the campus and which will be the information used to determine issues related to student attendance, rescheduling of assignments, and other concerns.
Disruptive Behavior
The University will not tolerate disorderly or disruptive conduct which substantially threatens, harms, or interferes with university personnel or orderly university processes and functions. Disruptive behavior includes, but is not limited to, lewd behavior, yelling profanity, and creating disturbances requiring police or emergency response. A faculty member may require a student to leave the classroom when his/her behavior disrupts the learning environment of the class. A student found responsible for disruptive behavior in the classroom may be administratively withdrawn from the course.
Email is considered an official method for communication at FSU because it delivers information in a convenient, timely, cost-effective, and environmentally aware manner. Students are expected to check their official FSU email on a frequent and consistent basis in order to remain informed of university-related communications. The instructor recommends checking e-mail at least three times a day (morning, afternoon, and evening). Students are responsible for the consequences of not reading, in a timely fashion, university- related communications sent to their official FSU e-mail.
Mandatory Reporting of Child Abuse
Please be aware that, according to Maryland law, faculty and staff are required to report allegations of child abuse and neglect to University Police and to Child Protective Services. This obligation extends to disclosures of past abuse even if the victim is now an adult and the abuser is deceased. My duty to report suspected child abuse and neglect extends to disclosures that are made as part of classroom discussion and in writing assignments.
Title IX Reporting
FSU is committed to campus safety and supporting survivors of violence. As an instructor, one of my responsibilities is to help create a safe learning environment for my students and the campus as a whole. Please be aware that I and many FSU employees are considered Responsible Employees who are required to relay any
information or reports of sexual misconduct they receive to the University’s Title IX Coordinator. This means that if you share your or another FSU student’s experience with gender-based harassment, sexual misconduct, relationship violence, and/or stalking I must report the information to the Title IX Coordinator. Although I have to report the situation, you will still have options about how your case will be handled. My goal is to make sure you are aware of the range of options available to you and have access to the resources you need. The only exception to my reporting obligation is when such incidents are communicated during class discussion, as part of an assignment for a class, or as part of a University-approved research project.
If you or someone you know has experienced an incident of harassment or violence, please go to www.frostburg.edu/titleix to find information on reporting options and the resources and services available for support.
If you wish to speak to someone confidentially, you can contact any of the following on campus resources, who are not required to report the incident to the Title IX Coordinator: (1) Counseling and Psychological services – 301.687.4234 or (2) Brady Health Center – 301.687.4310.
Veterans and Active Duty Military Personnel
Veterans and active duty military personnel with special circumstances (e.g., upcoming deployments, drill requirements, disabilities) are welcome and encouraged to communicate these, in advance if possible, to the instructor.
Guidelines for Written Assignments
Your writing must reflect scholarly characteristics, quality, and professionalism. As such, you should draft, edit, re-write, and seek peer advice or writing center assistance to improve your work. All assignments should conform to the standards of the APA Manuel, 7th edition – EXCEPT you do not have to include a cover page, abstract, or title; however, you should include your name and the assignment title in the header. Please note that the reference page does not count toward the page count for an assignment. Please use Times New Roman with size 12 font for all assignments.
Assignments should be submitted to Canvas as Microsoft Word (.doc or .docx) files by no later than 11:59 pm on the date they are due. Late assignments will be reduced by two points for each 24-hour period the assignment remains late. [NOTE: Each point for an assignment equals one percent of the total course grade].
Course Assignments
1. Functional Area Briefs
During the first week of class I will assign you two (2) functional areas of student affairs, one from the student life area and the other from the enrollment management /student success area. For your assigned functional areas, you will submit on the course Discussion Board a two-page, single-spaced document of key points related to the functional areas. These points should be derived from the reading and professional literature and can include but should not be limited to key historical events, evolution of the functional area, principles of good practice, the name and web address of professional associations for that area, a description of competencies and roles for practitioners in the functional area, and/or current challenges. Talking with a practitioner in that particular functional area is also encouraged, as it may enhance your understanding of current trends and issues. In addition, you will also share with your colleagues an article
published in the past five years from a recent periodical related to your functional area and a job announcement for a professional position within that functional area. Post your functional area briefs in the Discussion Board in the tab marked Functional Area Brief 1 and Functional Area Brief 2.
To review, you will do a total of two functional area briefs. One will be from a student life area while the other will be from an enrollment management /student success area. The two briefs will be due by no later than Sunday, February 21 and Sunday, March 7, respectively, by 11:59 pm. You must also respond to a posting by one of your classmates by the end of the following week for each assignment.
Each brief is worth five (5) points for a total of 10 points or 10% of the course grade.
2. Student Affairs Practitioner Interview Assignment
Arrange to interview one or two student affairs practitioner(s) at an institution of higher education, asking the individual(s) about some of the key activities of their position(s). The interview must be a face-to-face encounter. You may not conduct the interview via e-mail or telephone, but you may use technology such as Skype, Webex, or Zoom to achieve a face-to-face interaction.
Submit a discussion post reflecting on your interview(s) with the person(s) where you detail at least 10 things you learned from them with 3-4 sentences elaborating on each of the 10 items. For each of the 10 items, relate your experiences to the appropriate ACPA/NASPA professional competency area. The assignment is due no later than Sunday, March 28, by 11:59 pm.
The assignment is worth 10 points or 10% of the course grade.
3. Faculty Interview Assignment
Each student will select a full-time undergraduate faculty member (Assistant Professor, Associate Professor, or Full Professor) whom you do not know and who does not have direct contact with student affairs (e.g., is not an advisor for a student organization, has not worked extensively with a student affairs entity, etc.) to interview. The faculty member can be from any campus in the United States; however, the interview must be a face-to-face encounter. You cannot conduct the interview via e-mail or telephone, but you may use technology such as Skype, Webex, or Zoom to achieve a face-to-face interaction.
Based on the interview and relevant readings, craft a discussion post addressing the following:
1. A description of faculty roles and responsibilities and your reaction to them; 2. Background information (educational and work history) of the interviewee; 3. Connections between the faculty member’s perceptions and key aspects of faculty culture as presented in course readings; 4. Informed opinions about the faculty role and culture and its compatibility with the student affairs culture; 5. Reflection on how you, as a student affairs professional, can work effectively with faculty; be specific in stating what you can do and how you can do it.
Respond to at least one (1) classmate’s post with information from your interview that either supports or refutes what their interviewee said. The assignment is due no later than Sunday, April 11, by 11:59 pm.
The assignment is worth 10 points of 10% of the course grade.
4. Issue Paper
Student affairs professionals are often called upon to prepare written documents explaining complex issues facing administrative units, proposals for new programs, or documentation of the need to continue existing programs. Since senior-level administrators, faculty, or governing boards with little expertise in student affairs often read these papers, our ability to present arguments clearly, concisely, and convincingly (with appropriate documentation) is extremely important.
For the purpose of this paper, you will identify an important, current, compelling, or controversial issue in student affairs and collect resources addressing it. Be certain that a reasonable argument supporting and opposing a position on the issue can be made. For example, sexual harassment is not a controversial issue because one cannot reasonably argue in support of sexual harassment. One can, however, argue the merits of a particular policy for handling charges of sexual harassment. You should focus on a policy or practice question, not a research question. In other words, “Should we have this policy?” vs. “Is this policy effective?” The latter is a research question. However, you might argue for a position (pro or con) based on the effectiveness (or lack of it) as supported by research (e.g., research supports the effectiveness of this approach, I agree with it philosophically, and therefore I support the position). I recommend that you share your proposed topic with me for my review before you commit to it. I may request additional information from you or have questions about your proposed topic. Once I give my approval of your topic, you may begin.
Browsing literature from our field will help spark your ideas. In addition to journals such as the Journal of College Student Development, Journal of Student Affairs Research and Practice, Journal of Higher Education, Journal of College Student Affairs, etc., you may also get ideas from non-refereed publications such as About Campus, Inside Higher Ed, and the Chronicle of Higher Education. You might also interview a practitioner about your chosen topic.
Your issue paper must include at least three references and at least two should be from a refereed journal. Since a major purpose of this assignment is to introduce you to the profession’s literature base, citations from the popular press (e.g., newspapers and magazines) and websites (e.g., Wikipedia) should be avoided and will not count toward the three required references.
Your issue paper should be written using the following format:
1. Briefly explain the issue, making clear the particular question at hand. The issue should be clear to the reader in the first paragraph. Being able to pose a question to which one can reasonably argue yes or no is a good indication that you have focused on a particular issue and are not just swimming around in a large topic. 2. What is the most compelling argument supporting a position on the issue? 3. What is the most compelling argument opposing the position on the issue? (2 and 3 can appear in either order) 4. What is your position on the issue? Make a convincing case to explain why you have taken that position. 5. To which functional area(s) is this issue most relevant? 6. What are the implications of your position for student affairs practice?
Make sure you review the section above on “Guidelines for Written Assignments” as preparation for writing your paper. The paper should be 6-8 pages in length and will be due no later than Sunday, March 21, by 11:59 pm.
The assignment is worth 15 points or 15% of the course grade.
5. Functional Area Interests Paper or Presentation
For this assignment you may either submit a paper or a video recording of yourself. You will spend a considerable amount of time this semester learning about the various fields in Student Affairs, both in Student Life and Enrollment Management/Student Success. Based on your learning from the course reading materials, interviews, and your understanding of your personal interests, please identify three areas within Student Affairs in which you would have the most interest in working (I understand that not all students in the class may be working in higher education or plan to be in the future. For purposes of this assignment, just discuss those areas that sound most interesting to you as a field of student affairs.) Explain why each area interests you professionally and discuss what it is about the area that makes you think it would be an appropriate fit for your skills, talents, abilities, and personality. Be specific.
The paper should be no more than six pages in length. If you elect to make a video recording, it should be no more than 15-20 minutes in length, and you may use whatever app you prefer for the recording. The assignment is due no later than Sunday, May 2, by 11:59 pm.
The assignment is worth 20 points or 20% of the course grade.
6. Student Affairs Philosophy Statement
A professional philosophy statement identifies the core values that guided your choice to enter, study, and work within the student affairs profession. Your philosophy statement communicates your beliefs about why and how you work with students, describes your view of student affairs practitioners’ roles, emphasizes what you believe about the nature of learning, and discusses the role student affairs plays in the learning process at institutions of higher education.
When developing a philosophy, identifying your values as they relate to higher education, students and your role as a practitioner is a good place to start. Areas for thought and your consideration before you begin writing your statement (please don’t be limited by these): • The purpose of higher education and the purpose of student affairs, in particular; • The principles and values that you believe will guide you throughout your career in student affairs; • Your thoughts and beliefs about human nature and college students, in particular (drawing on your theoretical knowledge, coursework, practical experience, and/or research); • What you value about working with college students; • Your thoughts and beliefs about “learning” and your role as a practitioner in contributing to students’ learning and development (learning that takes place both inside and outside the classroom); • How the ideas you have discussed thus far influence what you do in your work; in other words, how you operationalize and implement your professional philosophy
Your paper should be four to six pages in length. The assignment is due no later than Friday, May 7, by 11:59 pm, and it is worth 15 points or 15% of the course grade.
7. Class Preparation & Participation
During the first week of class, you will provide a video self-introduction and you will have several additional opportunities to participate in the course discussion board as the course progresses. I will award
up to 20 points for your participation and contributions in the course throughout the term. Class preparation and participation is equal to 20% of the course grade.
Grading Scheme
Assignment Points Due Date Functional Area Briefs 10 Student Affairs Practitioner Interview(s) 10 Faculty Interview 10 Issue Paper 15 SA Philosophy Statement 15 Functional Area Interests Paper or Presentation 20 Preparation & Participation 20
Course Grading Scale
A = 100 – 90 B = 89.9 – 80 C = 79.9 – 70 F = 69.9 – 0
Tentative Course Schedule Please note that this schedule is subject to change. You are responsible for being aware of all changes as they are announced. Changes to the schedule will be announced in class and posted in Canvas.
Readings (see list Date Topic at end of syllabus) Week 1 Course Introduction & Expectations
Monday, January 25 Assignment: Record Self-Introduction Week 2 Competency: Values, Philosophy, and History Monday, February 1 Week 2 Discussion Board: Your Expectations for 1 – 2 Learning in the Class Week 3 Competency: Ethics & Legal Considerations 3 – 5 Monday, February 8 Week 4 Functional Area Exploration: Student Life Areas 6 Monday, February 15 Assignment: Functional Area Brief 1 due (post to (as assigned) Discussion Board) Week 5 Competency: Organizational & Human Resources 7 – 9 Monday, February 22
Functional Area Exploration: Enrollment Management & Week 6 Student Success Areas 10 Monday, March 1 Assignment: Functional Area Brief 2 due (post to (as assigned)
Discussion Board) Week 7 Competency: Assessment & Evaluation 11 – 13 Monday, March 8 Week 8 Competency: Advising & Supporting 14 – 15 Monday, March 15 Issue Paper due Perspectives from the Field: Interview a SA Practitioner Week 9 Assignment: Student Affairs Practitioner Interview due 16 – 18 Monday, March 22 (post to Discussion Board) Week 10 Monday, March 29 Competency: Social Justice & Inclusion 19 – 22
Week 11 Academic & Student Affairs Partnerships 23 - 26 Monday, April 5 Assignment: Faculty Interview due Week 12 Monday, April 12 Competency: Student Learning & Development 27- 29
Week 13 The Future of Student Affairs 30 -31 Monday, April 19 Week 14 Assignment: Functional Area Interests Monday, April 26 Paper/Presentation due
Week 15 Assignment: Student Affairs Philosophy Statement due Monday, May 3
Reading List
These references are not necessarily in APA format. They are presented in this manner for ease in communicating the assigned readings and should not be used as models of how to write a reference page. Please note that items in bold are to help with identifying the reading assignment in required materials.
1. Schuh, J. H., Jones, S.R., Torres, V. (Eds.) (2016). Student services: A handbook for the profession (6th ed.). San Francisco, CA: Jossey-Bass. [Preface and Chapters 1-4 – pp. 1-72]
2. ACPA: College Student Educators International & NASPA – Student Affairs Administrators in Higher Education (2015). ACPA/NASPA professional competency areas for student affairs practitioners. Washington, DC: Authors
3. Schuh, J. H., Jones, S.R., Torres, V. (Eds.) (2016). Student services: A handbook for the profession (6th ed.). San Francisco, CA: Jossey-Bass. [Chapters 6-7 – pp. 89-120]
4. Schuh, J. H., Jones, S.R., Torres, V. (Eds.) (2016). Student services: A handbook for the profession (6th ed.). San Francisco, CA: Jossey-Bass. [Chapter 22 – pp. 377-391]
5. a) U.S. Department of Education, Office of Civil Rights. (2011, April 4). Dear Colleague Letter on Sexual Violence. Washington, DC: Author.
b) Rice, K. Understanding the Implications of the 2011 Dear Colleague Letter: Why Colleges Should Not Adjudicate On-Campus Sexual Assault Claims. Depaul Law Review 67(4). May 2018.
c) U.S. Department of Education Withdraws 2011 “Dear Colleague Letter” and 2014 Q&A on Sexual Misconduct; New Guidance Document Issued, Higher Education Law Report, September 25, 2017. https://www.jdsupra.com/legalnews/u-s-department-of-education-withdraws-62440/
6. Zhang, N. (2016). Rentz’s student affairs practice in higher education, 4th edition. Springfield, IL: Charles C. Thomas Publisher. [Chapters 7, 8, 10, 11, 12, 13, & 16; focus on functional area you were assigned]
7. Schuh, J. H., Jones, S.R., Torres, V. (Eds.) (2016). Student services: A handbook for the profession (6th ed.). San Francisco, CA: Jossey-Bass. [Chapters 13-14 – pp. 220-251]
8. Schuh, J. H., Jones, S.R., Torres, V. (Eds.) (2016). Student services: A handbook for the profession (6th ed.). San Francisco, CA: Jossey-Bass. [Chapters 16-17 – pp. 268-307]
9. Schuh, J. H., Jones, S.R., Torres, V. (Eds.) (2016). Student services: A handbook for the profession (6th ed.). San Francisco, CA: Jossey-Bass. [Chapter 25– pp. 423-436]
10. Zhang, N. (2016). Rentz’s student affairs practice in higher education, 4th edition. Springfield, IL: Charles C. Thomas Publisher. [Chapters 3, 4, 5, 6, 9, & 14; focus on functional area you were assigned]
11. Schuh, J. H., Jones, S.R., Torres, V. (Eds.) (2016). Student services: A handbook for the profession (6th ed.). San Francisco, CA: Jossey-Bass. [Chapters 18-19 – pp. 308-343]
12. Zhang, N. (2016). Rentz’s student affairs practice in higher education, 4th edition. Springfield, IL: Charles C. Thomas Publisher. [Chapter 15 – pp. 493-523]
13. Timm, Dianne M.; Davis Barham, Jan; McKinney, Kristen; and Knerr, Amanda R., "Assessment in Practice: A Companion Guide to the ASK Standards" (2013). Faculty Research & Creative Activity. https://thekeep.eiu.edu/csd_fac/33 [Chapters 1-4, 8]
14. Schuh, J. H., Jones, S.R., Torres, V. (Eds.) (2016). Student services: A handbook for the profession (6th ed.). San Francisco, CA: Jossey-Bass. [Chapters 26-29 – pp. 437-498]
15. Swecker, H.K, Fifold, M., & Searby, L. (2013). Academic Advising and First-Generation College Students: A Quantitative Study on Student Retention. NACADA Journal, 33(1), 46-53. https://doi.org/10.12930/NACADA-13-192
16. Schuh, J. H., Jones, S.R., Torres, V. (Eds.) (2016). Student services: A handbook for the profession (6th ed.). San Francisco, CA: Jossey-Bass. [Chapter 24 – pp. 408-422]
17. Recent VPSA/SSAO postings and news items:
a) Massachusetts College of Liberal Arts (11/3/2020) Vice President of Student Affairs https://www.higheredjobs.com/executive/details.cfm?JobCode=177348266
b) Blue Mountain Community College (12/23/2020) Vice President of Student Affairs https://www.higheredjobs.com/executive/details.cfm?JobCode=177379956&Title=Vice%20President% 20of%20Student%20Affairs
c) North Carolina State University (12/16/2020) Senior Vice Provost for Enrollment Management and Services https://www.higheredjobs.com/executive/details.cfm?JobCode=177374847&Title=Senior%20Vice%20 Provost%20for%20Enrollment%20Management%20and%20Services
d) Former Bowling Green State University VPSA hired as Chancellor of UW-Stevens Point https://www.wisconsin.edu/news/archive/dr-thomas-gibson-named-new-chancellor-of-uw-stevens-point/
18. Gordon, S.A., White, K.C., & Parnell, A. How to Succeed in Student Affairs. Leadership Exchange, 18(1). Retrieved from https://www.leadershipexchange- digital.com/leadershipexchange/2020spring/MobilePagedArticle.action?articleId=1574151#articleId15 74151
19. Schuh, J. H., Jones, S.R., Torres, V. (Eds.) (2016). Student services: A handbook for the profession (6th ed.). San Francisco, CA: Jossey-Bass. [Chapter 5 – pp. 73-88]
20. Schuh, J. H., Jones, S.R., Torres, V. (Eds.) (2016). Student services: A handbook for the profession (6th ed.). San Francisco, CA: Jossey-Bass. [Chapter 23 – pp. 392-407]
21. Schuh, J. H., Jones, S.R., Torres, V. (Eds.) (2016). Student services: A handbook for the profession (6th ed.). San Francisco, CA: Jossey-Bass. [Chapter 30 – pp. 499-513]
22. Moody, C. and Wall, V. Racial and Social Justice is the Work of College Student Educators. https://diverseeducation.com/article/190028/August 20, 2020.
23. Schuh, J. H., Jones, S.R., Torres, V. (Eds.) (2016). Student services: A handbook for the profession (6th ed.). San Francisco, CA: Jossey-Bass. [Chapter 15 – pp. 252-267]
24. Schuh, J. H., Jones, S.R., Torres, V. (Eds.) (2016). Student services: A handbook for the profession (6th ed.). San Francisco, CA: Jossey-Bass. [Chapter 21 – pp. 359-374]
25. Commodore, E., Gasman, M., Conrad, C., & Nguyen, T. Coming Together: A Case Study of Collaboration Between Student Affairs and Faculty at Norfolk State University. Frontiers in Education. 31 May 2018 https://doi.org/10.3389/feduc.2018.00039
26. “A Classification of Collaboration Between Student Affairs and Academic Affairs”. ACUI Bulletin. March 26, 2020. Retrieved from: https://www.acui.org/resources/bulletin/bulletin- detail/2020/03/16/a-classification-of-collaboration-between-student-affairs-and-academic-affairs
27. Schuh, J. H., Jones, S.R., Torres, V. (Eds.) (2016). Student services: A handbook for the profession (6th ed.). San Francisco, CA: Jossey-Bass. [Chapters 8-12 – pp. 121-219]
28. Schuh, J. H., Jones, S.R., Torres, V. (Eds.) (2016). Student services: A handbook for the profession (6th ed.). San Francisco, CA: Jossey-Bass. [Chapter 31 – pp. 514-530]
29. Schuh, J. H., Jones, S.R., Torres, V. (Eds.) (2016). Student services: A handbook for the profession (6th ed.). San Francisco, CA: Jossey-Bass. [Chapter 20 – pp. 344-358]
30. Schuh, J. H., Jones, S.R., Torres, V. (Eds.) (2016). Student services: A handbook for the profession (6th ed.). San Francisco, CA: Jossey-Bass. [Chapters 32-33 – pp. 531-566]
31. Zhang, N. (2016). Rentz’s student affairs practice in higher education, 4th edition. Springfield, IL: Charles C. Thomas Publisher. [Chapter 17 – pp. 566-576]