Collaborative Practice Between Faculty and Student Services Staff
Bridging the Divide: Collaborative Practice Between Faculty and Student Services Staff by Jill Gibson M.A. (Leadership), Royal Roads University, 2004 B.A., Simon Fraser University, 1991 Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education in the Educational Leadership in Post-Secondary Contexts Program Faculty of Education © Jill Gibson 2020 SIMON FRASER UNIVERSITY Fall 2020 Copyright in this work rests with the author. Please ensure that any reproduction or re-use is done in accordance with the relevant national copyright legislation. Declaration of Committee Name: Jill Gibson Degree: Doctor of Education Thesis Title: Bridging the Divide: Collaborative Practice Between Faculty and Student Services Staff Committee: Chair: Gillian Judson Assistant Professor, Education Michelle Pidgeon Supervisor Associate Professor, Education Dan Laitsch Committee Member Associate Professor, Education Rebecca Cox Examiner Associate Professor, Education Neil Buddel External Examiner VP Student Success, Centennial College Adjunct Professor (OISE University of Toronto) Toronto, Ontario ii Ethics Statement iii Abstract As post-secondary student demographics have changed in Canada over the decades, students come to universities with different expectations, and the more recent trend is that students increasingly expect the university to fit in with their lives rather than them fitting into the university culture (Fisher, 2011). This trend requires that institutions consider how to enrich diverse student experiences both within and outside the classroom. Research has shown that collaboration between faculty and student services is essential for the development of a quality student experience (Kezar, 2005). First-year collaborations are designed to support the incoming student and provide a springboard/safety net, yet, they exist, more often than not, on the periphery of the academic experience (Barefoot & Gardner, 2003) and continue to be secondary add- ons.
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