Accountability in student services

According to McLellan and Stringer, “student services need to be accountable for providing high-quality services delivered in an efficient manner, to facilitate students’ development and to contribute to student learning” (p 111). To make these goals become reality, student services needs to have a qualified and dependable staff that share the same vision. They also need to know the needs of the students they are serving. It would help to invite the student groups’ leaders to have them share their mission, vision and goals and ask how student services can assist them into achieve those goals. In a similar vein, forms could be created to have them complete them with all necessary information that could show their needs. In that same meeting, student services could also share with them the kinds of assistance that the school provides and encourage them to advertise the services that they are providing to attract more students.
It is very important for student services to consider accountability for services rendered to students. They are accountable to create or foster a support system for students. In this postmodern day and age, students need more than academic support. They need to find ways to relieve the stress caused by academic and other (personal, financial…) pressures. Schools must be more than a place to learn, but it needs to be a place to grow. These students spend more time on campus than they spend at their home. The campus becomes their home. There is nothing like home!

Implications of fund sources for student affairs

This week I would like to pause and reflect on the implications of fund sources for student affairs. This topic may appear insignificant to some, but it is important to both student affairs and students. Student affairs has the obligation to educate students of the various funds that make up their budgets. Some students tend to think that student affairs operate only on the mandatory student fees that they pay. Some do request an account of what their money is being used for, not knowing that the budget is more diverse. Some students tend to request their money in full because they feel that their needs are not being met. Sometimes, this issue could turn into a law suit if not properly handled. The reality is that students are not aware of the various services that are available to them or they don’t know the right procedures on how to access them. I was in charge of the Francophone group (on campus worship group) for a year before I found out in a conversation with Mr. Yeagley, that there is a sum of $300.00 available for the group toward expenses. We could have used that money the first year had we known. At the time, they were in the process of establishing policies and procedures. I hope that by now a system is in place. Clearly, student affairs need to find a better system to communicate with students on their fund sources, the availability of services and their entitlements

HOT TOPIC 2

Student-centered campus upgrades enhance the academic experience

Student affairs at Oakland University turn to creativity to make students’ lives more accommodating. They connect students with clubs, health and counseling services, tutoring, residential and dining programs, study skills seminars, recreation and more. They have renovated buildings, classrooms, laboratories and more to support the student experience.
Staff at OU is being creative in making changes to help students enjoy their college journey better. The creation of parking space was very thoughtful as it represents a very significant challenge for students and may create or increase stress for them.
To meet the needs of students, student affairs must teach their staff to be creative in their strategies to support them. While moral support is vital, suitable accommodations also play a crucial role in students’ lives.
October 20, 2009 - Student-centered campus upgrades enhance the academic experience By Katie Land, news editor
http://www.oakland.edu/news/?sid=113&nid=5999

Hot Topic: The generational challenge

Four generations of workers working together?

An impossible situation? Four generations working together with different mindsets, worldviews, expectations, work styles, ect… As McCLelland and Stringer state, “ Each generation has been formed by events and circumstances surrounding their formative years, resulting in a multidimensional workplace.” (p362) What can be done for a team work to be possible in such a setting with traditionalists, baby boomers, gerenation X and millennials?
I found an article that gives a distinct scenario of four generations working together to bring the best to the workplace. It shows how new communication strategies can help find a good work balance with the different characteristics.

Getting Along: How the generations are working together
http://www.blbva.com/blog/2008/10/31/getting-along/

Human Capital the greatest asset of student affairs professionals

Human capital is the greatest asset of any student affairs professionals. Regardless of the rate in which technology is evolving and worldviews are changing, human capital will remain an invincible force in organizations. In student affairs, human capital plays a very visible role because their main interactions are more with students (people) than it is with paperwork. Their main responsibilities shift toward meeting the needs of students, supporting them, holding their hands in their scary and unknown journeys. Not anyone can face these challenges. Student affairs professionals must realize that their staff are their greatest assets and must be equipped to train, educate, help, supervise them and award them accordingly.

Supervisors must invest their time in their staff in training them to recognize and work with their priorities, manage their time, and how to effectively manage their office. There should be a good relationship between them to allow the staff to be comfortable sharing any issues with the supervisor or request any help. There should be regular meetings where staff would be comfortable bringing their issues and challenges that they feel they need help with. They should also be able to share their mistakes, shortcomings and successes. Such meetings would facilitate them to learn from each other’s successes and mistakes. In terms of awards, their work should be evaluated on a regular basis and care should be taken to publically recognize their successes and gifts that are compatible with their likes should be publically given to them to encourage them to excel in their work. Professional development should be promoted in discussing organizational and individual professional development to foster excellence and maintain an environment of hope for staffs.

The individual conscience

One of the five domains that make the most sense to me is the individual conscience. I am not undermining in anyway the other domains (the student, the institution, the professions and the community) for they carry a heavy weight on the scale as well. On a Christian perspective, I believe that our conscience is the moral compass on which the Holy Spirit lands. If it is not kept clean, there will be no landing. Without the Holy Spirit, we find ourselves being our own gods. Having said that, when making decisions, we must take into consideration what we can or cannot live with because they will ultimately carry consequences. In this vein, making serious decisions that can impact other domains requires an individual approach without external influences. We are dialogical human beings. We talk to ourselves. We evaluate/assess ourselves. We know what is /feels right or wrong. At the end of the day, it is simply a matter of conscience in decision-making.

The role of spirituality in student affairs

“The starting point for enhancing the spiritual development of our student development staff is our own deep soul work, reflection on our own life and what gives it meaning.” I found the same point made in all three articles this week. You’ll agree with me that it must be important.


Its importance is highly significant because words are lost and forgotten, but our actions go straight to the heart. As Francis of Assissi posited, “Preach the Gospel and if necessary, use words.” If we can act in a loving, caring and Christian-like manner with our students, we will build trust, gain their confidence. This way, students will get to know and trust their leaders. Only then will they be open to them and be lead by them. They will receive positive influences that will possible guide their lives even after their graduation or transfer to other schools