- Creating a Culture of Advocacy at the Intersection of Avoidance & AdversityContinue
UPDATES, NEWS, & ANNOUNCEMENTS
FROM ONE DUPONT CIRCLE
Creating a Culture of Advocacy at the Intersection of Avoidance & Adversity
by Cindi Love, ACPA Executive Director
How can we, as higher education & student affairs professionals, advocate for full equity & inclusion at the institutional-level?
How can we answer the call for transformation of structural oppression?
How can we demonstrate more effectively the critical role of co-curricular engagement in the realization of human dignity?
There are a few basic activities that seem to catalyze and sustain positive change that I want to share within ...
- In Pursuit of a Diverse CommunityContinue
UPDATES, NEWS, & ANNOUNCEMENTS
FROM THE PRESIDENT
In Pursuit of a Diverse Community
Donna Lee, ACPA President
As we open our campuses to usher in a new academic year, we recognize that we are starting this year at one of the most tumultuous and challenging times in recent years. This has been an especially difficult summer: terrorist attacks around the world, shootings of unarmed black men, attacks on police protecting demonstrators, targeted killing of LGBTQ people, and a presidential campaign in which we hear ...
- Accreditation: Learning through a Participatory ProcessContinue
SERIES: VIEWS OF ASSESSMENT (PART I)
Accreditation: Learning through a Participatory Process
Keith E. Davidson Jr., Indiana University of Pennsylvania
The Commission for Assessment and Evaluation (CAE) is pleased to sponsor this “Views of Assessment” series. Focusing on the experiences of student affairs educators working with assessment, the series highlights reflections from practitioners at different levels in their careers – graduate student, new professional, mid-level, and senior student affairs officer (SSAO). Each article offers rich narratives, personal experiences, and professional examples, as well as instructive wisdom and advice related to assessment practices and implementation. ...
- Autism, Inclusion, and Communication in Higher EducationContinue
Autism, Inclusion, and Communication in Higher Education
California Lutheran University
The number of students identified with autism spectrum disorders (ASD) in schools and colleges is steadily climbing. Currently, prevalence of ASD in the United States is estimated at 1 in 68 students (Centers for Disease Control and Prevention, 2016). Since the implementation of the 1975 Individuals with Disabilities Education Act that set the groundwork for inclusion of students with disabilities into K-12 community schools in the United States, the number of students with ASD who have been included in general education curricula throughout their schooling has ...
- Contemplating the Rainbow Lotus of Ethical CompetencyContinue
FEATURED COLUMNS: ETHICAL ISSUES
Contemplating the Rainbow Lotus of Ethical Competency
Jonathan O’Brien, California State University Long Beach
Since January 2016, I have had the pleasure of co-chairing an ACPA/NASPA Joint Task Force, comprised of an amazing group of educators, charged with revising and expanding a set of rubrics aligned with the new professional competency areas (ACPA & NASPA, 2015). These will be helpful tools for individual self-assessment, professional development frameworks, and conference planning.
In one meeting, our discussion turned to how individual competencies tend to intersect as one’s experience increases. Granted, years of experience do not correlate precisely to increases in professional competency, ...
- Preparing New Professionals in Student Affairs: A Supervisory Model to Maximize Graduate Student SuccessContinue
GRADUATE STUDENTS & NEW PROFESSIONALS
Preparing New Professionals in Student Affairs: A Supervisory Model to Maximize Graduate Student Success
South Dakota State University
Effective preparation for graduate students pursuing work in the field of college student affairs most often includes both a formal classroom experience as well as a supervised practical experience, such as internships or graduate assistantships (Council for the Advancement of Standards in Higher Education, 2012). A formal classroom experience typically consists of specific learning outcomes, regular and structured class meetings, and educational experiences designed by the instructor. This experience is vital to graduate student ...