The graduate program is usually two academic years of full-time study with opportunities for internship and abroad opportunities.
Responding to Campus Protests (Legal Links Vol 1, Iss 2).
United States edit Idealized depiction of student life from a 1960 Shimer College handbook The profession of student affairs "grew from the campus up, not from theory down".The Handbook of Student Affairs Administration, The History and Philosophy of Student Affairs (2.).While the field bears a resemblance to psychology, counseling, and other general concentrations, debate and criticism of the field's major foundations are virtually nonexistent in theoretical discourse, calling into question the academic credibility of the field.Bloland, Paul, Stamatakos, Louis, Rogers, Russell, Clearinghouse, eric.
These men were the precursor to student affairs professionals in the United States.
References edit a b c d "naspa Career in student affairs".
For example, in Residence life, university departments have a national organization association called the Association of College and University Housing Officers - International (acuho-I).
Retrieved June 26, 2008.Retrieved eardorff, Darla.; de Wit, Hans; Heyl, John.Asia Pacific Student Services Association.41 Yet, student affairs practices often bear little resemblance or connection to student development theories.An assistantship can be an entry-level position, but is usually a part-time paraprofessional position with compensation including tuition waiver, professional development and a stipend.Beginning in the fall term of 2015, the executive leadership in Student Affairs (composed of the Vice Provost, Associate Vice Provosts and Associate Dean of Residential Education Jenn Calvert who facilitated the process) identified and sequenced eight major priorities to be addressed in the Future.Our updated, mission Statement was created as a result of this division-wide work, with the help of the Executive team and the newly-created Leadership Cabinet.Mission, our mission is to create and sustain opportunities for growth for staff members at all levels of expertise within the Division of Student Affairs.(1979) Student personnel training for the chief student affairs officer: Essential or unnecessary?Promote intentional learning opportunities designed to build staff member confidence, and increase knowledge of student affairs core competencies.