JoSA: Volume VII, 2011 - Journal of Student Affairs - NYU Steinhardt
Down to the Wire: Online Education and the Student-Consumer Model
Benjamin S. Selznick
As pursuing postsecondary qualifications becomes an increasingly necessary barrier for entry into the American workforce, educational providers continue to seek new ways to respond to the increasing demand for their services. This paper argues that one popular delivery solution, online education, presents an opportunity for the field of higher education to undergo self-evaluation as key stakeholders within the system wrestle with a student-consumer model for service delivery. Philosophical and pragmatic perspectives on both the student-consumer model and online education are initially discussed. These conversations highlight what is perhaps a broader tension existing within higher education today between student academic and social development on one side and preparation for entry into the workforce on the other. Criticisms of online education are discussed and a more nuanced critique is offered by drawing distinctions between the quality and value of educational qualifications obtained online.
A core duty of institutions of higher education is to produce concerned and active citizens who will fight for necessary societal change. Educators have responded to the demand for higher education to address public issues and concerns (Kezar & Rhoads, 2001) by integrating service-learning into their courses as a forum for students to apply the knowledge they learn in practical and meaningful ways. Service-learning is an innovative teaching pedagogy that engages students in hands-on experiential learning and can serve as one method to facilitate the goal of developing social justice advocates.
Through analyzing studies conducted on various facets of learning, including developmental and social skills, academic achievement, and civic engagement, educators will see that service-learning can directly impact students’ commitment to social justice in ways that traditional learning environments may not.
The importance of self-esteem and self-efficacy among college students is substantial. The thoughts and behaviors leading to and emerging from these self-perceptions are complex and necessitate further discussion. The maintenance process itself can influence test and other task performances both negatively (i.e., stereotype threat) and positively (i.e., stereotype lift), impacting members of both agent and target groups in subtle yet profound ways. This article will present examples of stereotype effects to illustrate the critical and divided impact of self-perceptions, including both self-esteem and self-efficacy, on performance and development. Additionally, limitations of the research and best practices for effectively working with college student self-perceptions are presented.
Juniority: Cultivating the New Student Affairs Professional
Michael J. Fried
The successful transition of new professionals from graduate preparation programs into the workforce has been a concern of increasing scholarly and practical interest. This article presents the current definition of “new professionals” used in literature and describes how it has taken a deficit-minded approach to new professionals. This paper offers an alternative understanding of new professionals and suggests how their junior status can and should be leveraged. The economic theory of absolute and comparative advantage allows the identification of specific ways in which new professionals may be better suited for many aspects of practice than their more senior colleagues. Further, relational demography, the examination of how differences among group members impact individual and organizational outcomes, provides a new lens to understand the experiences of new professionals joining existing student affairs organizations. This paper explores some of the general benefits that junior professionals bring to their organizations, as well as the unique advantages they have in working with traditional-aged college students. Professionals starting their first job in student affairs, their supervisors and senior student affairs leaders may benefit from a deeper understanding of how organizational tenure impacts new hires, veteran employees, and the organization overall.