We live in times of change, change is always around us, and it is everywhere. Change is natural; it can be good, bad, long-term, short-term, planned or unplanned. What matters most is the manner in which change is approached. In dealing with change, I prefer to be proactive rather than reactive. Change (if not bad) in Student Affairs should not be resisted it should be embraced. In my role as a change agent, I have to keep track of and be aware of changes at all times. Change is not always bad. I believe change provides an opportunity for development and growth. Since change is always happening, we as Student Affairs professionals have to learn to adjust to and reinvent ourselves or we could miss a real chance at improvement and be left behind.
I registered for Current Issues in Higher Education course because I got accepted into the
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I applied to the program because I wanted to become an academic advisor. I wanted to become an academic advisor because I wanted to see change in academic advising. A wise man once said “be the change you want to see in the world” for that reason, I registered for this class to learn ways in which I can effectively influence change. More specifically, influence change in academic advising for the underrepresented population, including Educational Opportunity Program (EOP) students. As a Student Affairs professional, I wish to serve students who have been identified as having the talent and ability to succeed in college, but have been placed at a disadvantage by financial and academic circumstances. Approximately 93 percent of EOP students have family incomes of less than $25,000 per year (Eop.buffalostate.edu, 2014). Although colleges and universities are becoming increasingly diverse, there is a gap between ethnic minority students and majority students in the attainment of
This shift in university life has caused the emergence of a more focused and hard-working student body. There are those from past generations who will look at the happenings of colleges today and ridicule this change. And even after moving through the nostalgic haze that surrounds the memories of the past, the differences can still be seen, but it should be known that today's students are just adapting to the system that has already been established for them. This systematic change is to be expected. Considering that the world is not the same as it was in the 1960s, why would we assume that an institution would be exactly the same as it was
Dr. Tanisha L. Heaston, principal of Treadwell Elementary talks to me about educational change. In my first meeting and interview with her, she displays many if not all the leadership benchmarks of a Change Master and Facilitator. Defined by McEwan (2003), a Change Master is a highly effective principal who is flexible and futuristic. A realistic leader who is able to both motivate and manage change in an organized, positive, and enduring fashion. As a Change Master, she uses a situational approach since every school community requires somewhat different skills. Dr. Heaston respects change resisters, procures resources for her school, and trusts her teams which aligns with ISLLC Standard Six.
Change is good." We hear the catchy phrase everywhere. From company slogans to motivational speeches, our world seems to impose this idea that change is always a good thing. Assuming that the change is for the better, it is probably a true statement in most cases. The root of this idea seems to come from the notion that we are dissatisfied with the state that we are in, so, in order to create a more enjoyable surrounding, we adjust. Others, however, stray from this practice, and instead of trying to adapt to the people around them, they try and change others.
Minorities are a growing segment of the population. However, this group continues to be underrepresented in the area of post secondary education. Obtaining an advanced degree remains a likely predictor of future career success. The problem facing the minority student is that barriers persist which continue to hinder enrollment, retention, and graduation rates in institutions of higher education. These barriers must be identified and examined and solutions offered if college completion rates are to be increased for this population.
African- American males have been underrepresented among college students and degree earners for years, however the reason for this is often misconstrued. The percentages of white high school graduates “In 1998-2000 had jumped to 46. However, only 40 percent of African-Americans and 34 percent of Hispanics in the same age group were attending college” (McGlynn, Angela Proviteira). The question then to pose, is why minority students are not succeeding in college compared to Caucasian students, “Only 47% of Black male students graduated on time
It works to blend ethnics into all areas of student affairs practice, € history, philosophy, and values. It refers to the connection between arguments of the profession and future growth. (f) Human and organizational resources. It refers to the organization and empowerment of student affairs staff. Furthermore, staff development was recognized in the 1960’s keim (2005). There is a need for continual professional development in that student affairs staff prefers discussions rather than reading activities. Mid-level student affairs managers offers varied perspectives on professional development activities include (a) presenting do it yourself programs (b) engage in professional association conferences, (c) taking a graduate courses (d) integration of other staffing practices. (dPersonnel management perceived as the most important (c) leadership (second most important) and student contacts (keim, 2005). I will evaluate more essential development goals. Fiscal management needs additional attention. Staff development is important and valued, but must be used and planned well. Professionals must also take advantage of adult learning theories, models, or processes. Staff perceptions
Furthermore, students should understand that change is consistent and the world will not operate the same way it did years ago. Understanding change allows one to pre...
Change is a double-edged sword (Fullan, 2001). Change is a word that might inspire or put fear into people. Leadership is challenging when it comes to dealing with change and how individuals react within the organization to the change. Marzano, McNulty, and Waters (2005) discuss two orders of change in their book School Leadership that Works: First and Second. Fullan (2001) also adds to the discussion in his book Leading in a Culture of Change, with regard to understanding change.
Creating true economic opportunity through higher education requires promoting and preparing women, especially single mothers, for careers in STEM and traditionally male-dominated fields (Nelson, Froehner, & Gault, 2013). By counseling student mothers to pursue these fields in which they are underrepresented, it will facilitate single-mother student success. Counselors should also provide single-mother students with concrete guidance that is more relevant to their daily lives; i.e. campus resources, public assistance, book vouchers, child-friendly meal plans, etc. (Cerven, Park, Nations, & Nielsen,
Signed in an executive order by President John F. Kennedy in 1961, the Committee on Equal Employment Opportunity was created to ensure that hiring and employment practices are free of racial bias. Three years later, President Lyndon Johnson presented the Civil Rights Act in 1964 prohibiting discrimination of all kinds based on race, color, religion, or national origin (Wang & Shulruf, 2012). Later that same year, President Johnson gave a commencement speech attempting to give an ethical response to the losses both materially and mentally to the African-Americans in slavery in the United States (Chace, 2011). Within the later years of the 1960s, higher education institution administrators, in an effort to boost under-represented groups of minorities, introduced the affirmative action concept into the admissions processes (Wang & Shulruf, 2012). What has been the effect of these monumental milestones for minorities and under-repre... ...
Change is a word that I have constantly heard throughout my high school years. It is a transformation through which everyone goes whether it's for the better or for the worse. For me the meaning and value of change has helped me to focus on the goals I have to accomplish. For others, it is simply just a phase we go through. All of us here have been able to learn and develop from our changes to be come a better and successful person.
High impact practices are important to the development and engagement of students (Kilgo et al, 2014). Two high impact practices that have a positive impact on students are collaborative learning and undergraduate research (Kilgo et al, 2014). I think the high impact practices will give student affairs professional different methods and opportunities to help develop and support students through their college career. Student affairs professionals are going to have to learn how to participate to high impact practices and find ways to motivate students to do them (Schuh et al, 2011). By doing this I believe that student affairs professionals and faculty can bridge the gap to help success of
Throughout this course, my beliefs have been reaffirmed regarding the literacy needs of culturally and linguistically diverse learners in a few ways. First, I have been implementing sheltered instruction observation protocol in my classroom. “Sheltered instruction teachers use the regular core curriculum and modify their teaching to make the content understandable for ELLs while at the same time promoting their English language development” (Echevarria, Short & Powers, 2008, pg. 42). The sheltered instruction I have been using in my classroom includes slow and clear speech, scaffolded instruction, visual representations, connecting prior knowledge to learned knowledge, cooperative learning, and targeted vocabulary development (Echevarria, Short & Powers, 2008). This course has reaffirmed the importance of using sheltered instruction to support the needs of the diverse
Change Management is not impossibly difficult. It need detailed planning, including everyone affected, frequent interaction, accomplish a perspicuous target for the change and a method of measuring success, complete the plan, and strengthen the change once it is in place.
The education part of change can be the most rewarding. However, if you haven’t noticed life is not one big high school. There is no teacher providing you with every decision you need to make to accomplish something.