Ollaboration: Student Affairs and Academic Affairs Working Together To Promote Student Learning
Dear Annie: I want you to write me an article for the press about the above subject.
Here is a sample: can you rewrite it for the press… can you give examples
the colonial colleges, the faculty was responsible for the intellectual, social, and spiritual development of students. As faculty found less time to focus on the social and personal development of their students, student affairs professionals emerged to fulfill that need. Increasingly throughout the history of higher education, the gap between the roles of faculty and student affairs professionals has somehow been widened. The incorrect perceptions and lack of knowledge about each others jobs, the alienating and confusing jargon, the increased specialization and the financial competition between these two groups has led to misunderstandings between faculty and student affairs professionals. The need for integration of these roles, and an attempt to change the culture of learning from separatist to seamless, should be our focus in the higher education administrators. THE NEED FOR COLLABORATION In higher education is a must. We need to begin focusing on the necessity for increased collaboration between student affairs and academic affairs. Although the traditional literature about student affairs assigns student affairs professionals the responsibility of students social and emotional development and faculty responsibility for the intellectual development of students, it has become apparent in recent years that the academic side and student affairs side of campus must work together
The entire academic community must work together to place more of an emphasis on student learning and to create a seamless learning environment between inand out-of-class experiences for students. In a seamless learning environment, students will have opportunities for learning both in the classroom and out-of-the classroom through co-curricular activities. Students will work with and get to know faculty and staff while taking courses and participating in non-classroom learning activities. All of these learning experiences will contribute to personal growth and development in students. In order for seamless learning to become a reality, increased collaboration and cooperation between faculty and staff must exist so that the communication and organization of learning activities is enhanced
According to the Student Learning Imperative (ACPA, 1994), Students benefit from many and varied experiences during college and learning and personal development are cumulative, mutually shaping processes that occur over an extended period of time in many different settings. The more students are involved in a variety of activities inside and outside the classroom, the more they gain. Student affairs professionals attempt to make seamless what are often perceived by students to be disjointed, unconnected experiences by bridging organizational boundaries and forging collaborative partnerships with faculty and others to enhance student learning.
Higher education administrators hope that this increased collaboration will better fulfill the institutions mission, improve retention, and improve the total college experience for students