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From your student affairs/services interviews, how do student affairs/services professionals prepare themselves for their work?
To what degree do you believe they are successful?

Comment positively to the following two posts (1)SF and (2)LM by two paragraphs each -by using at least 2 of any the following :

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Acknowledgement & Articulation


Insight Through Analysis


Ideas For Improvement


Meaning Making



S.F post !

From my interviewing thus far I have not really gained that much of an idea regarding the background credentials of the professionals I am meeting with. Most of my questions involved current events and policies and not so much training or degrees they may have pursued. One individual mentioned that her career was important to her and she did not begin a family until she was in her 40’s (I had asked if the role she held made her feel in some way like a parent to the students she served given our reading about how the position of Student Services looked way back when very much like a parental or overseer.)

Being in the office of Career Services my interviewee was able to provide a glimpse into how students use the services offered. Like or text states, watching a person blossom into a self-directed and fully actualized adult is an amazing experience. However, I learned that:

“Sometimes when we engage students in an appointment, we don’t jump straight into the career development/job search topic. Often, we have to meet the student where they are….and sometimes they are just not in a place to move forward on their job search as they are navigating these unprecedented times. We are okay with that and usually circle back with the student if needed.”

I am happy to report that the student sets the precedent for what services are provided and how they will meet their own goals … they aren’t dictated to or talked down to if they just aren’t ready. I feel this is a successful way to operate. I know that many students go straight from High School to College, when many would benefit from taking a year or two off to explore the world or a discipline or career outside of the framework of an institution. This is often frowned upon in our society.

I myself took 10 years to return to school to complete my Masters. I wanted to experience teaching and explore some of the alternate methods of education. I eventually fell in love with the Montessori method of teaching young children of all people (I had originally thought I would be a college professor!) Now after completing my Master’s last spring I have taken a short while, less than a year, off and then launched myself back into Doctoral studies.


The path to who we are to be is ever changing and is not always set before us in clear metered steps.




L.M post

All Student Affairs staff require awareness of and a basic level of knowledge in specific areas. Depending on the position, some staff will need more extensive knowledge and additional skills (Schuh & Gansemer-Topf, 2010). The areas include Fiscal Management, Student Assessment, Technology, Leadership and Diversity. One very important area that Student Affairs staff should be prepared and informed is Student assessment. Sufficient resources should be devoted to assessment, and assessment must be integrated into the work portfolio of all student affairs staff through training. Student assessment knowledge and success can lead to improved student learning. It asks important questions about the student experience and gathers evidence of students learning and growing through the services provided by student affairs. Armed with such information, student affairs educators can measure as well as demonstrate how their work contributes to student learning. Through their knowledge of student characteristics and attitudes, through their ability to design services aligned with the academic mission of the institution, and with their understanding of student learning outside the classroom the student affairs staff bring a distinctive, informed perspective to their institution’s assessment program.

According to my interviewee, she stated “We are confident that student affairs staff are ready, willing, and prepared to embrace any challenges. The campus will continue to make progress in assessing how student affairs activities and the out-of-class experience contribute to student learning.” This will improve the overall culture of the campus and grow the student affairs department.



Schuh, J., & Gansemer-Topf, A., (2010). The Role of Student Affairs in Student Learning Assessment. National Institute for Learning Outcomes Assessment. Retrieved from,

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