To be effective managers, student affairs professionals must understand the structures and processes that form the organizational context in which they work, and must be able to work within them. These structures are often characterized by a rigid division of labor and an expectation that good managers can predict the outcomes of their efforts and can and should exercise control over the inputs. However, to be effective leaders, they must be able to perceive new possibilities beyond those structures and expectations. How can they do both? Rethinking Student Affairs Practice offers an answer to that question. Love and Estanek challenge their readers to perceive their responsibilities, institutions, and relationships through multiple lenses. They have developed a model for change based in four concepts that will help their readers do this. The four concepts are valuing dualisms, transcending paradigms, recognizing connectedness, and embracing paradox.

A major new contribution to college student development theory, this book brings "third wave" theories to bear on this vitally important topic. The first section includes a chapter that provides an overview of the evolution of student development theories as well as chapters describing the critical and poststructural theories most relevant to the next iteration of student development theory. These theories include critical race theory, queer theory, feminist theories, intersectionality, decolonizing/indigenous theories, and crip theories. These chapters also include a discussion of how each theory is relevant to the central questions of student development theory. The second section provides critical interpretations of the primary constructs associated with student development theory. These constructs and their related ideas include resilience, dissonance, socially constructed identities, authenticity, agency, context, development (consistency/coherence/stability), and knowledge (sources of truth and belief systems). Each chapter begins with brief personal narratives on a particular construct; the chapter authors then re-envision the narrative’s highlighted construct using one or more critical theories. The third section will focus on implications for practice. Specifically, these chapters will consider possibilities for how student development constructs re-envisioned through critical perspectives can be utilized in practice. The primary audience for the book is faculty members who teach in graduate programs in higher education and student affairs and their students. The book will also be useful to practitioners seeking guidance in working effectively with students across the convergence of multiple aspects of identity and development.

The second edition of Student Development in College offers higher education professionals a clear understanding of the developmental challenges facing today's college students. Thoroughly revised and updated, this edition includes new integrative theories of student development, expanded coverage of social identity theories, a targeted focus on higher education-related research, a current review of student development research and application, and reconceptualization of typology theories as a way to understand individual differences. Praise for the Second Edition of STUDENT DEVELOPMENT IN COLLEGE "Student Development in College is a rich, comprehensive exploration of the major theoretical perspectives that inform development. The authors' attention to nuances and complexities results in a substantive history of theory development and a careful story about how various perspectives evolved yielding contemporary theorizing. The book is a masterful blend of theoretical lenses and their use in designing developmentally appropriate practice for diverse populations of contemporary college students. It is an excellent resource for all educators who work on college campuses." Marcia Baxter Magolda, Distinguished Professor, Educational Leadership, Miami University "This is an invaluable work for anyone seeking an introduction to college student development theories or those seeking to update their existing knowledge. It offers a thorough and complex review of both the foundational theories and the newer often more culturally relevant theories and models." Raechele L. Pope, program coordinator, Higher Education Program, University at Buffalo "The original book was a tremendous contribution to the field of higher education and especially student affairs. After more than ten years, this revision is a timely and focused enhancement to the literature that nurtures quality professionals to think differently about topics relevant to our field. Well done a second time around!" Gregory Roberts, executive director, ACPA College Student Educators International

Even as the number of students attending college has more than doubled in the past forty years, it is still the case that nearly half of all college students in the United States will not complete their degree within six years. It is clear that much remains to be done toward improving student success. For more than twenty years, Vincent Tinto’s pathbreaking book Leaving College has been recognized as the definitive resource on student retention in higher education. Now, with Completing College, Tinto offers administrators a coherent framework with which to develop and implement programs to promote completion. Deftly distilling an enormous amount of research, Tinto identifies the essential conditions enabling students to succeed and continue on within institutions. Especially during the early years, he shows that students thrive in settings that pair high expectations for success with structured academic, social, and financial support, provide frequent feedback and assessments of their performance, and promote their active involvement with other students and faculty. And while these conditions may be worked on and met at different institutional levels, Tinto points to the classroom as the center of student education and life, and therefore the primary target for institutional action. Improving retention rates continues to be among the most widely studied fields in higher education, and Completing College carefully synthesizes the latest research and, most importantly, translates it into practical steps that administrators can take to enhance student success.

Since the publication of the first edition of Student Conduct Practice in 2008 the landscape of student conduct has matured and shifted dramatically. As the composition of the overall population and of the student body on campuses across the nation has changed, institutions of higher learning have a greater awareness of the importance of preparing students to function competently in a diverse society. They are seeing student behaviors, such as challenging mores, rules and policies, that reflect the growing polarization and complexity we see in our larger society, and such trends as a marked increase in student mental health challenges as well as changing social dynamics, all of which require a new awareness and a rethinking of policies and responses by conduct professionals, including embracing the a social justice as a lens by which we perform our work.This updated and considerably expanded edition maintains the objectives of the first--to constitute a compendium of current best practices in the administration of student conduct, to summarize the latest thinking on key issues facing practitioners today, and to provide an overview of the role and status of conduct administrators within their institutions.This text invites student conduct administrators to examine current programs and policies to ensure that the spaces that they create during interactions with students are spaces in which all students feel welcome and heard. As we strive to prepare students not only to be productive members of today’s workforce, and more importantly to be good people and upright citizens, this text accentuates the delicate balance between responding to regulatory mandates and meeting the educational aims of student conduct. The aim is to offer those with an interest in student conduct and those professionals who are new or seasoned student conduct administrators with both a compendium of chapters on best practices and the background to grapple with the thought-provoking situations they will encounter. In close collaboration with the leadership of the Association for Student Conduct Administration (ASCA) the editors identified the most pressing conduct issues on our campuses and practitioners and faculty who offer related expertise and a necessary diversity of voices.This is also available as a set with Reframing Campus Conflict, Second Edition.

America is being held back by the quality and quantity of learning in college. Many graduates cannot think critically, write effectively, solve problems, understand complex issues, or meet employers' expectations. The only solution - making learning the highest priority in college - demands fundamental change throughout higher education.

Grounded in research and theory, Internationalizing US Student Affairs Practice presents an inclusive framework for enhancing the intercultural competencies of practitioners, students, and faculty in institutions of higher education. This cutting-edge book explores how student affairs practitioners are well positioned to integrate internationalization strategies across student affairs divisions and functions. Each chapter intentionally incorporates theories and literature from higher education and student affairs disciplines infused with international and multicultural education. "Promising Practices"—case studies written and submitted by practitioners around the world—appear throughout the book to demonstrate practical applications in non-US settings. The strategies in this book help student affairs practitioners enhance the intercultural development of support programs and services, all without leaving the home campus.