Canary Islands Presentation

Student Affairs and Services Around the World: The Need for a University Presence  SIOU Congress – La Laguna, Canary Islands (ES)11 May, 2006: 

Student Affairs and Services Around the World: The Need for a University Presence SIOU Congress – La Laguna, Canary Islands (ES) 11 May, 2006 Roger B. Ludeman, Executive Director International Association of Student Affairs and Services (IASAS) Assistant Chancellor for Student Affairs Emeritus University of Wisconsin-Whitewater Email: iasas@hotmail.com

Thank you to SIOU: 

Thank you to SIOU Thank you for that kind introduction. May I give a special thanks to Coro Pozuelo for providing me guidance regarding this presentation & preparations for the SIOU Congress.

Thank you to SIOU: 

Thank you to SIOU Our gratitude goes to Rocio Medina, Fermin Martin, & Tecon Travel for assisting with our travel arrangements. And we are most appreciative of SIOU & its membership for providing us assistance with our expenses in order to attend this Congress. Gracias amigos. 

An Apology: 

An Apology It is time to begin my presentation, but first, let me apologize to you for my inability to speak Spanish. This is very typical of Americans, particularly of my age. Being monolingual is a major disadvantage for those of us who travel globally.

The Problem with Languages: 

The Problem with Languages Related to language proficiency, let me share this funny, but logical story. There is considerable research that establishes a connection between our eating/drinking habits & our health.

The Problem with Languages: 

The Problem with Languages For example: A. The Japanese eat very little fat and suffer fewer heart attacks than the British or Americans. B. On the other hand, the French eat a lot of fat and also suffer fewer heart attacks than the British or Americans.

The Problem with Languages: 

The Problem with Languages C. The Japanese drink very little red wine and suffer fewer heart attacks than the British or Americans. D. The Italians drink excessive amounts of red wine and also suffer fewer heart attacks than the British or Americans. What does this all mean?

The Problem with Speaking English: 

The Problem with Speaking English Conclusion: Eat & drink what you like. It is speaking English that kills you!!

My Problem with Speaking Spanish: 

My Problem with Speaking Spanish Funny story. However, if I were to try speaking Spanish here today, it may not kill you, but most assuredly would confuse you & embarrass me!!

Outline of Presentation: 

Outline of Presentation WITH THAT TOUCH OF HUMOUR BEHIND US, LET ME BEGIN MY PRESENTATION!! I will leave at least 30 minutes for questions. Here is what I plan to cover today.

Outline of PresentationFirst: 

Outline of Presentation First Review of: The Role of Student Affairs and Services in Higher Education: A Practical Manual for Developing, Implementing, and Assessing Student Affairs Programmes and Services (UNESCO, 2002) Pre-publication version (2001) can be viewed online at: http://www.naspa.org/communities/kc/uploads/iassas.pdf

Outline of PresentationSecond: 

Outline of Presentation Second Then I will review Student Affairs/Services delivery systems & professional preparation requirements in various parts of the world.

Outline of PresentationThird: 

Outline of Presentation Third I will give you an outline of the website of the International Association of Student Affairs and Services (IASAS) including Student Affairs/Services Contacts and Resources Globally.

Outline of PresentationFourth: 

Outline of Presentation Fourth And I will close with comments on the Future of Student Affairs.

Outline of Presentation Finis: 

Outline of Presentation Finis We Will End With Open Discussion Any questions? If not, let us get started!

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002): 

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002) The Manual on Student Affairs and Services in higher education was a product of an IASAS writing committee comprised of people from over 10 countries including Spain.* * Enrique Iglesias Hidalgo Consejo de Colegios Mayores http://www.ugr.es/~ccmmes/

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002): 

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002) The purpose of the Manual was to describe the concept of higher education student affairs & student services. This was very difficult because higher education varies from one country to the next, & the types & degree of student affairs & services vary even more.

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002): 

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002) Finally, the Manual attempted to answer this important question regarding uniqueness & quality: “If you saw high quality, effective student affairs & services functions being carried out, what would they look like?” Quality Assurance & Standards!

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002): 

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002) The Manual was based on current thinking in higher education around the world, mainly coming from the World Declaration on Higher Education (WDHE) – the main reference document for this publication. You can find it at this URL: http://portal.unesco.org/education/en/file_download.php/fd5fac67025698a4e79e7a781fd7c87bWorld+Declaration+on+HE+(Full+text).pdf

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002): 

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002) The World Declaration came from the first World Conference on Higher Education held in Paris (1998). The World Conference was sponsored by UNESCO - 180 countries attended. The World Declaration has been endorsed by nearly all nations of the world.

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002): 

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002) The Manual authors sought to convey a concept flexible enough to cross borders in its applications after taking into account different cultures, economies, and social needs. This would allow a country to take all or just parts of the ideas presented in the Manual, although some of the core principles should apply everywhere.

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002): 

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002) As editor, I chose to include no bibliography because most research has been done in North America and I did not want the Manual to be viewed as just a “western” document. It can be applied universally because it puts students at the centre of all our efforts.

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002): 

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002) The writing took nearly 2 years - UNESCO published the Manual in 2002 in English and French, the languages of UNESCO. Since then, a German version has been published. The second edition will begin soon and should be published by 2009 (SIOU should be Included).

Manual Preamble and Assumptions Based on WDHE: 

Manual Preamble and Assumptions Based on WDHE Selected principles & tenets from the World Declaration on Higher Education form the Preamble & Assumptions of the Manual – It is a framework that bonds it to the greater higher education community. Use of a quality document lends legitimacy to our status as partners in the academy & recognition for our efforts with students.

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002): 

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002) The Manual began with a PREAMBLE Guiding Principles from the World Declaration on Higher Education formed the Preamble & a rationale for Student Affairs & Services being an important part of higher education throughout the world.

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002) PREAMBLE: 

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002) PREAMBLE Here are the items from the Preamble. Notice how they begin to form a rationale for our existence: 1. There will be unprecedented demand for higher education. More diversification. Increased need for socio-cultural and economic development. Career development, employability and life long learning for students are essential ingredients.

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002) PREAMBLE: 

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002) PREAMBLE 2. Sharing of knowledge & international cooperation can reduce the gap & class divisions between developed & developing nations.

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002) PREAMBLE: 

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002) PREAMBLE This one is very critical to what we all do. 3. STUDENTS MUST BE AT THE CENTRE OF EVERYTHING WE DO. Students must be equal partners & stakeholders with the right to organize in order to participate in governance of their institutions.

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002) PREAMBLE: 

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002) PREAMBLE 4. Higher Education must make radical changes & renewal. Not just economic efficiency, but for improvement of quality of life for all. 5. All of society must be involved. Not just higher education, but every sector.

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002) PREAMBLE: 

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002) PREAMBLE 6. There is a need for more international exchanges: teaching, study, research, and technology transfer. Another critical tenet: 7. Access to Higher Education, within limited resources, must be available to all qualified individuals regardless of background or personal characteristics.

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002) PREAMBLE: 

Review of IASAS/UNESCO Manual on Student Affairs/Services (2002) PREAMBLE 8. All of higher education must take into account the local culture, values and circumstances in deciding on programs & allocating resources. This means that we must: Think globally, act locally. This preamble sets the stage for student affairs being an important part of higher education.

Now, let us look at the first Section 1: Assumptions*: 

Now, let us look at the first Section 1: Assumptions* *These assumptions (taken from WDHE) form the basis of our work in student affairs. 1. Higher education prepares students for work and life. 2. Equity in educational access is a foundation for higher education success. 3. Information Technology must play a major role in higher education quality.

Section 1: Assumptions: 

Section 1: Assumptions 4. Freedom of expression/free exchange of ideas are central to quality higher education. 5. Sound management & fiscal autonomy, with oversight, are important to the success of higher education. 6. Ongoing professional training/development of staff must be regular part of higher education. 7. Career guidance for students very critical.

Section 1: Assumptions: 

Section 1: Assumptions 8. Assessment/evaluation of teaching, learning, research, & services must be an ongoing part of higher education. 9. Must assume students are capable of learning & organizing themselves to participate in governance. They deserve respect like all other stakeholders. We must expect that students will succeed by utilizing resources provided to them. Then they should be expected to give back to society as worthy/active citizens.

Section 1: Assumptions: 

Section 1: Assumptions And two very important tenets: 10. Education must be holistic, treating students as whole persons, not just looking at their intellectual dimension. 11. Education is for enhancing life, developing employability, transmitting/improving culture, & liberating student minds to pursue liberty & become intellectually curious citizens.

Next - Section II: Philosophical underpinnings – Principles, Values & Beliefs: 

Next - Section II: Philosophical underpinnings – Principles, Values & Beliefs Purpose and Partnerships Access and Diversity Learning Resource Management Research and Assessment

Section II: Philosophical underpinnings – Principles, Values & Beliefs Purpose and Partnerships: 

Section II: Philosophical underpinnings – Principles, Values & Beliefs Purpose and Partnerships Higher education must be student centred. Students must be equal partners in decision making. Students have the right & responsibility to organize themselves to participate in governance and pursue their personal and social interests.

Section II: Philosophical underpinnings – Principles, Values & Beliefs Purpose and Partnerships: 

Section II: Philosophical underpinnings – Principles, Values & Beliefs Purpose and Partnerships All sectors of society must partner to promote life long learning & learning for life. Student affairs must be delivered in a seamless, meaningful, & integrated manner. Our efforts must be built upon sound principles & research, & carried out using partnerships.

Section II: Philosophical underpinnings – Principles, Values & Beliefs Purpose and Partnerships: 

Section II: Philosophical underpinnings – Principles, Values & Beliefs Purpose and Partnerships Student affairs professionals are key players in turning the “brain drain” into a “brain gain” & doing so through partnerships. Student affairs practitioners must continue to partner with colleagues abroad through exchanges, seminars, and research.

Section II: Philosophical underpinnings – Principles, Values & Beliefs Access and Diversity: 

Section II: Philosophical underpinnings – Principles, Values & Beliefs Access and Diversity Higher education must be accessible to all who are qualified regardless of their demographic and personal characteristics. Student affairs programs & services must be available to all and particularly to those who demonstrate economic need.

Section II: Philosophical underpinnings – Principles, Values & BeliefsLearning: 

Section II: Philosophical underpinnings – Principles, Values & Beliefs Learning Higher education must address the personal and developmental needs of the student as a human being with student affairs taking the lead as a student advocate. The student affairs mission must complement the institutional mission and educational purpose respecting locale and student characteristics.

Section II: Philosophical underpinnings – Principles, Values & BeliefsLearning: 

Section II: Philosophical underpinnings – Principles, Values & Beliefs Learning Programmes & resources allocated must be established to meet student affairs primary goal: enhancement of student learning & development. Support must be provided for students as they progress through 3 major transitions in higher education: into, through, and out of the institution into work and their careers. This includes delivering timely information, a broad range of student services, and activities that enhance the learning process in & out of the classroom.

Section II: Philosophical underpinnings – Principles, Values & BeliefsLearning: 

Section II: Philosophical underpinnings – Principles, Values & Beliefs Learning Learning for all must be lifelong. Higher education must promote independent, self-directed student behaviour in a community context. Citizenship & service to one’s community are important values to promote in higher education.

Section II: Philosophical underpinnings – Principles, Values & BeliefsLearning: 

Section II: Philosophical underpinnings – Principles, Values & Beliefs Learning Student affairs is based on worth of the individual, diversity, pluralism, inclusiveness, a sense of community, high expectations for students, a global view, citizenship & leadership, ethical living, & active participation. Higher education must provide academic & career counseling

Section II: Philosophical underpinnings – Principles, Values & BeliefsLearning: 

Section II: Philosophical underpinnings – Principles, Values & Beliefs Learning I.T. must be seen as a tool not an end. Student affairs must conduct research & find practical ways to use I.T. to enhance student learning. Student affairs must expect students to engage their institution & the learning process, & to do so with integrity, responsible community behaviour, & appropriate exercise of personal freedoms.

 Next, Section II: Philosophical underpinnings Principles, Values & Beliefs Resource Management: 

Next, Section II: Philosophical underpinnings Principles, Values & Beliefs Resource Management Student Affairs must have high standards of practice & ethics. - top educational preparation & training - ongoing professional development - certification & licensure qualifications

 Section II: Philosophical underpinnings – Principles, Values & Beliefs Resource Management: 

Section II: Philosophical underpinnings – Principles, Values & Beliefs Resource Management We must have: - internal/external evaluation of programs - assessment of student learning outcomes - staff performance reviews - the best management practices

Section II: Philosophical underpinnings – Principles, Values & Beliefs Resource Management: 

Section II: Philosophical underpinnings – Principles, Values & Beliefs Resource Management Student Affairs funding must be multi-faceted & must include significant institutional financial support. We also may need outside source funding to get a quality job done including funding from grants, foundations, fund-raising and donations from alumni.

Section II: Philosophical underpinnings – Principles, Values & Beliefs Resource Management: 

Section II: Philosophical underpinnings – Principles, Values & Beliefs Resource Management Governments & institutions are obligated to allocate funds for student affairs services & programmes IF they enhance student learning & success. Student affairs must demonstrate need & demand in order for funding to be allocated.

Section II: Philosophical underpinnings – Principles, Values & Beliefs Resource Management: 

Section II: Philosophical underpinnings – Principles, Values & Beliefs Resource Management The latest in I.T. must be available to all students & student affairs staff in order to achieve success in pursuing student learning & success goals.

Section II: Philosophical underpinnings – Principles, Values & Beliefs Research and Assessment: 

Section II: Philosophical underpinnings – Principles, Values & Beliefs Research and Assessment We must believe that student affairs practitioners are experts on students, their development and environments. This is critical to our success. Knowledge of students is collected through systematic inquiry including qualitative and quantitative methods.

Section II: Philosophical underpinnings – Principles, Values & Beliefs Research and Assessment: 

Section II: Philosophical underpinnings – Principles, Values & Beliefs Research and Assessment The Student affairs mission should be closely linked to the institutional mission serving as a valuable link between students and their institution. Student affairs staff members serve as role models for our students. We have high expectations of them & must believe that students will learn & be successful.

Next: Section III: Central Role of Professional Preparation and Development: 

Next: Section III: Central Role of Professional Preparation and Development Formal, specialized preparation in student affairs is known to exist only in North America, and in a limited way in the UK, South Africa, and Australia. There are signs that this is changing in Asia and Europe.

Section III: Central Role of Professional Preparation and Development: 

Section III: Central Role of Professional Preparation and Development What are the core competencies for which student affairs practitioners must prepare? Knowledge of Students & Student Culture. Model & Theoretical Framework. Programming. Interpersonal Skills Leadership & Management Skills.

Section III: Central Role of Professional Preparation and DevelopmentKnowledge of Students/Student Culture: 

Section III: Central Role of Professional Preparation and Development Knowledge of Students/ Student Culture Student affairs practitioners must be leaders on campus regarding knowledge of students. Isn’t this a given? Not necessarily – the reward system in higher education is based on research & teaching, not on knowledge of students.

Section III: Central Role of Professional Preparation and DevelopmentKnowledge of Students/Student Culture: 

Section III: Central Role of Professional Preparation and Development Knowledge of Students/ Student Culture Teaching won’t improve until academics know who their students are!!! Student affairs must take responsibility to inform everyone about student characteristics, values, demographics, & aspirations. We do this through analysis of existing data & qualitative & quantitative research.

Section III: Central Role of Professional Preparation and DevelopmentModel/Theoretical Framework: 

Section III: Central Role of Professional Preparation and Development Model/Theoretical Framework Our knowledge of students & their development individually & in groups leads us to creation of a model or framework to help make sense of what we know. Why do we need a model? Because we need to understand & even predict how our programmes and services will impact upon our students.

Section III: Central Role of Professional Preparation and DevelopmentModel/Theoretical Framework: 

Section III: Central Role of Professional Preparation and Development Model/Theoretical Framework Following a research-based model puts us into a creative mode rather than reacting to situation after situation. And we keep feeding into that model to keep it updated & better suited to our needs in serving students. This allows us to view our effort within context of a broader effort & to understand how important our role is in the organization.

Section III: Central Role of Professional Preparation and DevelopmentModel/Theoretical Framework: 

Section III: Central Role of Professional Preparation and Development Model/Theoretical Framework Examples of Student Affairs Models Student Services (focus is on the service & student is viewed as a receptacle that needs to be filled up. Student Development (focus is on students & their physical/psycho-social development in stages). Student Learning (focus on learning & student)

Section III: Central Role of Professional Preparation and DevelopmentProgramming: 

Section III: Central Role of Professional Preparation and Development Programming We need to be able to translate concepts into programs & activities - identifying specific needs & designing programs to meet them. This ensures that other stakeholders can readily understand as well as contextualize the work of student affairs & services staff & that any activity can easily be explained to all concerned.

Section III: Central Role of Professional Preparation and DevelopmentProgramming: 

Section III: Central Role of Professional Preparation and Development Programming Programming skills may need to be highly specialized. General organizational skills are quite appropriate for those working in the area of student activities, for example. More specialized professional skills are required for study & learning skills, student academic success, counseling, health, & career advice.

Section III: Central Role of Professional Preparation and DevelopmentInterpersonal Skills: 

Section III: Central Role of Professional Preparation and Development Interpersonal Skills Student affairs staff must be accomplished in dealing with individuals & possess superior communication skills, including listening. Students are our business!! Staff must understand the growing diversity among student populations. One key to successful programming is the ability to interact easily with a variety of people and personalities.

Section III: Central Role of Professional Preparation and DevelopmentInterpersonal Skills: 

Section III: Central Role of Professional Preparation and Development Interpersonal Skills Failure to seek out and nurture staff in the development of these people skills can have disastrous effects on the climate of any campus. The staff needs to interact on a one-to-one basis with a wide spectrum of students.

Section III: Central Role of Professional Preparation and DevelopmentInterpersonal Skills: 

Section III: Central Role of Professional Preparation and Development Interpersonal Skills Whether the issues involve values clarification, career decisions or leadership development, significant change for students usually comes on a personal level Student affairs & services staff are ideally placed to positively influence this process both with individuals & in the larger context.

Section III: Central Role of Professional Preparation and Development: 

Section III: Central Role of Professional Preparation and Development Summary: Knowledge of students, use of a model & theoretical framework, programming of activities & use of human resources need to be crafted together in order to define, support & expand the mission of student affairs & services. End result will vary depending on local, regional or national circumstances.

Section III: Central Role of Professional Preparation and Development Leadership & Management Skills: 

Section III: Central Role of Professional Preparation and Development Leadership & Management Skills Creating a clear vision, designed to rally and focus efforts of the staff, constitutes the primary task of the individual responsible for overseeing student affairs and services. Among the required competencies the staff needs to master in order to properly carry out the missions of their units are the following: Curriculum development and program design Budget development and resource allocation Program administration Effective operation within the context of institutional governance. 5. Marketing of accomplishments

Section III: Central Role of Professional Preparation and Development Leadership & Management Skills: 

Section III: Central Role of Professional Preparation and Development Leadership & Management Skills Research, evaluation, and assessment; knowledge of students Staff supervision and professional development Strategic planning, mission and vision development Legal dimensions of working with university/college students Integration of appropriate technology into program/service delivery LEADERSHIP REQUIRES EXTENSIVE PREPARATION & HARD WORK!!

Next: Section IV: Research, Evaluation & Assessment – Tools for Strategic Planning: 

Next: Section IV: Research, Evaluation & Assessment – Tools for Strategic Planning Research and Assessment are so important we felt it warranted a separate Section, divided into two parts: Research and Data Collection. Professional Standards.

Section IV: Research, Evaluation & Assessment – Tools for Strategic PlanningResearch and Data Collection: 

Section IV: Research, Evaluation & Assessment – Tools for Strategic Planning Research and Data Collection Student Affairs, like any other profession, must have capacity and willingness to objectively assess & evaluate program and service delivery. Data comparison, benchmarking, service evaluation. Outcomes assessment of student learning initiatives. Research on retention & graduation rates/time to graduation.

Section IV: Research, Evaluation & Assessment – Tools for Strategic PlanningResearch and Data Collection: 

Section IV: Research, Evaluation & Assessment – Tools for Strategic Planning Research and Data Collection Possible areas of study: Trends in student numbers, access. Student funding, income, living expenses, spending habits. Educational support/assistance toward graduation.

Section IV: Research, Evaluation & Assessment – Tools for Strategic PlanningResearch and Data Collection: 

Section IV: Research, Evaluation & Assessment – Tools for Strategic Planning Research and Data Collection Student interests, advising. Study conditions, time studying, leisure time. Needs of married/commuter students.

Section IV: Research, Evaluation & Assessment – Tools for Strategic PlanningResearch and Data Collection: 

Section IV: Research, Evaluation & Assessment – Tools for Strategic Planning Research and Data Collection Internationalization of the student experience. Impact of careers service, health service, social issues on college life. Impact of employment on success in college. Accommodations, eating habits, food service.

Section IV: Research, Evaluation & Assessment – Tools for Strategic PlanningResearch and Data Collection: 

Section IV: Research, Evaluation & Assessment – Tools for Strategic Planning Research and Data Collection An example of a good piece of research: In Germany & the EU, student services agencies have done social surveys of students for decades. Such surveys study social & economic living conditions of students. Excellent research. This type of study should be carried out on a regular basis, at least once every 3-4 years.

Section IV: Research, Evaluation & Assessment – Tools for Strategic PlanningResearch and Data Collection: 

Section IV: Research, Evaluation & Assessment – Tools for Strategic Planning Research and Data Collection Quality data inform theoretical development that, in turn, informs practice & requires further research. This is a never ending cycle for success leading to high quality service/programme delivery.

Section IV: Research, Evaluation & Assessment – Tools for Strategic PlanningNext: Professional Standards: 

Section IV: Research, Evaluation & Assessment – Tools for Strategic Planning Next: Professional Standards A profession must have internally developed standards to be defined as a profession. Student affairs standards exist in as many as 10 countries. Standards give direction & integrity to our activities.

Section IV: Research, Evaluation & Assessment – Tools for Strategic PlanningProfessional Standards: 

Section IV: Research, Evaluation & Assessment – Tools for Strategic Planning Professional Standards Why have Professional Standards*: Promote assessment/improvement through self study. Standards for individual services/programs. *Council for Advancement of Standards (CAS) http://www.cas.edu/

Section IV: Research, Evaluation & Assessment – Tools for Strategic PlanningProfessional Standards: 

Section IV: Research, Evaluation & Assessment – Tools for Strategic Planning Professional Standards Reasons for Developing Professional Standards: Promote assessment & improvement of professional preparation programs. Advance use of standards among professional associations. Promote inter-association cooperation to address quality assurance & professional integrity.

Section IV: Research, Evaluation & Assessment – Tools for Strategic Planning: 

Section IV: Research, Evaluation & Assessment – Tools for Strategic Planning Standards give direction/integrity to our work. Promote assessment & improvement. Promote inter-association cooperation to address quality assurance & professional integrity.

Section IV: Research, Evaluation & Assessment – Tools for Strategic Planning: 

Section IV: Research, Evaluation & Assessment – Tools for Strategic Planning In summary, what do research, evaluation, assessment, and professional standards do for student affairs and services? Data inform theoretical development. Study informs practice & further research. Standards form the basis of what we do. All of this is a never ending cycle for success & high quality service delivery.

Section V: Student Affairs/Services Functions in Higher Education – Professional Services & Programmes Delivered for Enhancement of Student Learning & Success: 

Section V: Student Affairs/Services Functions in Higher Education – Professional Services & Programmes Delivered for Enhancement of Student Learning & Success And now, let us review the specific functions occurring in student affairs First, I want to give you an overall look at ways to organize student affairs & services

Section V: Student Affairs/Services Functions in Higher Education – Professional Services & Programmes Delivered for Enhancement of Student Learning & Success: 

Section V: Student Affairs/Services Functions in Higher Education – Professional Services & Programmes Delivered for Enhancement of Student Learning & Success Let us begin by looking at 2 major models for organization/ delivery of student services: centralized vs. decentralized? Student affairs as a centralized divisional organization within the institution is mostly a western concept, predominantly in North America, the UK, South Africa, some Asian countries, & Australia/New Zealand.

Section V: Student Affairs/Services Functions in Higher Education – Professional Services & Programmes Delivered for Enhancement of Student Learning & Success: 

Section V: Student Affairs/Services Functions in Higher Education – Professional Services & Programmes Delivered for Enhancement of Student Learning & Success The centralized model is becoming the preferred way of organizing. A smaller number of universities decentralize these functions, often by academic college or faculty. The German & French models are unique & will be covered later.

Section V: Student Affairs/Services Functions in Higher Education – Professional Services & Programmes Delivered for Enhancement of Student Learning & Success: 

Section V: Student Affairs/Services Functions in Higher Education – Professional Services & Programmes Delivered for Enhancement of Student Learning & Success Centralized model: coordination of all student services & programs is overseen by a senior student affairs officer (SSAO) called deputy vice chancellor or rector, vice president, dean of students, etc. This officer is responsible for integrating the student affairs concept together with the institutional mission using management & leadership techniques. Important position!

The Senior Student Affairs & Services Officer: 

The Senior Student Affairs & Services Officer Purpose/Functions Institutional officer focusing on students and their needs. Others focus on teaching, research, business functions, development, etc. Must blend this emphasis on students within the mission of institution. Focus is on delivery of student services & programmes.

The Senior Student Affairs & Services Officer: 

The Senior Student Affairs & Services Officer Purpose/Functions Articulates a philosophical framework & mission for student affairs to institution . Develops/maintains structure for delivery of student affairs & services. Supports/advocates/promotes student needs/interests to various constituencies.

The Senior Student Affairs & Services Officer: 

The Senior Student Affairs & Services Officer Purpose/Functions Develops policies congruent with needs of students & institutional values. Develops/allocates resources to carry out mission of student affairs. Develops a framework for student affairs that supports student learning & success.

The Senior Student Affairs & Services Officer: 

The Senior Student Affairs & Services Officer Purpose/Functions Promotes access for students from all economic levels of society. Promotes pluralism, diversity & multiculturalism. Utilizes technology as tools to enhance student affairs programmes & services.

The Senior Student Affairs & Services Officer: 

The Senior Student Affairs & Services Officer Purpose/Functions Serves as integrator of efforts across the institution – common focus on learning. Serves as effective steward of resources provided from all sources. Carries out activities in an ethical fashion.

The Senior Student Affairs & Services Officer : 

The Senior Student Affairs & Services Officer Typical Activities Develops strategic plans & policies. Administers budgets. Conducts/attends meetings with colleagues from across the institution.

The Senior Student Affairs & Services Officer : 

The Senior Student Affairs & Services Officer Typical Activities Advises and works with student leaders. Conducts research on students & their needs. Works toward safe/secure campus environment for students.

The Senior Student Affairs & Services Officer : 

The Senior Student Affairs & Services Officer Typical Activities Gets teaching staff involved in student groups and activities outside classroom. Develops rich/diverse learning communities in conjunction with teaching staff. Handles appeals of student conduct cases

The Senior Student Affairs & Services Officer : 

The Senior Student Affairs & Services Officer Typical Activities Assists students with financial, personal/family concerns. Evaluation/assessment/programme review of all student affairs units. Staff supervision & professional development activities for student affairs.

The Senior Student Affairs & Services Officer : 

The Senior Student Affairs & Services Officer Typical Activities Coordinates student activities & organizations program. Oversees all student affairs units. Serves as student affairs spokesperson & fundraising officer.

The Senior Student Affairs & Services Officer : 

The Senior Student Affairs & Services Officer The job of a Senior student affairs officer sounds nearly impossible (Super Human)! It requires a strong, pertinent professional background & many years of related experiences. The SSAO also needs a little luck to get to the end of a day.

Individual Student Affairs/Services: 

Individual Student Affairs/Services Now to individual/specific student services Because of time limitations, I will focus mostly on specialty student services that may not be as common in Europe or countries outside North America. Some descriptions will necessarily be covered very quickly.

Academic Advising (Educational Counselling): 

Academic Advising (Educational Counselling) Purpose/Functions Assist students in making educational plans consistent with life goals. Provide accurate information on academic progression & degree requirements. Assist in understanding academic policies.

Academic Advising (Educational Counselling): 

Academic Advising (Educational Counselling) Purpose/Functions Help students access campus resources. Help them overcome educational & personal problems. Help increase student retention by serving as a personal contact for students.

Academic Advising  (Educational Counselling) : 

Academic Advising (Educational Counselling) Typical Activities Assist with decision-making and career direction. Help students comply with requirements. Assist in selection of courses/internships.

Academic Advising  (Educational Counselling) : 

Academic Advising (Educational Counselling) Typical Activities Refer students to appropriate resources. Evaluate student progress toward goals. Use research to improve advising processes. Use interest inventories/online resources to assist students in meeting goals.

Admissions: 

Admissions This is the office that reviews student applications & formally accepts student for study. Usually carry out the policies & standards established by boards and/or faculty.

Adult/Non-Traditional Student Services): 

Adult/Non-Traditional Student Services) Purpose/Functions Provide basic services for adult students who may attend at different times & have different needs. Arrange social/cultural activities.

Adult/Non-Traditional Student Services): 

Adult/Non-Traditional Student Services) Purpose/Functions Promote flexible learning options & schedules. Provide places to gather and study. Create special orientation programmes for adult students & their families.

Adult/Non-traditional Student Services: 

Adult/Non-traditional Student Services Typical Activities Advise/counsel adult students individually & in groups. Advocate for adult students. Help them get involved in the institution.

Adult/Non-traditional Student Services: 

Adult/Non-traditional Student Services Typical Activities Set up social activities. Help teaching staff to understand adults. Create unique orientation programmes. Help administrators to understand adult student needs.

Bookstore Services: 

Bookstore Services This usually is a retail store that offers textbooks & academic supplies for sale. Also offers personal items typically needed by students including toiletries/ clothing with institutional logo/seal. Sometimes it is operated by the institution. Other times is found off campus.

Campus Activities/Student Organizations: 

Campus Activities/ Student Organizations Purpose/Functions Provide social/cultural activities that enhance educational/personal development. Also entertainment. Provide student leadership development opportunities. Provide students opportunity to appreciate other cultures.

Campus Activities/Student Organizations: 

Campus Activities/ Student Organizations Typical Activities Recreation – bowling, billiards, canoeing, etc. Arts and culture events. Student government. Social/musical events.

Campus Activities/Student Organizations: 

Campus Activities/ Student Organizations Typical Activities Student leadership education. Student clubs/organizations. Service learning & volunteerism. Religious activities.

Careers Services: 

Careers Services This function is done very well in Europe Provide career counselling and advice regarding a student’s future. Includes information, decision-making, counselling, workshops on employability, job interviews, Curriculum Vitae development, etc.

Chaplaincy/Multi-Faith Services: 

Chaplaincy/Multi-Faith Services These activities often are organized privately, but have a close connection to institution. They could be located on or off campus. The focus may be denominational or inter-denominational. We have a law on faith-based activities in U.S. public institutions: We can’t promote religion or prevent religion.

Counselling Services: 

Counselling Services Purpose/Functions Provide mental health support. Cooperate with health services on prevention & holistic health for students. Developmental as well as remedial treatments.

Counselling Services: 

Counselling Services Purpose/Functions Crisis intervention. Training/consultation for staff. Counsellors, psychologists, social workers Highest standards of care.

Counselling Services: 

Counselling Services Typical Activities Therapy and counselling. Outreach to underserved students. Health workshops. Training site for graduate students.

Counselling Services: 

Counselling Services Typical Activities Crisis hot lines. Group counseling. Intake systems - treatment efficiencies. Consult with teaching staff on tactics to enhance classroom learning.

Developmental Learning Centres: 

Developmental Learning Centres Purpose/Functions Educational support on learning issues. Help students achieve their fullest potential. Help them develop learning skills to make them confident/autonomous learners.

Developmental Learning Centres: 

Developmental Learning Centres Purpose/Functions Work with teaching staff to understand issues of students with learning problems Help teaching staff understand different student learning styles.

Developmental Learning Centres: 

Developmental Learning Centres Typical Activities Consult with teaching staff on learning issues. Deliver workshops/seminars for students. Provide individual learning assistance, e.g., study skills, reading help, help with test taking, etc.

Dining/Food Services: 

Dining/Food Services Food services are fairly similar around the world, but some focus more on nutrition and environmental/organic aspects of food. This is most often the biggest complaint of students no matter which country!!!

Disability Services: 

Disability Services Purpose/Functions Assist students with disabilities to be effective in the university environment. Help with accommodation in the classroom and elsewhere on campus. Provide a central point on campus for students with disabilities.

Disability Services: 

Disability Services Typical Activities Consult with campus officials on access to physical facilities for the disabled. Work with academics to ensure the disabled have fair access to academic instruction – meaning emotional, physical, technical & other kinds of access. Provide individual counselling and assistance.

Financial Aid/Student Employment: 

Financial Aid/Student Employment Help student find financial support to complete their studies. Administer all government and private financial aid programs for students.

Financial Aid/Student Employment: 

Financial Aid/Student Employment Typical Activities Scholarships and grants. Loans. Student employment part time/full time – on/off campus. A good retention tactic!! Financial Counselling.

Health Services: 

Health Services Offer primary health care and information for students, sometimes for staff. Offer health education and wellness promotion for entire institution.

Health Services: 

Health Services Typical Activities Outpatient, primary care with diagnosis, treatment and consultation on general health needs. Specialty clinics in dermatology, orthopedics, minor surgery, gynecology, internal medicine, urology, neurology, etc

Health Services: 

Health Services Typical Activities Outreach health education and wellness. Health insurance. Peer health assistants - training and programmes.

International Student Services: 

International Student Services Providing international students advice & counsel regarding immigration and other government processes. Assist with accommodations, cultural/social activities. Assisting students who wish to get involved in cross border education.

Multi-cultural/Ethnic Minority Student Services: 

Multi-cultural/Ethnic Minority Student Services Purpose/Functions Promote access to higher education for protected classes of people. Provide academic skill building activities for multi-cultural students. Promote an inclusive climate on campus.

Multi-cultural/Ethnic Minority Student Services : 

Multi-cultural/Ethnic Minority Student Services Typical Activities Develop unique programs/services for multicultural students including academic, personal, cultural, social, etc. Create mentoring programs. Advise, counsel & assist multiculturals.

New Student Programmes/Orientation: 

New Student Programmes/Orientation Very important function in a University. Gets students off to good start & leads to better retention & degree completion. Called by several different names: Orientation new student programmes first year experience ongoing orientation

New Student Programmes/Orientation: 

New Student Programmes/Orientation Purpose/Functions Facilitate the transition into the institution. Help new students understand the purposes of higher education/institutional mission & new environment they will be a part of. Assist students with understanding their responsibilities as student.

New Student Programmes/Orientation: 

New Student Programmes/Orientation Purpose/Functions – Quality & timely information. Explain scheduling, registration, policies & services of institution. To learn about themselves. Enhance student retention. Orient parents, guardians, spouses, families.

New Student Programmes/Orientation: 

New Student Programmes/Orientation Typical Activities Conduct workshops & develop publications for new students designed to inform them about institution. Provide opportunity to schedule classes. Sessions on institution services.

New Student Programmes/Orientation: 

New Student Programmes/Orientation Typical Activities Describe key social issues facing students Check students into their housing accommodations. Give students opportunities to interact with other new students, advanced students, and faculty/staff.

Gay/Lesbian/Bisexual/Transgendered Student Services: 

Gay/Lesbian/Bisexual/ Transgendered Student Services Purpose/Functions Provide safe place for these of students. Serve as advocate by encouraging institution to adopt supportive & protective policies. Train faculty/staff on these issues.

Gay/Lesbian/Bisexual/Transgendered Student Services: 

Gay/Lesbian/Bisexual/ Transgendered Student Services Typical Activities Counselling, advising these students. Informing the institution of special needs through training workshops/publications. Conduction research on environment & safety concerns.

Sports/Recreation/Intramurals: 

Sports/Recreation/Intramurals Self explanatory but may differ depending on extent of activities: team sports, athletics, intramural sports, recreation. In many countries, sport is outside the university and part of the community. All designed to educate for life including team play, leadership, skill development, learning to win and lose, etc.

Student Discipline/Student Conduct Standards: 

Student Discipline/ Student Conduct Standards Purpose/Functions To uphold student code of conduct. Educate rather than only administer punishment. Provide due process & fairness to students who are accused of violating the student code of conduct.

Student Discipline/Student Conduct Standards: 

Student Discipline/ Student Conduct Standards An example of how seriously students and universities view the function of student conduct and due process: At the University of Oregon (Eugene, OR – where I live) the University and students have been studying their student conduct code for over 12 years!! The problem: whether students should be subject to penalties for off campus conduct.

Student Discipline/Student Conduct Standards: 

Student Discipline/ Student Conduct Standards Typical Activities Education students, faculty & staff regarding the judicial system on campus. Training of student tribunals as well as staff involved. Holding hearings & appeals. Providing support for accused students.

Student Housing/ Accommodations/Residential Life: 

Student Housing/ Accommodations/Residential Life Purpose/Functions/Activities Provide safe, comfortable, clean on campus student accommodations. Maintain & develop excellent facilities. Provide living/learning environment.

Student Housing/ Accommodations/Residential Life: 

Student Housing/ Accommodations/Residential Life Purpose/Functions/Activities Administer student conduct system within residences. Have students involved in their own governance structure in the residences. Have students plan social/cultural events.

Student Housing/ Accommodations/Residential Life: 

Student Housing/ Accommodations/Residential Life Purpose/Functions/Activities Provide training for staff at all levels including student staff. Plan, evaluate, assess all programs. Provide special facilities such as fitness centers, kitchens, recreation, classrooms.

Student Registration/Records: 

Student Registration/Records Purpose/Functions Self explanatory and includes registration for courses/classes, future planning for degree programs, and keeping of all grades, schedules, changes in address or courses, and transcripts of students

Women’s Centre: 

Women’s Centre Purpose/Functions Provide safe psychological/physical campus environment/climate for women. Create programs designed to include women & help them to be successful as students. Consult with staff and the general public about issues for women. Utilize women peer leaders in Centre programs.

Women’s Centre: 

Women’s Centre Typical Activities Individual support/counselling on an ongoing basis & in crises. Operating a physical women’s centre. Offer workshops, conferences, activities of a social/cultural/academic nature for women.

Women’s Centre: 

Women’s Centre Typical Activities Advocate for women in the decision making processes on campus & in hiring women for key academic and administrative positions. Need for role models. Organize events promoting women’s rights & issues.

Web-Based Student Services: 

Web-Based Student Services A relatively new student affairs phenomenon is web-based or online student services. This means delivery of a service almost entirely online. Examples: Admissions, Orientation, Academic Advising, Registration, Financial Aid, Career Services, Tutoring, Testing, and some forms of Counselling. Much of this started because of the need for Distance Learning Student Specific Services.

Web-Based Student Services: 

Web-Based Student Services Here is a professional development workshop being held in June: Best Practices in Web-Based Student Services: Providing Support for Learning An Interactive Team-Based Workshop Co-Sponsored by the Western Cooperative for Educational Telecommunications (WCET) and The Higher Learning Commission in the U.S. www.ncahlc.org/download/WCETJune06.pdf

Section VI: Higher Education Student Affairs & Services Resources & Contacts Around the World: 

Section VI: Higher Education Student Affairs & Services Resources & Contacts Around the World Africa Asia/Pacific Rim Europe Latin America/Caribbean Middle East North America

Review of Student Affairs/Services in various parts of the world: 

Review of Student Affairs/Services in various parts of the world Africa Student affairs functions occur, but seldom are they organized as they are in western countries. Most are severely under funded. American University in Cairo utilizes a western model. Deans of Students are appearing in universities in Botswana, Tanzania, Kenya.

Review of Student Affairs/Services in various parts of the world: 

Review of Student Affairs/Services in various parts of the world South Africa South African model well developed & along the lines of the Commonwealth & western models. They are still under funded, but making progress. Several function-specific professional associations already developed.

Review of Student Affairs/Services in various parts of the world: 

Review of Student Affairs/Services in various parts of the world South Africa Campus Protection Society of Southern Africa (CAMPROSA). Website: (http://www.camprosa.co.za/) National Association for Student Development (NASDEV). Website: (http://www.nasdev.org.za/)

Review of Student Affairs/Services in various parts of the world: 

Review of Student Affairs/Services in various parts of the world South Africa Financial Aid Practitioners of South Africa (FAPSA). Contact: Jameson Ngomane, President. Email: (ngomanej@nu.ac.za). South African Association of Campus Health Services (SAACHS). Contact: Antoinette Goosen, SAACHS Chair. Email: (antoinette.goosen@upe.ac.za).

Review of Student Affairs/Services in various parts of the world: 

Review of Student Affairs/Services in various parts of the world South Africa South African Association of Senior Student Affairs Professionals (SAASSAP). Contact: Prof. R.C. Bodibe, President. Email: (cbodibe@unisa.ac.za). South African Student Sports Union (SASSU). Website: (http://www.sassu.org.za/)

Review of Student Affairs/Services in various parts of the world: 

Review of Student Affairs/Services in various parts of the world South Africa Student Counselling Society of Southern Africa (SCSSA). (http://www.upe.ac.za/counselling/sscsa.html) New associations are being formed for Campus Student Judicial Officers & Student Housing Officers.

Review of Student Affairs/Services in various parts of the world: 

Review of Student Affairs/Services in various parts of the world Asia/Pacific Rim Most Asian countries utilize the student services model as opposed to the student development model of the west. Australia/New Zealand student affairs developed more in the western & Commonwealth tradition.

Review of Student Affairs/Services in various parts of the world: 

Review of Student Affairs/Services in various parts of the world Asia/Pacific Rim I am delivering a paper at the APSSA conference be to held in Singapore in June. Conference Theme: Student Affairs – Empowering Students to Meet the Challenges of Globalisation Their website: http://www.nus.edu.sg/osa/apssa/ If you are interested in contacts in this part of the world, let me know.

Review of Student Affairs/Services in various parts of the world: 

Review of Student Affairs/Services in various parts of the world Europe The concept of student affairs is still evolving along with that of the European Union. The European Space for Higher Education plan (Bologna Declaration) is a remarkable commitment to become among the best higher education systems in the world.

Review of Student Affairs/Services in various parts of the world: 

Review of Student Affairs/Services in various parts of the world The only problem I see: nothing has been said about the role that student affairs & services practitioners can play in making cross border education effective, efficient, & safe. The skills I mentioned earlier about student affairs lend themselves especially to this effort in the EU. I have been in contact with the International Association of Universities (IAU) about involving student affairs practitioners in cross border education & other important issues that student affairs could help resolve.

Review of Student Affairs/Services in various parts of the world: 

Review of Student Affairs/Services in various parts of the world Germany A unique model: Deutsches Studentenwerk, the National Student Affairs organ in Germany, coordinates activities with 61 regional student affairs entities. The unique aspect is that studentenwerke are organized OUTSIDE the universities and colleges. Coordinate with & provide student services to students of all institutions in their region.

Review of Student Affairs/Services in various parts of the world: 

Review of Student Affairs/Services in various parts of the world Germany Services offered include food, accommodations, health, culture, sport, international students, scholarships and financial aid, disability services, student leadership and counseling/therapy services. URL - www.studentenwerke.de/

Review of Student Affairs/Services in various parts of the world: 

Review of Student Affairs/Services in various parts of the world France - The French delivery system is much like that of Germany (they would disagree with this statement, however!!). On the national level is CNOUS - Centre National des Oeuvres Universitaires et Scolaires (National Centre for Student Services) Coordinates activities with the 30 regional units called CROUS - Centre Regionale des Œeuvres Universitaires et Scolaires (Regional Centres for Student Services).

Review of Student Affairs/Services in various parts of the world: 

Review of Student Affairs/Services in various parts of the world France Services offered include housing, jobs, eating facilities, student grants, international students, social services, sport, culture, leisure, & information on higher education curricula in Europe (student mobility). URL - www.cnous.fr/

Review of Student Affairs/Services in various parts of the world: 

Review of Student Affairs/Services in various parts of the world Germany and France So, these two countries are very unique in their delivery of student affairs and services. The delivery system is made up of government-based regional units serving all institutions within their region. They have strong ties to their regional locale, but are coordinated nationally.

Review of Student Affairs/Services in various parts of the world: 

Review of Student Affairs/Services in various parts of the world European Regional Organizations European Association of Campus Security (EACS). Website: http://www.euro-campus-secur.org/english/bylaws.htm Education (EAIE). Website: http://www.eaie.nl/ European Council for Student Affairs (ECStA). Website: http://www.ecsta.org/

Review of Student Affairs/Services in various parts of the world: 

Review of Student Affairs/Services in various parts of the world European Forum for Student Guidance (FEDORA) Website: http://www.fedora.eu.org/cms/ShowPage/Home_page/English_pages/Introduction/p!eiag Higher Education Accessibility Guide (HEAG). Website: http://www.european-agency.org/heag/index.html

Review of Student Affairs/Services in various parts of the world: 

Review of Student Affairs/Services in various parts of the world My question for you (and me): where is the European Association of Student Orientation and Information Services? I know you have made contact with French and UK groups.

Review of Student Affairs/Services in various parts of the world: 

Review of Student Affairs/Services in various parts of the world European Regional Organizations I would be glad to assist in organizing such a group if it does not already exist. The National Orientation Directors Association (NODA) in the U.S. is a very active group that could help. URL - http://www.nodaweb.org/

Review of Student Affairs/Services in various parts of the world: 

Review of Student Affairs/Services in various parts of the world Latin America/Caribbean The continent nearest to North America is the least understood by Americans. Student affairs functions are carried out, of course, but they are not organized like they are in the west. Mexico has some private institutions with student affairs divisions. I need to find out more about this part of the world.

Review of Student Affairs/Services in various parts of the world: 

Review of Student Affairs/Services in various parts of the world North America Canada & the United States have the most highly specialized student affairs organizations in the world. Reasons: we are more affluent, students are less mature, & we have a tradition of making life easier for those seeking higher education. We can talk more about this during the discussion time & my stay here at the SIOU Congress.

Student Affairs/Services Resources around the World: 

Student Affairs/Services Resources around the World Before we discuss the future of student affairs, let me introduce to you my organization: the International Association of Student Affairs & Services (IASAS). IASAS is an informal network of student affairs practitioners around the world. It is maintained by me personally & I continuously try to get more formal status for the organization by getting others to help create an organization on a global level.

Student Affairs/Services Resources around the World: 

Student Affairs/Services Resources around the World My rationale for initiating an international student affairs association: We need to begin to address new issues that are international in scope such as: access to higher education funding for students health and security concerns

Student Affairs/Services Resources around the World: 

Student Affairs/Services Resources around the World Global leadership deficiencies. Also the need for more trained workers to fuel globalization. International service learning initiatives. Cross border education & the role of student affairs in making such efforts as the Bologna Declaration more successful for students. Internationalisation and globalisation.

Student Affairs/Services Resources around the World: 

Student Affairs/Services Resources around the World IASAS website: http://iasas.ehs.ufl.edu/ Description of IASAS, its purposes and professional services Definition of student affairs/services Student services resources & events worldwide

Student Affairs/Services Resources around the World: 

Student Affairs/Services Resources around the World The IASAS website also includes: International exchange opportunities Links to higher education student affairs related organizations, associations and government groups. Links to student organizations; calendars of events. Take a look. I think you will see how student affairs has gone global.

The Future of Student Affairs: 

The Future of Student Affairs Student Affairs is growing in respect and quality around the world. These staple services must become even more effective, especially when they become more closely related to student learning & success.

The Future of Student Affairs: 

The Future of Student Affairs Having top quality and timely information delivered to students will grow in importance. We must teach students to seek out information in a timely way and through trusted sources. This is what you do in SIOU.

The Future of Student Affairs: 

The Future of Student Affairs Student affairs/services no longer is viewed as a marginal part of the higher learning enterprise. We impact positively on student retention and movement toward graduation. We do that because we meet student needs and have high expectations of their ability to learn.

The Future of Student Affairs: 

The Future of Student Affairs Our new emphases on student learning through service, leadership, experiential opportunities, cross culture sensitivity, cross border education, and interpersonal proficiency are increasingly respected by academia.

The Future of Student Affairs: 

The Future of Student Affairs We are beginning to discover a worldwide web of connections among other student affairs staff who serve students as their first love. I commend SIOU for doing this. There is a need for staff support & development to stay current in our field & to form professional partnerships & personal friendships that will change the world through increased understanding.

The Future of Student Affairs: 

The Future of Student Affairs It is up to us to become professional in our work & competent in our work with students. Our future for student affairs begins today!!

SIOU Congress 2006La Laguna, España: 

SIOU Congress 2006 La Laguna, España Again, my gratitude goes out to each of you for making this experience possible for my wife and me. May 2006 bring happiness to you and peace to everyone around the world. Best wishes for a successful SIOU Congress!

Roger B. LudemanExecutive DirectorInternational Association of Student Affairs and Services (IASAS)5330 Nectar WayEugene, Oregon 97405Tel/Fax: 541-484-0706Email: iasas@hotmail.comIASAS Website: http://iasas.ehs.ufl.edu/: 

Roger B. Ludeman Executive Director International Association of Student Affairs and Services (IASAS) 5330 Nectar Way Eugene, Oregon 97405 Tel/Fax: 541-484-0706 Email: iasas@hotmail.com IASAS Website: http://iasas.ehs.ufl.edu/