Jasmine Jennings- Week 2- Office of the Registrar

Activities:

•  Reviewed the office website
•  Created satisfaction survey for the office through Qualtrics
• Created a “draft” website through weebly.com to create a website based off of what information was received from the survey
• Reviewed other SEC registrar websites
•  Shadowed the NCAA Compliance Assistant and learned of what his position entailed
• Attended the Academic Deans Counsel Committee
• Attended the Housing Occupancy meeting

Reflections on Practice:

1. One of the first lessons I learned was from the Dean’s Counsel Committee. Like I said before in class, I was completely underdressed when I’m normally overly dressed! But it made me realize that these are important people who make important decisions where they have to always be “on.” For me, I’ve always live by the philosophy but actually interacting with the Deans showed that was something they’ve mastered to be taken seriously. In order to be the part, you have to look the part because who would take Joe Schmoe seriously? Not me. But something as little as appearance set the tone for an environment where the important people are to be taken seriously from first glance or impressions.
2. The second lesson I learned from the Dean’s Counsel Committee is how seasoned adults and professionals (I use both words purposefully) used discourse to get their points across. Even though we were talking about topics so small, the ways the group navigated conversation with ease is something I really valued. When some Deans disagreed on some topics, it wasn’t an argument. It wasn’t a challenge. And it definitely wasn’t distasteful. The conversation, whether disagreement or agreement flowed and it were natural. Feedback, suggestion, feedback, suggestion, and more feedback sounded professional without attacking. Without getting frustrated, without any back and forth.
3. The final lesson that I really enjoyed were the Deans acceptance of me in their meeting. A few of the Deans, particularly the women, welcomed me into the group and was even worried that I didn’t eat lunch with them (food was provided at the meeting). And even when I spoke up in the meeting for 2 minutes, they all listened and even one of the Deans cosigned with me! It made me realize that even though these individuals may have worked themselves up the ladder, I got the vibe that students do matter. Although their jobs may pull them away from students and even faculty, the student-centered focus is still there and that students matter. It was really awkward for me at first to be at the meeting, but I was embraced and I appreciate that.

Textbook Application

In the textbook chapter five, Amey and Reesor (2009) talk about understanding the academic and student affairs cultures and draws out the values that each division represents. In reading about their view of Understanding Both Cultures, the authors talked about how faculty identify more with the discipline than the university and with student affairs practitioners it is the opposite (Amey and Reesor, 2009).

What's interesting about that passage is that when I sat at the Deans' Counsel meeting, the Deans really did identify with their fieldwork and offered input from the standpoint of their discipline. None of the committee members talked about the university as a whole or relate to the grand scheme of things. This showed that through Academic Affairs, their faculty only see students through a compartmentalized view of the learning experience. So when these Deans engage in discourse, the Deans are only looking through a lens that will benefit their field or department rather than a holistic student experience. It shows how seriously competitive the academy is in making sure that its own (faculty and students) are being represented whereas Student Affairs works collectively to build a whole experience.

Theory:

In a joint report from the American Association for Higher Education, American College Personnel Association, and National Association of Student Personnel Administrators (1998) can up with the following principle for powerful partnerships between faculty and staff for student learning:

"Learning is strongly affected by the educational climate in which it takes place: the settings and surroundings, the influences of others, and the values accorded to the life of the mind and to learning achievements.

After sitting in the Deans' Counsel, I finally had a small glimpse of a larger picture into Academic Affairs. After having this experience, I thought about how different to the conversation was from Student Affairs but the committee remained focused on students (and faculty). With that being said, any institution has to foster an educational environment that uses both housing (SA and AA) to make the college student experience rewarding. To foster this productive climate, the institution has to:

1. Value academic and personal success
2. Involve ALL stakeholders
3. Make student learning a responsibility of both faculty and staff
4. Incorporate academic and development goals into the school's mission
5. Create communities where students feel valued (AAHE, ACPA, NASPA, 1998).

The student experience encompasses intellectual and developmental achievements, but both houses need to work together to create the student that society desires.

References:

Amey, M., & Reesor, L. (2009). Beginning your journey: A guide for new professionals in student                affairs (3rd Ed). Washington, DC: National Association of Student Personnel Administrators. 

American Association for Higher Education, American College Personnel Association, & National Association for Student Personnel Administrators (1998). Powerful partnerships: A shared responsibility