Document Type
Article
Publication Version
Published Version
Publication Date
2001
Journal or Book Title
Journal of College Student Development
Volume
42
Issue
4
First Page
359
Last Page
377
Abstract
Over the last decade a number of reports have been issued by the leading student affairs associations, particularly the American College Personnel Association and the National Association of Student Personnel Administrators, in an attempt to shape the future direction of the student affairs profession. Reports such as the Student Learning Imperative (SLI) (ACPA, 1996), Principles of Good Practice (ACPA/ NASPA, 1997), and Poweiful Partnerships (Joint Task Force, 1998) have been hailed for introducing a new student affairs philosophy focused on student learning and encouraging collaboration between student and academic affairs professionals . Certainly these reports have had the effect of energizing student affairs professionals and providing a rallying call for the field. For instance, the SLI was featured in a special issue of the Journal of Student Development (1996). Included in that issue were reaction papers prepared by several prominent scholars discussing implications of the SLI for student affairs scholarship and practice. In addition, a cursory review of the ACPA conference programs for the last several years highlights the number of collaborative initiatives that have been developed between student affairs and academic affairs professionals as well as the increased focus on student learning as an outcome.
Copyright Date
2001
Language
en
File Format
application/pdf
Recommended Citation
Evans, Nancy J. and Reason, Robert D., "Guiding Principles: A Review and Analysis of Student Affairs Philosophical Statements." (2001). Education Publications. 22.
https://lib.dr.iastate.edu/edu_pubs/22
Included in
Higher Education Commons, Other Education Commons, Social and Philosophical Foundations of Education Commons, Student Counseling and Personnel Services Commons
Comments
This article is from Journal of College Student Development; July-August 2001;42(4); 359-377. Post with permission.