I found a gem this morning as I was reading through my digital copy of Leadership Exchange (which is available to members only and another great reason to join a professional organization like NASPA).
The gem was this – a letter to the editor from James Appleton, president emeritus, University of Redlands. Although I am not a U of R alum, my family holds strong ties to the university because my dad, my mom, my sister, and several aunts and uncles all graduated from this private liberal arts college in southern California.
In his letter to the editor, Appleton makes a case to close the gap that exists between the two groups of professionals on campus who work most closely with students. He calls for a “new paradigm” or ”a clearer vision that brings the resources of faculty and student life personnel in a more effective partnership.”
The relationship between academic affairs and student affairs may not receive as much attention as retention or inclusive excellence, but its impact can be just as great for students.
Ever since I stepped foot on campus as a student affairs professional I have seen and felt the real “division” between the Division of Student Affairs and Academic Affairs. Of course, this is a historical challenge that has been going on ever since universities adopted the doctrine in loco parentis (“in the place of a parent”). As many student affairs professionals learn in graduate school, the role of student affairs shifted in the 1960′s from discipline and authority to a focus on coordinating of campus life and education outside of the classroom.
Appleton’s comments resonated with me because I often feel like I have my foot in both camps. In my role as a service-learning coordinator, I serve as a liaison between academic affairs and student affairs. Many faculty have limited interactions with student affairs and are unfamiliar with the variety of services and programs offered; not surprisingly, student affairs professionals often feel misunderstood and unappreciated by faculty.
I chose to pursue my Ph.D. because I wanted to leave the door open to academic affairs. My experiences as an instructor, as well as my personal experiences in education, have given me an appreciation for the transformative effect of a rigorous academic curriculum. And, my interactions with students outside the classroom have confirmed the importance of reinforcing the academic components through additional opportunities for student development.
I see the changes taking place in education and realize, like Appleton points out, that faculty are no longer the “holders” of knowledge but rather are becoming the “facilitators” of the learning process. Therefore, in the academic world, understanding student development theory, the learning process, and factors for success are critical supplements to a strong knowledge base in the academic field.
The gap between Academic Affairs and Student Affairs will not be bridged overnight. As Appleton points out, the key is to embrace both formal and informal administrative and structural approaches and build collaboration among faculty leadership and student affairs professionals. At the center of these collaborations will be professionals who understand the value of both academic affairs and student affairs.