Integrity in Student Development

Autor/inn/en	Roberts, Dennis C.; Banta, Trudy W.
Titel	Integrity in Student Development
Quelle	In: New Directions for Student Services, (2011) 135, S.53-65 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-7970
DOI	10.1002/ss.404
Schlagwörter	Foreign Countries; Integrity; Student Development; Student Personnel Services; Resource Allocation; Educational Principles; Administrators; College Administration; Educational History; Educational Trends; Educational Assessment; Accountability; Theory Practice Relationship; Interviews; Australia; North America; United Kingdom; United States + Suchen Sie Ihr Suchwort? Ausland; Integrität; Ressourcenallokation; Bildungsprinzip; College administrators; Hochschulverwaltung; History of education; Bildungsgeschichte; Bildungsentwicklung; Education; assessment; Bewertungssystem; Verantwortung; Theorie-Praxis-Beziehung; Interviewing; Interviewtechnik; Australien; Nordamerika; Großbritannien; USA
Abstract	The quest for integrity in practice and theory has been part of the evolution of student personnel work all the way back to the turn of the 20th century. This chapter seeks to take stock of the question of integrity in relation to one of the core knowledge bases used by those engaged in student affairs work today--student development. The authors define the key terms they will use at the beginning of this chapter in order to demonstrate the importance of theory to practice work that should be informed by assessment. The next section will describe the historic context for student affairs and how student development came to be one of the primary areas of focus in the 20th century. Based on his administrative experiences, Denny Roberts will explore how theory informs practice and vice versa in resource allocation. Trudy Banta will then explain how assessment has emerged as a central area of concern and focus for demonstrating accountability, and therefore integrity, in both student and academic affairs on the contemporary campus. Her principles of assessment practice will serve as a rubric to determine, at least in this example, whether theory and practice are effectively being utilized to advance assessment work in higher education. In a final reflection, both offer insights on student development and assessment, and their relationship to each other in the current practice of faculty and student affairs staff. This section offers potential accomplishments and challenges as they seek greater integrity in the practice of student affairs. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10