The Direction and Strategies The Direction and Strategies for Student Affairs for Student Affairs DevelopmentDevelopment

In main 3 issues:In main 3 issues:InternationalizationInternationalizationResearchResearchQuality Assurance System Quality Assurance System

On May 1On May 1stst, 2007, 2007By Rev. Bro. Bancha SaenghiranBy Rev. Bro. Bancha Saenghiran

PresidentPresident

Student DevelopmentStudent Development

MindsMinds must be developed in must be developed in relation to the use of reason, and relation to the use of reason, and charactercharacter must be developed in must be developed in relation to relation to passionspassions and and feelingsfeelings. .

Aristotle Aristotle

Student Affairs ConceptStudent Affairs Concept

Au organizes campus activities in Au organizes campus activities in ways that they consider develop ways that they consider develop students most effectivelystudents most effectively..

What do we wish students What do we wish students to be and to become.to be and to become.

The desired ends are:The desired ends are:

I.I. mastery of skills needed for a mastery of skills needed for a specific careerspecific career

II.II. moral and civic responsibilitymoral and civic responsibility

III.III. character development and character development and religious formationreligious formation

In varying degrees of intentionality,In varying degrees of intentionality,

colleges pay attention to thecolleges pay attention to the

Interior livesInterior lives of students: of students:• Values, spirituality, identity, Values, spirituality, identity,

purpose and meaningpurpose and meaning

Exterior LivesExterior Lives::• Observable patterns of behaviorObservable patterns of behavior

Au ’s commitment to the holistic Au ’s commitment to the holistic maturing of students maturing of students (body, mind, (body, mind, and spirit)and spirit)

• dual goals of dual goals of formingforming and and informinginforming students while in students while in collegecollege

The spectrum includes …The spectrum includes …

1.1. Vocational knowledge and skillsVocational knowledge and skills2.2. Professional practices and skillsProfessional practices and skills3.3. Intellectual, critical thinking and reasoningIntellectual, critical thinking and reasoning4.4. Academic, disciplinary, and interdisciplinary Academic, disciplinary, and interdisciplinary

knowledgeknowledge5.5. Physical well-beingPhysical well-being6.6. Social responsibilitySocial responsibility7.7. Civic and political responsibilityCivic and political responsibility8.8. Moral and ethical responsibilityMoral and ethical responsibility9.9. Personal values and characterPersonal values and character10.10. Self-awareness, self-authorship, and identitySelf-awareness, self-authorship, and identity11.11. SpiritualitySpirituality12.12. Faith and the practice of faithFaith and the practice of faith13.13. Religious commitment, conviction and world viewsReligious commitment, conviction and world views

Who should develop students?Who should develop students?

• All are involvedAll are involved• It is faculty who may have the most significance It is faculty who may have the most significance

influence on college studentsinfluence on college students• Relationships among students and faculty form Relationships among students and faculty form

the care of the college experiencethe care of the college experience• The most often mentioned major responsibilities The most often mentioned major responsibilities

of a faculty member are …of a faculty member are …• Teaching, research, and serviceTeaching, research, and service

• Teaching is at the heart of what it means to be a Teaching is at the heart of what it means to be a faculty member (creators of knowledge and faculty member (creators of knowledge and information)information)

The present emphasisThe present emphasis

To prepare students for the To prepare students for the workforceworkforce and their and their careerscareers

Without much consideration for Without much consideration for preparation for lifepreparation for life and their future and their future roles as roles as citizenscitizens,, family membersfamily members, and , and professionalsprofessionals..

Two opposing EndsTwo opposing Ends ((Dilemmas)Dilemmas)

• Individual gain Individual gain VS the Public good VS the Public good

• FaithFaith VS Knowledge VS Knowledge

• Compartmentalization VS CommunityCompartmentalization VS Community

The responsibility of fostering the The responsibility of fostering the social, religious, ethical, and social, religious, ethical, and religious formation of students have religious formation of students have been left to the professionals in “ been left to the professionals in “ Student AffairsStudent Affairs ” and ” and Campus Campus MinistryMinistry extracurricular extracurricular programmesprogrammes

Personal Investment TheoryPersonal Investment Theory

I.I. To be personally invested is to To be personally invested is to be involved, motivated, be involved, motivated, persistent, engaged in activities, persistent, engaged in activities, intense and intensive, and to intense and intensive, and to have patterns of behavior that have patterns of behavior that are noticeable to others. are noticeable to others.

Personal Investment Theory Personal Investment Theory (Cont.)(Cont.)

II.II. Students are personally invested when Students are personally invested when

they use their time, talents, gifts, and they use their time, talents, gifts, and

energy to achieve something, whether in energy to achieve something, whether in

the classroom, the residence hall ,on the the classroom, the residence hall ,on the

playing field, in a social service agency, playing field, in a social service agency,

or among family and friends.or among family and friends.

ConclusionConclusion

i.i. Students make choices about Students make choices about where to spend their time and where to spend their time and what to become engaged in , what to become engaged in , “depending on the meaning these “depending on the meaning these activities have for them.”activities have for them.”

Machr & Braskamp,Machr & Braskamp,

1986,p.62 1986,p.62

ConclusionConclusion (Cont.) (Cont.)

ii. An authentic and purposeful life involves…ii. An authentic and purposeful life involves…

• connecting commitments and behaviors;connecting commitments and behaviors;• a student selects activities that reflect a a student selects activities that reflect a

sense of self and purpose.sense of self and purpose.

Persons invest their time, talents, and Persons invest their time, talents, and

energy into what they do because it isenergy into what they do because it is

meaningfulmeaningful to them. to them.

“ “ Student AffairsStudent Affairs “ should pay “ should pay more attention to helping students more attention to helping students develop their develop their vocationvocation in life. in life.

VocationVocation: implies more than : implies more than earning a living or having a earning a living or having a career.career.

It implies having It implies having a callinga calling : : knowing who one is, what are knowing who one is, what are believes, what one values, and believes, what one values, and where one stands in the world.where one stands in the world.

KPIKPI

TheThe time andtime and energy students devote energy students devote to educationally purposeful activities is to educationally purposeful activities is the single best predictor of their the single best predictor of their learning and personal development.learning and personal development.

Campus Environment:Campus Environment: (4C (4C Framework)Framework)

Students’ socio–cultural frameworkStudents’ socio–cultural framework

1. Culture 3. Co – curriculum, and1. Culture 3. Co – curriculum, and

2. Curriculum 4. Community2. Curriculum 4. Community

Who do we intend to be Who do we intend to be ??

BeingBeing rather than rather than doingdoing is the core is the core theme.theme.

How to strike a proper balance in the How to strike a proper balance in the shaping students’ cognitive , personal, shaping students’ cognitive , personal, social, and faith development while social, and faith development while responding to internal and external responding to internal and external pressures in a challenging task.pressures in a challenging task.

To chart our future :To chart our future :

Firm FoundationFirm Foundation InternationalizationInternationalization ResearchResearch QAQA