This site uses cookies to improve your experience. To help us insure we adhere to various privacy regulations, please select your country/region of residence. If you do not select a country, we will assume you are from the United States. Select your Cookie Settings or view our Privacy Policy and Terms of Use.
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Used for the proper function of the website
Used for monitoring website traffic and interactions
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Strictly Necessary: Used for the proper function of the website
Performance/Analytics: Used for monitoring website traffic and interactions
A: I was a first-generation college student from a small coal-mining community in east Kentucky. Reed spoke with Inside Higher Ed about his cross-departmental work and a new initiative at Montana to match course objectives with professional experience. Q: What led you to your career in higher education?
You respect the time they commit to serving students. well, a little like betrayal. Never mind that assessment can be a land mine when we’re talking about funding and resources. To use our power to present information that in any way negates that work feels ….
My question now became—why is studentaffairs not at the center of faculty development? Why is studentaffairs not leading faculty development work? It would be activist thing to do (please see Chapter 2 of mine of the same book mentioned above). When I deployed this framework on the questions above (i.e.,
By Katie Gaither – Director of Student Engagement – Office of StudentAffairs Nearly 25% of CCS students are first-generation college students (otherwise known as “first-gens”)! Each first-gen student has a story worth understanding, sharing, and celebrating. Today I share mine with you.
Cooper Medical School of Rowan University Fostering sense of belonging among Black undergraduate students Melissa McGuire, Ph.D., Cooper Medical School of Rowan University Fostering sense of belonging among Black undergraduate students Melissa McGuire, Ph.D.,
Carrie has lived her professional career in service to higher education staff, students, and faculty. Prior to founding her full-time coaching practice, Carrie served as senior studentaffairs officer at two institutions; throughout her career in higher education, she has supervised all traditional areas in the field of studentaffairs.
Based out of Jersey City, New Jersey he holds a Master of Higher Education and StudentAffairs from the University of Connecticut. Louis is passionate about higher-ed and studentaffairs. Not just for students, but also for campuses, and community partners. What is it in this new adventure that drives/excites you?
We organize all of the trending information in your field so you don't have to. Join 5,000+ users and stay up to date on the latest articles your peers are reading.
You know about us, now we want to get to know you!
Let's personalize your content
Let's get even more personalized
We recognize your account from another site in our network, please click 'Send Email' below to continue with verifying your account and setting a password.
Let's personalize your content