Student Affairs Effect on Student Leaders
Student Affairs Effect on Student Leaders
Student leaders represent a powerful resource for student affairs professionals. Student leaders create the potential for more effective programming and personally benefit from their experiences as they develop critical skills in which they will carry into their future.
Organize a meeting with a group of 4-8 students from your field experience site, making sure to receive guidance from your site supervisor. The meeting will seek to understand the student leader perspective of student affairs contributions at their institution.
Possible questions to ask students include, but are not limited to:
What are the most unique and significant contributions student affairs makes when compared to other campus partners (academics, athletics, enrollment, etc.)?
Why are student leaders essential to accomplishing the mission and goals of student affairs?
How do you think student leadership prepares and positively affects student leaders?
What are some potential challenges with utilizing student leaders in student affairs? Provide examples.
Spend any remaining field experience hours observing and assisting your site supervisor.
Following the student meeting and your observations, write a 500-750 word summary reflecting upon the following:
Do student leader perspectives align with or contradict the empirical evidence identified in Topic 2?
Why do you think students have the perspective they do?
How would you go about addressing some of the issues that surfaced based on your feedback from students?
How do you help future student leaders understand the limits of their scope based on their role as a student leader versus a professional staff member, while still being encouraging?
What did you learn about students perceptions of how they are benefiting from student leadership? How do you plan to incorporate this feedback into your future professional practice ?
APA format is not required, but solid academic writing is expected.
Student Affairs Effect on Student Leaders
Student Leader Perspectives
15.0
Not addressed.
Evaluation of how the student leader perspectives align with or contradict the empirical evidence identified in Topic 2 is inappropriate or invalid.
Evaluation of how the student leader perspectives align with or contradict the empirical evidence identified in Topic 2 is vague.
Evaluation of how the student leader perspectives align with or contradict the empirical evidence identified in Topic 2 is appropriate and well supported.
Evaluation of how the student leader perspectives align with or contradict the empirical evidence identified in Topic 2 is thorough and professional.
Students Perspectives
15.0
Not addressed.
Evaluation of why students have the perspectives they do is insufficient or invalid.
Evaluation of why students have the perspectives they do is unclear.
Evaluation of why students have the perspectives they do is clear and detailed.
Evaluation of why students have the perspectives they do is thorough and insightful.
Issues
15.0
Not addressed.
Suggestions on how to address some of the issues that surfaced based on the feedback from students are unrealistic, unintelligible, or invalid.
Suggestions on how to address some of the issues that surfaced based on the feedback from students are ambiguous.
Suggestions on how to address some of the issues that surfaced based on the feedback from students are sound and appropriate.
Suggestions on how to address some of the issues that surfaced based on the feedback from students are comprehensive and innovative.
Understanding the Limits of Student Leaders Scope
20.0
Not addressed.
The explanation of how to help future student leaders understand the limit of their scope based on their role as a student leader versus a professional staff member while still being encouraging is inadequate.
The explanation of how to help future student leaders understand the limit of their scope based on their role as a student leader versus a professional staff member while still being encouraging is unclear.
The explanation of how to help future student leaders understand the limit of their scope based on their role as a student leader versus a professional staff member while still being encouraging is sound and appropriate.
The explanation of how to help future student leaders understand the limit of their scope based on their role as a student leader versus a professional staff member while still being encouraging is insightful and professional.
Future Professional Practice
20.0
Not addressed.
Reflection on student responses about their insights on the benefits gained from student leadership is inappropriate or unsubstantial. Insights on what will be incorporated into future practice as a student affairs professional are not included.
Reflection on student responses about their insights on the benefits gained from student leadership is superficial. Insights on what will be incorporated into future practice as a student affairs professional are vague.
Reflection on student responses about their insights on the benefits gained from student leadership is descriptive. Insights on what will be incorporated into future practice as a student affairs professional are clear and appropriate.
Reflection on student responses about their insights on the benefits gained from student leadership is superior. Insights on what will be incorporated into future practice as a student affairs professional are specific and innovative.
Organization
10.0
Not addressed.
An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other; or the summary is widely outside of the required word count.
The content is not adequately organized even though it provides the audience with a sense of the main idea. The summary may not be within a reasonable range of the required word count.
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. The summary is within a reasonable range of the required word count.
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. The summary is within the required word count.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
5.0
Not addressed.
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present.
Submission includes some mechanical errors, but they do not hinder comprehension. Varieties of effective sentence structures are used, as well as some practice and content-related language.
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Total Percentage 100
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