Achieving Student Success. Effective Student Services in by Donna Hardy Cox, C. Carney Strange

By Donna Hardy Cox, C. Carney Strange

Hardy Cox and unusual start with an outline of scholar providers facing the matriculation of post-secondary scholars - via enrolment administration, monetary guidance, and orientation to the establishment and lodging - after which talk about housing and place of dwelling existence, scholar management courses, platforms of judicial and educational integrity, and scholar help and adjustment via counselling, well-being and well being projects, occupation and employment recommendation, and a number of prone which may reply to various wishes.

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Achieving Student Success. Effective Student Services in Canadian Higher Education

Hardy Cox and unusual start with an outline of pupil companies facing the matriculation of post-secondary scholars - via enrolment administration, monetary information, and orientation to the establishment and lodging - after which talk about housing and place of dwelling lifestyles, scholar management courses, platforms of judicial and educational integrity, and scholar help and adjustment via counselling, well-being and wellbeing projects, profession and employment recommendation, and quite a few companies which can reply to a number of wishes.

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The field of student services (or student affairs) shares a common history with Canadian post-secondary education (Jones 1997), evolving over the past century through four overlapping phases: (a) the early years, when services were rudimentary and extended from a philosophy of in loco parentis; (b) a period of professional identities and roles, when the emergence of the first formal organizations spurred the rapid development of professional expertise and affiliation; (c) an era of specialization, when generalist professionals evolved into various kinds of specialists directly linked to changing societal needs and an increasingly diverse student body; and (d) an age of professional preparation and skill, when standards and expectations of professional preparation for student services roles were codified for the first time in Canada at the graduate level.

This connection between learning and living has been institutionalized in our culture for the transition between Childhood and Adolescence and Young Adulthood. In fact, in our society, the expectation for advancing to university or college has become practically embedded in the rites of passage between these two eras. In addition, with the recent emergence of returning adult learners in our institutions, we are beginning to understand that the formal structures and supports of post-secondary learning are also facilitative of other periods in the lifespan as individuals move into, through, and out of various transitions (Schlossberg 1981), for example, from Young Adulthood to Middle Adulthood, or Middle Adulthood to Late Adulthood.

CARNEY STRANGE � McGill-Queen’s University Press 2010 ISBN 978-0-7735-3621-0 (cloth) ISBN 978-0-7735-3622-7 (paper) Legal deposit first quarter 2010 Bibliothèque nationale du Québec Printed in Canada on acid-free paper that is 100% ancient forest free (100% post-consumer recycled), processed chlorine free McGill-Queen’s University Press acknowledges the support of the Canada Council for the Arts for our publishing program. We also acknowledge the financial support of the Government of Canada through the Book Publishing Industry Development Program (BPIDP) for our publishing activities.

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