Book Club Selection #2!

For those of you that don’t know me well, I don’t typically read books for pleasure.  I read for class (when I was in grad school) and when it’s required for my work.  I typically watch movies.  So, in order to expand my culture, I joined the GLACUHO Book Club.  The second book is a collaboration with the Student Learning Committee.  It is:

The Curious Incident of the Dog in Night-Time by Mark Haddon

Now, coming from a person that doesn’t read, this book was phenomenal!  I was flying to San Francisco for a long weekend and I was able to finish it on the 6 hour flight.  It was moving and insightful.  I have worked with several students with Asperger’s syndrome and it provided me with great insight into serving as an advocate in the future.

As a housing professional and as a person, this book will inspire and motivate you!  I know that it has given me a renewed sense of confidence and advocacy!  If you need a book that will get people in your department and campus talking, this is it!  Since it’s a novel, there is no fear of the dense academic articles.

~Tim O’Malley, Professional Foundations Committee
Email me to sign up: tomalley@aii.edu

First Book Ends on High Note!

The inaugural GLACUHO Book Club selection Where You Work Matters came to an exciting conclusion on Tuesday, July 29.  Dr. Joan Hirt, author of our first book, lead a great discussion on the text.  Dr. Hirt has had a long history with housing and currently works in a building that was once used as a residence hall.  She did a brief overview of the different types of institutions and how they compare to each other.

An interesting note about the discussion was when Dr. Hirt talked about transferable skills. A participant asked about using this text and the tools presented to assist in a job search.  Dr. Hirt explained how professionals in the hiring and personnel roles of departments need to understand the commonalities of different types of institutions and the skills that can be transferred. Not only are there ways for job searchers to translate skills, but hiring agents need to be open to people with a variety of experiences.

Overall, it was a great discussion and the participants gave some great feedback!  We’d like to thank everyone who participated and took part.  If you weren’t able to make the webinar, please contact Tim O’Malley (tomalley@aii.edu) for the handouts and information.  Stay tuned for more great reading!

What Happens Now? How to Adapt our Current Practices with This Information

These questions are meant to inspire a discussion; feel free to simply write your reaction to the chapter/ideas and discuss if the text inspires you more than these questions.

• Now that you know this information, what ways will you incorporate the themes into your professional work?
• Do you feel this knowledge will influence your future career decisions? Please explain
• What types do you have for people that are coming with experience from a different types of institution to yours?

The Change Agents: Student Affairs Administration at Hispanic-Serving Institutions (HSI’s)

These questions are meant to inspire a discussion; feel free to simply write your reaction to the chapter/ideas and discuss if the text inspires you more than these questions.

• What are your initial impressions/thoughts of this explanation of Hispanic Serving Institutions and the professionals?
• How does the student aspects of underprepared, low-income, first generation college and possibly language barriers impact your professional work?
• What types of resources are available and how does creativity play into utilization of resources?
• As the Hispanic/Chicano/Latino student population increases, what is the perception of HSI’s role in higher education in the future?
• Is pace of work at a comprehensive institution reactionary or proactive? Please explain.

The Producers: Professional Life at Community Colleges

These questions are meant to inspire a discussion; feel free to simply write your reaction to the chapter/ideas and discuss if the text inspires you more than these questions.

• What are your initial impressions/thoughts of this explanation of community colleges and the professionals?
• What is the relationship with the community college and the local economy or workforce?
• Though many students are at the community for only 2 years, how does student growth occur?
• How does the typically small student affairs department interact with the larger administrative staff and faculty?
• How does the demographic makeup of the students influence the approach student affairs professionals take?

The Guardians: Professional Life at Historically Black Colleges & Universities (HBCU’s)

These questions are meant to inspire a discussion; feel free to simply write your reaction to the chapter/ideas and discuss if the text inspires you more than these questions.

• What are your initial impressions/thoughts of this explanation of historically black colleges and universities and the professionals?
• The text explains that staff and students have a familial relationship.  Can you explain how this has played out at your institution?
• How do the student aspects of being underprepared and from low-income families impact your professional work?
• With many traditions at HBCU’s, how are new ideas and change implemented?
• Within the “Mission” section, there were 2 perspectives relevant to the mission: to prepare and empower African Americans to succeed in a hostile environment and one associated with the institutional type (liberal arts, religiously-affiliated, etc), what is the predominant perspective espoused?

The Specialists: Professional Life at Research Universities

These questions are meant to inspire a discussion; feel free to simply write your reaction to the chapter/ideas and discuss if the text inspires you more than these questions.

• What are your initial impressions/thoughts of this explanation of research universities and the professionals?
• Does the higher focus of research on faculty affect student affairs work, either directly or indirectly?  Please explain.
• How do professionals navigate the complex physical, psychological, and political systems on campus?
• How is advancement within the institution seen and or supported?
• Does the large size hinder students from involvement and engagement?  Please explain.

The Generalists: Student Affairs Work at Comprehensive Colleges & Universities

These questions are meant to inspire a discussion; feel free to simply write your reaction to the chapter/ideas and discuss if the text inspires you more than these questions.

• What are your initial impressions/thoughts of this explanation of comprehensive colleges and universities and the professionals?
• Does the traditional regional focus of the student body affect the type of students enrolled?
• Is pace of work at a comprehensive institution reactionary or proactive? Please explain.
• How is advancement within the institution seen and or supported?
• What is the role of graduate students within student affairs work?

The Interpreters: Professional Life at Religiously Affiliated Institutions

These questions are meant to inspire a discussion; feel free to simply write your reaction to the chapter/ideas and discuss if the text inspires you more than these questions.

• What are your initial impressions/thoughts of this explanation of religiously affiliated institutions and the professionals?
• How does the religious affiliation impact student affairs work?  Is it specific or a general spiritual growth perspective?
• How do partnerships with faculty and parents play out?
• Does being a member of the affiliated religion, or not, influence the experience of professionals?
• How does the balance of student affairs work and denominational tenets play out in professional work?

The Standard Bearers: Student Affairs Professionals at Liberal Arts Colleges

These questions are meant to inspire a discussion; feel free to simply write your reaction to the chapter/ideas and discuss if the text inspires you more than these questions.

• What are your initial impressions/thoughts of this explanation of liberal arts colleges and the professionals?
• What are the advantages and disadvantages of working with the students at a liberal arts college?
• How does the pace of work life affect a personal life?
• Do the benefits listed fit with what is stated in this chapter?
• How does the sense of entitlement from students and parents impact student affairs work, if at all?