Volume 47, Issue 1

Student affairs professionals benefit from understanding paradigms, worldviews, and ways of being among diverse faculty, staff, and students. It is challenging to understand core differences of paradigms, design student affairs practice and research in congruence with or across specific philosophies, and work effectively with individuals operating in paradigms different from our own. For most, it is more comfortable to develop practice and research within our worldview, hoping what works for us will work for everyone. This article summarizes, illustrates, and critiques underlying paradigms in research and practice including positivism; feminism and embodied; racialized/border/liminal; critical; cultural; blended perspectives; and constructivism.

Dr. Melvene Draheim Hardee was a higher education administrator, scholar, and leader. She earned degrees from Iowa State Teachers College, Teachers College Columbia University, and the University of Chicago. The majority of her professional career played out at Florida State University where she first served as coordinator of counseling and later became one of the original faculty of the FSU higher education graduate preparation program. Between 1958 and 1989, she advised 120 doctoral students to the successful completion of their degrees and she advised and mentored many more master's degree students. Hardee assumed leadership positions in several higher education professional organizations.

Many problematic behavioral trends and issues involving men on college campuses have been well documented in the recently published discourse on college men and masculinities. Yet, empirical explanations as to why these trends and issues persist and what college educators can do to effectively address them are largely absent from this discourse. In response to these knowledge gaps, the shared findings that emerged from two grounded theory studies of college men's gender identity development are presented in this article. Based on these findings, recommendations for supporting the gender identity development and success of college men in ways that benefit campus communities are offered.

The Americans with Disabilities Act Amendments Act (ADAAA), which became effective at the beginning of 2009, is poised to have potentially wide-reaching implications for higher education. The article reviews the recent amendments to the original Americans with Disabilities Act (ADA) (1990), summarizes the relevant Supreme Court cases that have been overturned, and examines practical implications of the recent ADA changes for university personnel, particularly student affairs practitioners.

Community colleges face struggles in helping students meet their academic, career, and personal goals. Student affairs practitioners can be innovators by creating initiatives to engage students. Practitioners can act as a bridge between student and academic affairs. This article explores how a group of counselors redefined their roles by designing a first-year experience effort. A program implemented at Inver Hills Community College focused on student success is highlighted. Features, outcomes, and lessons learned are outlined.

As student mobility continues to rise, the United States is challenged to increase transferability between institutions of higher education. Creating courses that are recognizable across institutions can increase the number of degrees and aid the knowledge-based economy. Europe addressed this issue a decade ago when they initiated the Bologna Process. This manuscript compares credit transfer in the United States and in Europe, and makes recommendations for student affairs regarding credit transfer in U.S. higher education.

Recently, it has been speculated that higher education has neither kept abreast of changing technologies nor taken advantage of the opportunities they offer for use on the college campus (Fischman, 2010). We suggest that social media offers higher education professionals an opportunity to catch up. To this end, we offer an approach to these à la carte technologies that can be adapted and integrated to achieve many productive outcomes for professionals in the academy.

Stephen Preskill and Stephen D. Brookfield. (2009). Learning as a way of leading: Lessons from the struggle for social justice. San Francisco: Jossey-Bass. 247 pp. ISBN: 978-0-7879-7807-5 ($40.00 hardcover).Reviewed by Jessica White

This is a media review of The Toolbox, a teaching newsletter that is published six times a year by the National Resource Center for the First-Year Experience and Students in Transition.