Student Affairs Over the Last Research Paper

Excerpt from Research Paper :

This is when the university arranges for: providing educational, healthcare, and counseling services to all the students. The aim is to support wellness practices for the long-term health of everyone.

The establishment of conversations with teaching faculty that has resulted in model community "service learning" projects consistent with the mission of the college or university.

The drug and alcohol program supports coordination among: the students, university administration, and faculty members in different areas. As students are assisted by the faculty members to deal with different learning issues they could face. Where, they are encouraged to discuss their problems with the teaching staff or counselors, in order to receive help on: strategies and skills required to achieve success in the real world. This is significant, because we are creating different student learning projects that are a collaborative effort between: staff members and the students. This is in line with the mission of the college by ensuring that the highest quality education is provided to everyone. The best way to achieve this objective is to creating various learning projects that are consistent with these goals. (DeJong, 2006)

Student development alliances and programmatic development with teaching faculty that address problems related to poor class attendance, personal or behavioral problems which impair academic performance, and the tendency to view "the classroom as the classroom" and everything outside of class as "everything else."

These kinds of alliances can address a number of problems that student alcohol consumption and substance abuse can have on the performance of the individual. A few of the most notable include: poor attendance, a lack of interest in the material being presented and various behavioral challenges. The reason why, is because these kinds of partnerships are addressing various aspects as to why students will become involved with consuming these substances. This is helping to give many people increased amounts of choices and activities that will provide them with safe alternatives. This will have a positive impact upon: their attendance, interest in the material and behavior. Once this occurs, it means that graduates are more prepared for the real world, because they were taught how to deal with two of the toughest challenges facing many people (drug and alcohol abuse). In this aspect, one could argue that this is taking an approach about: how the activities outside of the classroom can have a direct impact on how successful students will be. (Dolores, 2010)

Clearly, what people learned from these programs is that these kinds of alliances can be able to have an impact in: improving the quality of life at many colleges and universities. This is because we are taking an approach that will look at how the social activities of the student are affecting their class work. As a result, the guiding principal that most people learned is that they need to be more proactive in addressing these issues. This is due to the fact, that many colleges and universities will often never ask questions about what kinds of outside activities their students are becoming involved in. Once this occurs, it means that many students will often fall under the influences of alcohol and drugs. However, when you have various coalitions in place, this will bridge these two different worlds. Over the course of time, this will teach students the skills that they will need to be successful in the real world by: avoiding those influences that affect so many in society.

Bibliography

Effective Strategies to Reduce High Risk Drinking. (2006). Forum On Public Policy. Retrieved from: www.forumonpublicpolicy.com/archivesum07/brinkley.pdf

Learning Reconsidered: A Campus-Wide Focus on The Student Experience. (2004). Delsuggs. Retrieved from: http://www.delsuggs.com/articles/Learning%20Reconsidered.pdf

Student Affairs 8. (2011). Essaytree. Retrieved from: http://*****/education-theories/student-affairs-8/

DeJong, W.. (2005). A Typology for Campus-Based Alcohol Prevention: Moving toward Environmental Management Strategies. College Drinking Prevention. Retrieved from: http://www.collegedrinkingprevention.gov/supportingresearch/journal/dejong.aspx

Dolores, M. (2010). Campus-Wide Initiatives for the Prevention of Alcohol and Other Drug Abuse. Albany. Retrieved from: http://www.albany.edu/counseling_center/docs/AODPreventionInitiatives2009-2010.pdf

Kumpher, C. (1993). Leadership and Team Effectiveness. Oxford Journals, 8 (3), 359 -- 374.

Sources Used in Document:

Bibliography

Effective Strategies to Reduce High Risk Drinking. (2006). Forum On Public Policy. Retrieved from: www.forumonpublicpolicy.com/archivesum07/brinkley.pdf

Learning Reconsidered: A Campus-Wide Focus on The Student Experience. (2004). Delsuggs. Retrieved from: http://www.delsuggs.com/articles/Learning%20Reconsidered.pdf

Student Affairs 8. (2011). Essaytree. Retrieved from: http://*****/education-theories/student-affairs-8/

DeJong, W.. (2005). A Typology for Campus-Based Alcohol Prevention: Moving toward Environmental Management Strategies. College Drinking Prevention. Retrieved from: http://www.collegedrinkingprevention.gov/supportingresearch/journal/dejong.aspx

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