Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Technology - Good for Students AND Teachers
Fiddling with Indicators while using Toxic Tests
Ode to Dewey
Clearly Articulated Proposal--Thank You!
VAM Sham BAM
Announcements
How Can I Get OFF this list?
International Conference - Education and Social Science
International Society for the Social Studies Annual Conference
International Society for the Social Studies Annual Conference
Call for Chapter Proposals
International Journal of Educational Policies
Call for papers on Institutional Data/Research
Call for Reviewers (JEC)

Foundations of Student Affairs Practice: How Philosophy, Theory, and Research Strengthen Educational Outcomes


reviewed by William Altman — 2003

coverTitle: Foundations of Student Affairs Practice: How Philosophy, Theory, and Research Strengthen Educational Outcomes
Author(s): Florence A. Hamrick, Nancy J. Evans, and John H. Schuh.
Publisher: Jossey-Bass Publishers, San Francisco
ISBN: 0787946478, Pages: 384, Year: 2002
Search for book at Amazon.com

The purpose of college in the United States has changed greatly over the years. Once a place dedicated to preparing young men to become community leaders by providing them with a liberal education in the arts, literature, and the sciences, institutions of higher learning now educate men and women of all ages in a myriad of liberal arts, technical, and commercial skills. However, we seem to be returning, at least in part, to the Renaissance ideal that college should contribute to the student’s total personal development. As a result, student affairs, which once concerned itself primarily with counseling and guidance has come to be a full partner in overall student development. In Foundations of Student Affairs Practice: How Philosophy, Theory, and Research Strengthen Educational Outcomes, Florence A. Hamrick, Nancy J. Evans, and John H. Schuh of Iowa State University provide a history of this evolution of student affairs, a context in which it may be understood, and a loose blueprint for how we may put current... (preview truncated at 150 words.)


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Foundations of Student Affairs Practice: How Philosophy, Theory, and Research Strengthen Educational Outcomes
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.		$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.		$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.		$210


Cite This Article as: Teachers College Record Volume 105 Number 7, 2003, p. 1270-1273
http://www.tcrecord.org ID Number: 11124, Date Accessed: 10/21/2017 1:50:47 PM

Purchase Reprint Rights for this article or review
Article Tools
Email this article
Print this article
Post a Comment
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • William Altman
    Ithaca College
    E-mail Author
    WILLIAM S. ALTMAN, Ph.D., is an Assistant Professor in the Psychology Department at Ithaca College.
Member Center
Welcome!
Sign-in
Submit My Work
TCR @ Your Library
Book Reviews @ Your Library
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS
Add TC Record RSS feeds to your site
Copyright 2017 Teachers College, Columbia University. All rights reserved.
Privacy Policy | Terms of Use | Copyright Agreement