A Teaching Philosophy using Research, Assessment, Evaluation, Learning, and Student Affairs

by Tony M. Emetu, DM, MBA

Introduction

Prior to this course, and enrollment into the Evaluation, Assessment, Research, and Learning concentration within the Master of Education program, I had served in roles as community college faculty for ten years and was thus under the false impression that I knew a lot about teaching as a result. Yet now that I have reached the end of the second to last semester of the program, I realized that I knew very little. Due to new understanding obtained over the course of the program, it appears necessary to develop a contemporary approach to teaching that I hope will prove effective for student learning and teaching stimulation. This paper attempted to not only present a new evolving philosophy but highlight the manner in which it connects with student affairs as well.

Purpose of Student Affairs Profession

The purpose of the student affairs profession is to provide holistic support in student learning and development during enrollment in higher education as well as continued career assistance once enrollment has ended (Zhang, 2011, 2016). Ormrod (2020) suggested that learning can be both intentional and unintentional. Though a student may seek intentional learning through enrollment into an institution of higher learning, the college experience begins when that student contacts an institutional agent, rather than attendance of the initial class session (Rendón, 2002). For this reason, learning often takes place in a social context (Burt, 2000; Zhang, 2011, 2016), as well as an academic one, but even prior to the initial class session and regardless of whether students realize it.

Though classroom teaching is important to learning (Fisher & Frey, 2012; Ormrod, 2020; Wiggins & McTighe, 2006), student experiences that takes place outside of class cannot be ignored or neglected because they serve their purposes in the learning process as well. For instance, several researchers have suggested that social adaptation into the college environment is just as important as academic adjustment within the classroom. Through the theory of student departure, Tinto (1975, 1988, 1993) highlighted the importance of social integration into the college environment and noted the possibility of student withdrawal from college when social integration is insufficient even when academic integration is adequate. Kalsner (1991) built on this notion by iterating that most college dropouts are in good academic standing at the time of withdrawal. In developing the validation theory, Rendón (1994, 2002) voiced the vital role of social experiences in helping students develop validity related to their belongingness in college and suggested that some students may require such validation prior to academic achievement. Therefore, given the requirement of social integration for academic attainment, it is essential that student affairs practitioners are present to assist and guide students in making the mandatory adjustments to the college environment as students pursue their colligate ambition (Rendón, 2002; Wood & Palmer, 2013; Zhang, 2011, 2016). But the simple presence of student affairs professionals is not enough to promote student success (Mincey et al., 2015; Parker et al., 2016). Student affairs professionals must take a proactive stance in creating a village-like environment for students (Palmer & Gasman, 2008) to support their learning, development, and persistence from initial enrollment to final graduation (Zhang, 2011, 2016). For this cause, student affairs practitioners are typically required to function as effective social capital (Coleman, 1988; Ditka, 2012) for students navigating the institutional environment while providing the proper network closures that allow necessary holistic support (Burt, 2000).

Guiding Principles for Practice

??????????? In alignment with my current degree program, the suggested guiding principles for practice are research, assessment, evaluation, and learning. In consideration of my profession, the student affairs philosophy presented in this paper was crafted using an academic lens. Rather than focusing exclusively upon student affairs, I attempted to create a theoretical approach to learning development in a manner deemed relevant to the faculty capacity by highlighting the essential link between academics and student affairs. I specifically selected this course as an elective in my program of study for the purpose of understanding more about the role performed by student affairs in supporting student success after a review of scholarly literature revealed a significant need for its support in promoting retention and achievement (Druey & Brooms, 2019; Martin et al., 2010; Travers, 2016; Von Robertson & Chaney, 2015). In the spirit of holistic learning support (Broom, 2018; Cooper, 2016; Cooper et al., 2017; Cooper & Hawkins, 2014; Druery & Brooms, 2019; Zhang, 2011, 2016), such an approach is deemed significant in meeting the needs of modern students (Hoyt, 2023). Moreover, the principles of research, assessment, evaluation, and learning are important not only for the sake of determining effective strategies to promote student success and accommodating for the increased accountability placed upon institutions of higher education (Zhang, 2011, 2016), but exploring ways to continuously adjust to changing student demands as well (Kinzie, 2010; Zhang, 2011, 2016).

When considering the ongoing changes that has persisted in higher education since its conception and of the current times (Zhang, 2011, 2016), it is most appropriate to rethink the manner in which the services of student affairs are provided as noted by Zhang (2011, 2016) and methods used to deliver classroom instructions (Graham, 2019). A few decades ago, Wiggins and McTighe (2006) noted the ineffectiveness of the coverage teaching approach in which teachers act as fountains of information by providing random facts with hopes that some information will be retained by students and found to be useful at some point in their lives. The work of these researchers has been highly regarded. Still, the coverage approach to teaching often persists in higher education potentially because faculty tend to mimic practices they experienced as students (Oleson & Hora, 2014). Complicating matters even further is the tendency of higher education faculty to rarely obtain training specifically in the area of teaching (Tinto, 2006). However, as higher education continues to evolve, the need for effective partnership between academic and student affairs to support holistic learning has only increased over time (Hoyt, 2023; Rendón, 1994; 2002; Zhang, 2011, 2016). No longer can faculty afford to operate in a vacuum when attempting to be effective teachers or provide students with proper holistic support. Such attempts by faculty often result in duplication of efforts within an institution. For example, rather than relying on classroom assignments and rules to enforce soft skills, faculty should partner with appropriate student affairs entities to help students develop those needs through holistic learning and development since student affairs practitioners may serve as tremendous resources for students as well as faculty. Additionally, since faculty are often the most impactful institutional agents in the college experience (Newman et al., 2015), enforcing the principles of research, assessment, evaluation, and learning from their positions may have a substantially positive impact on student retention and success if those principles are enforced in a holistic manner through partnership with various agents and departments of student affairs. Such an approach may have a profound impact on student learning, faculty teaching, student affairs operations, and administrative leadership.

Embodied Principles of Student Affairs

Implementation of the previously discussed principles may utilize developing strategies. However, suggestions for the initial approach are provided below:

·???????? Research – One may continuously study existing published literature related to learning, especially peer-reviewed journals. In alignment with the suggested guidelines provided by Gredler (2009), one may pursue expert status by studying for thousands of hours over the next five years. Yet, rather than focusing solely on classroom instructions, one may attempt to learn more about student affairs and its impact on student learning within the classroom to fully understand the manner in which partnerships can be established with various entities to support the holistic learning and development of students (Zhang, 2011, 2016).

·???????? Assessment – One may implement various instruments and measures within each course to capture data that can be used for formative and summative evaluations (Kinzie, 2010; Stufflebeam & Zhang, 2017; Zhang, 2011, 2016). Yet, rather than focus only on academics, one may collect data related to student affairs as well. For example, a survey questionnaire may inquire about students’ utilization of various support services throughout the semester. This data could be collected and used to explore potential correlations between visits to various entities and academic standings in a class. Another example is that assessments could be used to explore and better understand the connection between academics and student affairs in supporting holistic student success, and these investigations could be prompted by review of research literature and/or theories based upon professional observations of students. Depending on the findings, the information may be used to help other entities of the college, including student affairs, through committee work and/or presentations when appropriate. However, if there is not appropriate IRB approval to do otherwise, such sharing of information should be for internal use only and consistent with institutional policies.

·???????? Evaluation – After reviewing literature and completing various assessments, one may wish to evaluate current teaching and support strategies for effectiveness. The academic and social needs of students could be investigated to determine effective strategic partnerships with entities of student affairs. These evaluations should be conducted throughout each semester and again once each semester has concluded in formative and summative forms. Adjustments to standing class practices and social support strategies may occur accordingly.

·???????? Learning – Evaluations will provide opportunities for continuous learning to understand students’ needs more thoroughly. The learning obtained from assessments and evaluations may not only be beneficial to a given institution as a whole but could benefit outside entities such as peer-review journals and professional organizations through conference presentations as well but only with proper approval. As typical with any organization seeking to fulfill a public need (Katz & Green, 2024; Nickel et al., 2005), Zhang (2011, 2016) noted that changes within the higher education industry have been continuous and are expected to accelerate in the future. Therefore, the need to unremittingly learn for the sake of anticipating those changes will likely prove critical for the universal mission of promoting student success in the future. Therefore, such learning may prove to be very valuable.

Ongoing implementation of this philosophy may result in expert status over time. After achieving such feat, one may wish to produce a scholarly book specifically related to teaching in higher education. To this end, one may be able to fulfill a legitimate need by providing a differentiated product and service to a niche market (Katz & Green, 2024). By working in this manner, one may gain continuous insight into the workings of higher education that will also provide consulting opportunities.

Conclusion

??????????? As higher education continues to evolve, institutions and their agents must evolve with it to properly meet the constantly changing needs of today’s students. Faculty are not typically trained to teach but often rely on being subject matter experts for validation in the profession. However, though it is still taking shape, nearing the completion of my current program has caused me to formulate a new approach to teaching that will rely upon continuous research, assessment, evaluation, and learning by which one may not only provide effective teaching but aid other entities of the college in supporting holistic student learning and development as well. Furthermore, the growing trend towards online enrollment in higher education has caused a decrease in engagement between faculty and students (Purarjomandlangrudi et al., 2016; Salvo et al., 2019; Travers, 2016), and thus a less fulfilling teaching experience for some faculty (Graham, 2019). But the reshaping of the traditional teaching approach may provide new intrinsic stimulation and motivation that may lead to maximize career potentials (Deci, 1985; Deci & Ryan, 1987, 2002; Harde, 2012).

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