SEAHO Report - Spring 2017 - 22

SEAHO Features
that allows us as student affairs administrators to tackle the old adage of "meeting students where they are" by
focusing on each of their respective cultural lenses.
References
Astin, Helen S. & Alexander W. Astin. A Social Change Model of Leadership Development Guidebook
Version III. The National Clearinghouse of Leadership Programs, 1996.
Baxter Magolda, M.B., & King P.M. (2004). Learning partnerships: Theory and models of practice to
educate for self-authorship. Sterling, VA; Stylus
Bennet, Milton, J. "Towards a Developmental Model of Intercultural Sensitivity" in R. Michael Paige, ed.
Education for the Intercultural Experience. Yarmouth, ME.: Intercultural, 1993. Print.
Elston, Dhanfu E., "Tipping Point: The Diversity Threshold for White Student (Dis) Engagement in
Traditional Student Organizations." Dissertation, Georgia State University, 2011.
http://scholarworks.gsu.edu/eps_diss/75
Komives, Susan R., & Wagner, Wendy. Leadership for a Better World: Understanding the Social Change Model
of Leadership Development. San Francisco, CA: Jossey-Bass, 2009
Shannon, Claude Elwood, & Weaver, Warren. The Mathematical Theory of Communication. Urbana: U of
Illinois, 1949.

Attempting to Set a Scholastic Standard: A Story about
Bridging the Academic Affairs and Residence Life Gap
By Maggie Gillespie, University of North Carolina - Greensboro

Introduction
As the Coordinator for Residence Life for Grogan Residential College, I have unique connections and exposures
to the faculty who partner with us to work with students on their scholastic and personal growth.
As mental health issues continue to increase alongside the financial cost of earning a degree of higher education,
it is progressively important to derive new and creative ways to support students. Studies show that higher levels
of satisfaction and higher retention rates are observed among students who make a connection with at least one
adult during their first year on campus (Astin, 1978). As residence life professionals, we understand the value of
providing an environment that is conducive to sleep, study and connection to other students, but it is also our
responsibility to connect students to professionals.
Student and faculty interaction outside the traditional classroom setting is considered an essential characteristic
of a vibrant intellectual life. Pascarella & Terenzini (2005) indicate that faculty-student interactions in residence
halls, community centers, and in the dining facilities provide a bridge between formal academic programs and
out of classroom learning and development activities for students. This research suggests that students benefit
from such out-of-class interactions, including increased intellectual orientation, growth in autonomy and independence, increased interpersonal skills, and gains in general maturity and personal development.
I have learned, not only through research, but through first-hand experience, that connecting students to faculty
SEAHO Report Spring 2017

http://scholarworks.gsu.edu/eps_diss/75

Table of Contents for the Digital Edition of SEAHO Report - Spring 2017