Academic development by way of student affairs: reflections from the first fifty days on the job

ABSTRACT

This reflection on practice describes the first fifty days of a professional transition from student affairs into academic development. Campus collaborations, educational experiences, and holistic student learning are identified as professional parallels between these two institutional divisions. Professionals from student affairs can uniquely contribute to academic development because of their ability to view the campus as a working system and the student as a whole person. This reflection describes how a student affairs background can be a valuable addition and asset to academic development teams.

KEYWORDS:

• Blended professional
• early career
• faculty development
• holistic student learning
• student success

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Clinton A. Patterson

In Texas A&M University’s Center for Teaching Excellence, Dr. Clinton A. Patterson supports curriculum research, doctoral education, and academic grant writing. Clint Patterson graduated from Tarleton State University with a doctorate in educational leadership in August 2018. This academic experience offered opportunities to be a researching practitioner in higher education, specifically within student affairs at Baylor University where he worked for twelve years. As an educator in student affairs, Clint developed skills to advocate, support, and lead areas of student success.