Your Role in Our Representative Democracy: Submitting Personal Comments on Proposed Rules
The current call for public comment on the Department of Education’s proposed rule on Nondiscrimination on the Basis of Sex in Education Programs or Activities Receiving Federal Financial Assistance, known more succinctly as Title IX, has occupied a lot of attention since it was opened on November 29, 2018. You may be following the discussions considering what the proposed rule would mean for you and the students with whom you work, and wondering how your individual perspective fits into the conversation If so, we encourage you to draft and submit your own comments by the January 28, 2019 deadline. In keeping with the civic engagement and advocacy goals and objectives of NASPA’s strategic plan, we actively encourage higher education professionals to add their expertise to the public comments submitted to the Department. We recognize, however, that many professionals may be sensitive to their institutional roles and responsibilities and hesitant to speak out on issues different from or even in contradiction of comments submitted by their employer. This post by NASPA director of policy research and advocacy, Teri Lyn Hinds, reviews why and how individuals can and should submit comments for consideration by the Department.
The Student Newspaper: An Unexpected Pathway to Student Affairs
In this week's post, our author shares their journey into Student Affairs through an unlikely experience.
Connecting The Dots: Campus Programming and Partnerships
Being civic minded and democratically engaged is not something that happens instantaneously. The ideologies and concepts of democratic values are learned throughout a lifetime. These lessons can come through standing in line with your parents at the polls, watching presidential debates, discussing politics over dinner with a group of friends, or volunteering to serve meals at the homeless shelter over the Holidays. However, it is often hard for students to connect the dots and understand how these experiences intersect. It can also be difficult for students to understand the power, influence, and impact they have in their communities.
2019 Civic Learning and Democratic Engagement (CLDE) Meeting Student Intern Opportunity
In order to encourage student participation in the 2019 Civic Learning and Democratic Engagement (CLDE19) Meeting, AASCU’s the American Democracy Project and the NASPA LEAD Initiative are proud to offer the opportunity for three students to have a voice on the planning committee.
Gen Z is Not Impressed by Alternative Break Programs
A recent drop in overall participation of alternative break programs (AB) nationwide suggests that higher education institutions should further research the root causes. In one survey conducted by Breakaway, participation dropped from 20,207 to 19,107 students in one year, despite an increase in program options from 167 to 195. Attempting to understand the newest generation of traditional college aged students they can be an illuminating experience in the context of planning alternative break programs. Generation Z is dissimilar from their predecessors, the millennials, in many ways. Student affairs professionals would be amiss to use similar approaches to encourage co-curricular participation. College students who are classified as Generation Z (Gen Z) were born from 1995 to 2010, making up the entirety of traditional aged college students around 18 to 24 years of age.
We Are Community Engagement Professionals
Community engagement work is grey; it does not always easily align itself with one division or one department. In fact, when community organizations work with a university, they are more concerned about getting problems solved and effective partnerships than where their partner is situated on the organizational chart.