Career Services and Social Media: Todd really says it best

Let’s shift some paradigms: Introducing my new blog at Inside Higher Ed.

Challenge and Tech Support: Student Affairs practitioners and Tech Support departments…please let us be admins.

Do you YouTube? Don’t forget to add captions: Would you build a new building without an elevator? Nope… Then why would you ever create videos without captions?

George Orwell, Web Stats, and Your Site Visitors: Student Affairs + Web Stats….Nerdvana

In recent news, Prince spoke out against the Internet stating, “All these computers and digital gadgets are no good. They just fill your head with numbers, and that can’t be good for you.” After reading the article, I’ve imagined this is all a publicity stunt to promote his new album (which I’m not going to promote). But his comments do cause me to reflect on the impact technology has had on our learning and development. Can Prince be right about gadgets not being good for you? I also thought to myself, if technology is not good for us, then is what we do in student affairs not good either?

So I thought about mp3 players – I have several different versions – ones that hook right up to the computer with the USB port and of course, a ipod. Are they no good? Sure, I can load them up with useless songs, but I have found that mp3 players (the same as the old personal cassette and CD players) represent a part of our soul. We put music, podcasts, shows, pictures, and other items on these devices because they mean something to us. When I’m running and a song comes on, it immediately transports me to a different place and time. When I’m listening to a podcast like “Tech Therapy” from the Chronicle, I’m learning and reflecting. My physical presence hasn’t changed – I’m still running physically, but my mind is running all over previous held knowledge and new thoughts and ideas are emerging. I think sometimes, student affairs can be seen as a mp3 player. We provide a menu of options for students to engage in.  We have weekend programs, community service projects, student activities, student groups, intramural teams, and the list goes on.  Sometimes, we have large attendance and sometimes a program or new initiative fails. As student affairs professionals, we reflect and re-analyze our efforts to reach students and provide support to them. But it’s important to remember, just as a mp3 player, students participate in different college programs as a reflection of who they are. Similar to a playlist on a mp3 player, students pick and choose their engagement on what reflects their interests and what would help them grow. We may not see how our actions impact them in the moment, but perhaps students’ cognitive processes are in motion helping them further in their development.

I also thought of computers. Are they filling my head up with numbers and useless information? Are they leading us to be disengaged with others and ourselves? There are numerous scholarly articles and research examining the effect of technology on disengagement (i.e. Main, Student disengagement in higher education: Two Trends in Technology, and Lindos and Zolkos, Technology, Community, and Education in Neoliberal Society: A Review of Michael Bugeja’s Interpersonal Divide). In these articles, arguments are presented regarding technology’s threat to higher education by encouraging commercialism and disengagement among students. For example, in a survey conducted with 116 students with GPAs below 2.0, one-third of participants acknowledged the impact recreational computer use had on their academic performance (Farrell, 2005). Many electronic addictions are also becoming prevalent on campuses like gaming, gambling, and web surfing (Carr-Chellman, 2005; Farrell, 2005). So how does student affairs practices fit into this new era of engagement? Often, student affairs professionals are seen as the experts in student engagement, being sought out by others on our expertise and talents. We are not limited by time and space. Our business is students, which sometimes requires accessibility at all hours and in various forms. There are arguments out there that state that student affairs is useless to the enterprise of higher education, that we should simply be “house mothers” and let the learning be left for the experts (i.e. faculty). But student affairs, like technology, does have a role in educating students. We can assist students in maximizing their academic goals by developing strategies to reach them. We provide a framework for challenge and support as students navigate through their college experience. Technology does the same, if utilized and directed with intentionality and purpose.

So I go back to my original question: Is technology no good for our brain? I don’t have a clear answer to that, but I know that my mind has been challenged by what technology has provided me. Technology makes me think of my practices. It delivers information to me daily that requires me to mull, reflect, act, and react to. I use a cell-phone to communicate with friends and family. I use a computer to manage all my professional responsibilities. I skype, I twit, I blog, I post, I read, I reflect, and I learn. Technology for the good or bad allows me to grow. So maybe Prince wants us to stay partying like it’s 1999, but I prefer to party it on into the future and let my mind keep growing.

Licinia “Lulu” Barrueco Kaliher, Ed.D., is a Ray Street Complex Director at the University of Delaware.

References

Carr-Chellman, A. A. (Ed.). (2005). Global Perspectives on E-learning: Rhetoric and Reality. Thousand Oaks, CA: Sage Publications.

Farrell, E. F. (2005, September 2). Logging on, tuning out: When students lose themselves in online worlds, it can be hard to bring them back to reality. The Chronicle of Higher Education, p. A46.

As a resident of tornado alley, there is a summer tradition of dusting off the Twister DVD while scanning the afternoon skies for possible wall clouds. The film takes place in Oklahoma, but was filmed near my current home in central Iowa. The story follows a team of meteorological students and scientists as they attempt to place weather sensors in the path of a tornado to measure readings inside of the storm. After many failed attempts, injuries, and even fatalities, our protagonists successfully launch the sensors and save humanity. Err, save their research. As the flick can also be caught at least three times a week on cable during the summer, I catch up on all of my favorite lines.

Jo: [cow flies by in the storm) Cow.
[cow flies by in the storm]
Jo: ‘Nother cow.
Bill: Actually, I think it was the same one.

Watching the segment as the sensors rise into the F-5 tornado and begin generating data, I am reminded of our students, particularly those in the first-year. If we could read their minds and extrapolate the whirlwind of thoughts and emotions, surely we could develop better methods for student success and retention. Fortunately, there are a variety of assessments to assist in this process.

The College Student Inventory™ (CSI) from Noel-Levitz allows students to answer questions regarding their strengths and challenges before they even arrive on campus. I ask my incoming students to complete this assessment after summer orientation and use the information to frame our beginning of the year 1:1 appointments. The student and advisor reports are handy for discussion and the group summary reports provide great information for planning our first-year seminar course and programming topics.

MAP-Works® offers a similar tool to discover student transition issues early in the semester. Students develop a personal profile based on their initial campus experience that is measured for potential barriers to success. A web-based report is generated immediately for students and faculty or staff advisors that compares with all first-year students on our campus. Campus resource services are suggested where needed.

The Myers-Briggs Type Indicator® (MBTI®) helps demonstrate theory that there are distinct patterns to individual psychological types even though persons exhibit these patterns in different ways. Helping students to understand their type preferences and how they affect personal learning styles provides a common ground for understanding differences and the transition to college. I provide an MBTI learning styles assessment for each student in our first-year seminar each fall. Students do not always grasp the type concept, but do find meaning from discussion of the transition to university style learning.

It is common knowledge among student affairs practitioners that students enter the college or university with varying degrees of emotional intelligence. Additionally, those familiar with retention issues will cite non-academic challenges as the frequent impetus for student attrition. Assessing emotional intelligence using the EQ-i® allows students to see potential areas for growth that may enhance adaptation and coping skills leading to academic achievement. I find the EQ-i particularly helpful for students seeking direction in their academic or life plan.

While no assessment tool can foresee every difficulty faced by our students on the path to graduation, I have found these tools to be helpful for communication, planning, and advising. Not a certified MBTI or EQ-i user? Check with your human resources office for recommendations.

Have you tried these assessments? Other tools you suggest?

Enjoyed Twister and need a good summer read? Check out The Stormchasers.

As a resident of tornado alley, there is a summer tradition of dusting off the Twister DVD while scanning the afternoon skies for possible wall clouds. The film takes place in Oklahoma, but was filmed near my current home in central Iowa. The story follows a team of meteorological students and scientists as they attempt to place weather sensors in the path of a tornado to measure readings inside of the storm. After many failed attempts, injuries, and even fatalities, our protagonists successfully launch the sensors and save humanity. Err, save their research. As the flick can also be caught at least three times a week on cable during the summer, I catch up on all of my favorite lines.

Jo: [cow flies by in the storm) Cow.

[cow flies by in the storm]

Jo: ‘Nother cow.

Bill: Actually, I think it was the same one.

I am thrilled to announce that I’m going to be blogging about Student Affairs and Technology for Inside Higher Ed (IHE). As an avid reader of IHE, I am very excited to join the IHE blogging team. I think that my posts on student affairs + technology will complement Joshua Kim’s blog on Technology and Learning.

Recently, I held a contest via Twitter to name my new blog. The incentive — a $100 Amazon gift card — courtesy of Inside Higher Ed. Several folks came up with interesting/creative blog names. I think the #SAChat Community provided the majority of ideas. Student Affairs folks are uber creative.

Here are my 3 favorite submissions:

• Jeff Jackson: The Stoller Strikes Back, Return of the Blogosphere, Student Affairs….I am Your Blogger
• Zack Ford: Challenge and Tech Support
• ACUHO-I (sent via DM): Binary Code of Conduct

Choosing a winner from these 3 has been extremely challenging. Star Wars references, Sanford, and an entire Association…how cool is that?!! After more than a week of deliberate (intentional ) deliberating I have decided that the winner of the gift card is:

Zack Ford’s submission made me laugh. It’s subtle….and I love subtlety. The obvious nod / homage to Nevitt Sanford warms the heart. Challenge and Support is one of my all-time favorite, and oft-used, student development theories.

It should be noted that Julie Larsen was correct…the official name of my new blog is going to be: Student Affairs and Technology. The name needed to be something that would be simple enough that any IHE reader would know exactly what it was about. The blog also needed to be search engine friendly…”Students Affairs + Technology” is simple and searchable.

Stay tuned for my first official post on Inside Higher Ed!

Honorable mention:

Julie P-Kirchmeier: Stoller: Resistance is Futile

Niki Rudolph: Epic Stoller

Justine Carpenter: Tech Tips for SAPs

Christopher Conzen: The Stoller Coaster

A Live Video Interview with Rey Junco
Monday, July 12 from 4:00pm – 5:00pm EST
Broadcasted over Ustream: http://www.ustream.tv/channel/student-affairs-3-0
Video Hashtag: #SA30

I’m pleased to announce that I will be sitting down with Rey Junco (@ReyJunco), Associate Professor in the Department of Academic Development and Counseling and the Director of Disability Service at Lock Haven University (PA) on TODAY at 4:00pm.  Rey is someone who I have been following for a while on Twitter and when I heard he would be in the Boston area, I just had to meet him!  I’m very excited that our schedules have worked out to make this happen!

We will be talking about how Rey uses quantitative methods to assess the effects of social media on student development, engagement, and success.  We’ll also be talking about how Rey teaches technology impacts on colleges students, how to use Social Media in your Higher Education marketing efforts, etc.   To learn more about Rey, please visit his blog.  I hope you’ll join me for this exciting interview!

What questions do you have for @ReyJunco?  Please leave them in the comment section and I’ll try to incorporate it during the interview!

#SACHAT BOSTON TWEETUP
After the interview is over, please join Rey and I for a summer Tweetup in the heart of Boston at John Harvard’s Brew House in Cambridge, MA!  Details and RSVP information here!

Pictures from the Tweetup

A note from the authors:

On April 18, 2010 the Chronicle of Higher Education published a commentary by community college presidents, Joseph N. Hankin and Stuart Steiner. Joseph N. Hankin is president of the State University of New York’s Westchester Community College. Stuart Steiner is president of SUNY’s Genesee Community College. Their commentary shared 8 lessons from their experience to their fellow college presidents around the world. After reading the article and the plethora of wisdom shared within the text, we couldn’t help ourselves from thinking, “What about the new professionals in the field? Couldn’t they use this sort of wisdom framed for their experience?” The answer is what you will find below.

This article was specifically written to mimic the original article (found here) in style and format but with the point of view of new professionals. It is not intended to plagiarize the original work nor is it meant to be a satirical version. We were inspired by Presidents Hanker and Steiner and their collaborative effort to educate and instill their wisdom upon other higher education professionals and administrators. Each of us hopes that in the distant future we can look back at our careers and offer as much knowledge and experience as Presidents Hanker and Steiner but until then, please read on and enjoy…

In the Augusts of 2005 and 2006, each of us began our higher education career with graduate assistantships at two of Connecticut’s most reputable institutions, Fairfield University and the University of Connecticut. Full time positions followed in relatively short order: Joseph Ginese was hired as the Coordinator of Orientation at Fairfield University in 2007, followed by a promotion to Assistant Director of New Student Programs in 2008. Robyn Kaplan was hired as a Program Coordinator at Fairfield University in 2008, where she continues to serve today.  Together we hold a combined record of 7 years of new professional service (including each of our 2 year assistantships equivalent to 1 year as a professional).

As we observe many of our colleagues navigating their own careers in higher education, our short but promising path both humbles and inspires us. We have reflected often on our three-quarters of a decade of service and the reasons for our short but successful careers. Perhaps our reflections will provide insight into the unique challenges for the new student affairs professional. Equally important, by sharing what we believe to be the defining measures of our success, perhaps we can inspire others who work – or would like to work – as student affairs practitioners. Here are some of the lessons we have learned:

Successful new professionals in student affairs are educators first and foremost. We and our most successful colleagues spend a large percentage of our time teaching and guiding students and student organizations. Our curriculum consists of professional vision, assessment practices, and ‘challenge by support’ techniques. Like all new professionals, we use every ounce of our energy to prove our worth, credibility, and pride in our department/institution. Over time, our abilities mature and become polished resulting in life-long mentor relationships with students, ties to the institution that gave you a chance, and a full resume.

Successful new professionals keep learning. The depth and breadth of our professional roles and responsibilities are endless. We are responsible for hundreds of events on campus, press releases to the community about said events, implementing leadership programs, hiring student staffs, chaperoning trips, maintaining budgets, creating and maintaining assessment practices, and serving as the front line for student interaction. Successful new professionals take every opportunity and do it to the best of their ability, taking in every lesson, quip of wisdom, and experience they can obtain.  But equally important, we network at conferences, join regional/state association boards, we volunteer for everything, and we are the change agents. We remain curious about big goals, obscure details, and always ask “why?” in large group discussions. The more we know, the better professionals we become.

Successful new professionals think about today. While many of our mid- and senior-level colleagues are immersed in managing the “2-, 5-, and 10- year strategic plans/vision/mission,” we do our best to keep up with the “here and now.” We might, for example, begin planning our first attempt at living with a partner, planning a wedding, or wondering how we are going to make our first student loan payment after graduate school. These are priorities that directly affect our tomorrows, so they must be taken care of today. We are always working on new or revised life plans for all areas of our future (both professionally and personally). Our gratification comes from the knowledge that we are shaping and securing our futures while also attempting to shape and secure the futures of our students, department, and institution.

Successful new professionals are fair-minded. Successful new professionals rarely hold any prejudice when it comes to opportunities or organizations. New professionals take opportunities wherever they can get them.  Typically it doesn’t matter the office sponsoring an event or soliciting volunteers – new professionals are often the first to raise their hand. Other seasoned professionals at institutions may be weary of volunteering due to time constraints, office politics, or focusing attention elsewhere. Many new professionals don’t have their time constricted by other committees or “senior” level work, they aren’t privy to office politics and past relationships, and their attention is focused on what is going to make them standout. But when the people around new professionals recognize that their motives are rooted in the long-terms goals of themselves as professionals (and about the institution) and that their actions are based on “what skill/involvement am I missing”, they will usually earn the support of all constituencies due to their excitement and charisma.

Successful new professionals are careful with resources. In current times, new professionals have witnessed a glimpse of a recession and some of America’s worst economic times. Just as significantly, new professionals have experienced personal and professional struggles leading them to be cognizant, careful, and collaborative with the limited resources available.  The most successful new professionals pay attention to opportunities to collaborate and co-sponsor with other offices. We err on the side of caution and conservative thinking when planning our budgets on a semester basis. While we have the desire to earn reputations as prudent, enthusiastic collaborators, we want our office to recognize that we put as much energy and care into the partnerships we develop as we do in our primary responsibilities.

Successful new professionals respect the role of mentors and supervisors. Many successful supervisors will give their new professionals broad autonomy to operate within their roles, but successful new professionals understand that their mentors and supervisors have been in their shoes before and are often the wiser decision makers. At times, new professionals lose sight of this and, as a result, open the door for their mentors/supervisors to have a “learning moment” with them. The motto of “it’s easier to beg for forgiveness than ask for permission” is not one a new professional should embrace. New professionals must master a level of patience and possess an ability to ask before assume in order to effectively serve their supervisors and their institution.

Successful new professionals stay fresh. Just as graduate school provided endless amounts of intellectual stimulation by harboring constructive dialogue, professional writing, student development theorizing, and contemporary issues reading; new professionals must make an effort to maintain such stimulation in their professional role.  Active involvement in the college by asking for opportunities to sit on committees,  attend professional conferences and subscribing to a higher education journal help us stay on top of the field and future growth opportunities. In turn, we invest ourselves and what we’ve learned in the institution by implementing new programs, asking questions never asked before, and sharing a renewed sense of energy.

Successful new professionals celebrate accomplishments and recognize others for theirs. Although the student thank-you notes and the professional pats on the back could be few and far between, new professionals should learn to value the small gestures that are meant to indicate the large impact we are making.  Every breakthrough is an important one. Every failure is an educational moment of how to do it right next time. Every accomplishment is a glimpse of certainty that we, new professionals, are in this field for a reason.  That reason is the inner sense of fulfillment to know that we are a part of a community who strive to develop all those around us – regardless of gender, creed, age, race, or orientation.  The more we acknowledge our own successes, and recognize others for theirs, the more certain we become that we are a part of a select few who have stumbled upon our challenging, fulfilling, exhausting, enlightening passion that is a career in higher education.

Joseph M. Ginese (@JoeGinese) is a Program Manager in the Office of Academic Services at Babson College. Robyn Kaplan (@RKaplan13) is a Program Coordinator in the Office of University Activities at Fairfield University.

Original Article Citation:

Hankin, Joseph N., and Stuart Steiner. “With a Combined 78 Years on the Job, 2 Presidents Share What They’ve Learned – Commentary – The Chronicle of Higher Education.” Home – The Chronicle of Higher Education. 18 Apr. 2010. Web. 1 June 2010. <http://chronicle.com/article/With-a-Combined-78-Years-on/65053/>

Hey readers, it’s been awhile! My last #JobHunt entry was about re-entering the job search: handling the rejection of round one and keeping your spirits up for round two. I am happy to say that this is the last blog I will ever write that can be tagged with “#JobHunt,” as I have officially accepted my first full-time position!

I feel like I need to quote the Grateful Dead here – “What a long, strange trip it’s been.” What started last January with the first postings showing up on the OPE and TPE websites has finally ended in early June with a job offer and an acceptance.

And I couldn’t be happier. I found a position that, although it’s not in my top choice for geographic area, is probably a better fit for me than anything I applied for in round one. It just took me five months of interviews, rejections, campus visits, phone calls, parking lot pep talks, and intense one-on-one time with HigherEdJobs to realize what I was looking for and how to get it.

I found a position that is half Residence Life and half Student Activities, which is perfect for my already varied background in Student Affairs. I get to work with a variety of students in a lot of different ways. I’ve met some of my future coworkers, and that was a major part of my thought process when making the decision: Could I see myself hanging out with these people? That’s very important to me when I realize I’ll be moving over 1000 miles away from home.

My biggest piece of advice to those who will be job hunting next year: Use your resources! There are so many people in the field willing to help out, by looking over a resume, sharing a job posting, helping your formulate answers to common questions, and sending you funny text messages when you visit campuses to keep you calm. Not just professionals – some of your biggest support will come from other grad students who are also out searching. You’re all in the same boat, and it’s nice to know you’re not out in the job search sea alone! Plus, the thought of sharing a high-five when you all connect at a conference is a great motivator.

(And if you ever get the chance to blog about your experiences – whether for a website or just for yourself – do it! It’s a nice way to think through a lot of things related to the job search, without having to actually search.)

I talked a lot in my first entry about finding the perfect job, but that even working on a tropical island means having to deal with some jellyfish. I know there will probably be some jellyfish to deal with in my first year, but I’m looking forward to getting started in my new position. There’s a lot to learn, and I’m excited to take all my knowledge and experience from grad school and see how it works in the real world. It may not be a tropical paradise, but I’m looking forward to a lot of sunny days!

Though this is my last entry in the #JobHunt series, don’t rule out me returning now and then to blog about my first year as a professional in the field. I’m sure there are many more stories, revelations, and interesting tales to come. To everyone who has followed along my job search from the beginning – thank you! I really couldn’t have done it without all the kind words and supportive messages! Thank you!

Shannon Healy

Shannon Healy is a new student affairs professional.

(Editor’s note: I’d say more, but she forgot to tell me where! But you will definitely hear more from her in the future, as I do hope to have her blog about her first year as a professional. In the meantime, I am sure she’ll eventually tell her vast Twitter following. Or maybe she could just post a comment below.)

Related posts:

1. #jobhunt #5
2. #jobhunt No. 2
3. #jobhunt No. 10: Round 2-Electric Boogaloo!

Much has been said lately about the value of social media to job seekers. Since you’re reading a blog post about it, which you probably learned about from a post on Twitter, Facebook, LinkedIn or BrazenCareerist, the value of social media should be obvious. It is likely what brought you here.

So let’s cut to the chase: You know social networking can be valuable, but you just aren’t sure how to do it the right way. Here are 5 great posts that can help you figure some of this out.

Take 5:

• How to Use Social Media in Your Job Search: Using LinkedIn, Facebook, and Twitter to Job Search by Rachel Levy gives a great overview of ways to use these tools, and your blog.
• 7 Secrets to Getting Your Next Job Using Social Media by Dan Schawbel gives some unique ways to use search engines, bl ogs, LinkedIn, Facebook, Video Resumes and your blog/rss subscriptions to stay on task, monitor your personal brand, an d get connected during your job search.
• This article about a panel presentation by the Sacramento Social Media Club about using Facebook and Twitter for your job search gives some simple but good advice from panelists. I also like the idea of social media clubs. If you have one in your area, this could be a great place to find people who could help you understand ways to use social media to enhance your job search and career.
• The Social Media Commando offers 10 tips on using Social Media in your job search
  
• Alison Doyle offers a good overview of networking sites at her About.Com page. Alison is a great person to follow, and her articles on About.Com are very much resource-packed. I visit often and always learn something.

And listen in the morning:

I am doing a BlogTalkRadio show on using social media in your job search tomorrow (Friday) at 11 a.m. My guest host will be Mallory Bower, Assistant Director of Career Services at the University of North Carolina at Pembroke. Mallory writes periodically for my other site, HigherEdLifeCoach.Com, and will have some articles on this site soon, as well. Our guests will include some of Mallory’s colleagues at UNCP, including Mike Severy, Director of Student Involvement and Leadership, and newly hired Assistant Director Becca Fick. Twitter was integral to posting the job, getting candidates and to Fick’s eventual hiring. Mike and Becca wrote great posts on their perspectives on using Twitter in the job search. Mike’s post, on the Student Affairs Collaborative Blog, can be found here, and Becca’s guest post at On the Go with Ed Cabellon can be found here.

We’ll also revisit last week’s discussion on “purpose” and what it means to people working in higher education. Plus news, events and perspectives of note in the higher ed/student affairs world. Show is scheduled for 90 minutes to allow call-ins, discussion, etc., but may end after an hour or so.

You can listen to the show by following this link. And you can call in live to ask questions during the interview to (347) 989-005 or via Skype from the show page. (I’ve never really done that, but it is supposedly possible. Someone should give it a try, and let me know how it works!) Please listen in and share your questions and comments. After the show, you can call in and record your comments to my GoogleVoice comment line, 706-352-9467. (352-WINS) and I may play them on the air in a future episode.

So please check out these links, think about how you might use social media to advance your job search and career, and call me in the morning.

Related posts:

1. Take 5: Social Media Resources for Higher Ed Pros
2. Today on BlogTalkRadio: Using RSS in Your Job Search
3. Take 5: Five Resources for Your Student Affairs Job Search

Conducting a successful student affairs job search requires patience, networking, and technology. That’s right, technology. One particular tech tool that is extremely useful for conducting a search is RSS. Job postings delivered to your feed reader via RSS means that new job announcements are efficiently delivered to your virtual doorstep.

If you aren’t familiar with using RSS, please watch this video for more information:

If you need an RSS feed reader, I would highly recommend using Google Reader:

There are a few student affairs websites that offer job postings via RSS feeds, including:

• ASCA
• HigherEdJobs.com
• Inside Higher Ed
• NAFSA
• NACAS
• NACUBO

Remember to look for the RSS symbol – – or for a link to RSS data. Ideally, all student affairs job sites will offer RSS feeds in the near future as this makes conducting a search ultra-convenient.

An alternative to RSS feeds for job postings is the “Email Alert.” Several sites offer email alerts based on a variety of search queries. ACPA, The Chronicle of Higher Education, The Placement Exchange, and the Higher Education Recruitment Consortium all offer student affairs job search updates via email alerts.

In addition to the RSS and Email solutions mentioned above, most student affairs associations / higher education news sites offer job listings on their websites. Here are direct links to the student affairs job listings for the following associations / resource sites.

Student Affairs jobs via professional associations:

• American Association of Collegiate Registrars and Admissions Officers (AACRAO)
• American College Personnel Association (ACPA)
• Association of College Unions International (ACUI)
• Association for Student Conduct Administration (ASCA)
• Consortium of Higher Education Lesbian Gay Bisexual Transgender Resource Professionals
• National Association for College Admission Counseling (NACAC)
• National Academic Advising Association (NACADA)
• National Association of College Auxiliary Services (NACAS)
• National Association of College and University Business Officers (NACUBO)
• NAFSA: Association of International Educators
• National Association of Student Financial Aid Administrators (NASFAA)
• The Placement Exchange (NASPA, ACUHO-I, NACA, NODA, ASCA and AFA)

Student Affairs jobs via higher education publications / job sites:

• The Chronicle of Higher Education
• HigherEdJobs.com
• Higher Education Recruitment Consortium
• Inside Higher Ed
• The Spelman & Johnson Group (SPG)
• StudentAffairs.com