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Drawing on prior scholarship about the academic mission, the essay argues that student affairs must accompany academic activities in international settings, addressing issues faculty are often untrained to manage. Case evidence from Emory University shows how guest-lecturer administrators can support curricular innovation, reduce barriers, and strengthen seamless learning environments and cross-campus 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should student affairs professionals accompany faculty on study abroad programs?","Question",{"text":112,"@type":113},"To ensure students’ holistic needs are met and to provide support for behaviors, emergencies, and emotional stress that faculty may not be trained to handle abroad.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the academic mission relate to student affairs in higher education?",{"text":117,"@type":113},"Student affairs should not compete with or replace the academic experience; instead, it enhances and supports the academic mission as a partner in the educational enterprise.",{"name":119,"@type":110,"acceptedAnswer":120},"What example is used to illustrate the partnership approach?",{"text":121,"@type":113},"Emory University’s Italian Studies program partnered a director with an experienced student affairs professional to determine whether curricular innovation and a seamless student experience were possible.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599568,1792987108,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","The Union of Academic Affairs and Student Affairs in anUndergraduate Italian Studies Abroad Program  \nJudith Raggi-Moore,R.Britton Katz,Lauren H.Habif  \nWhen the faculty members for study abroad programs invite student affairs professionalsto accompany them abroad,they combine skills and talents to ensure that students'holistic needs are met.The authors were partnered in an Italian Studies summerprogram in 2001 and 2002,in which the student affairs professional was available tohelp the faculty members address student concerms and proffer guest lecturing.Theauthors concluded that this partnership is imperative for future study abroad programs.  \nMuch has already been written about meaningful collaborations for academicaffairs and student affairs in higher education.On the 50th anniversary of TheStudent Personnel Point of Vien,the National Association of Student PersonnelAdministrators(NASPA,1987)issued A Perspective on Student Affairs in whichthe academic mission of the institution was measured as preeminent.Onebelief cited read as follows:  \nColleges and universities organize their primary activities around theacademic experience:the curriculum,the library,the classroom,and thelaboratory.The work of student affairs should not compete with andcannot substitute for that academic experience.As a partner in theeducational enterprise,student affairs enhances and supports the academicmission.(p.9)  \nHowever,little or no scholarship exists about student affairs following oraccompanying the academic mission elsewhere.This essay acknowledges thepresence of American college classrooms in study abroad settings and the needfor a student affairs component.At most institutions of higher learning,student affairs and academic affairs have occupied distinctly different spheresof influence(Hirsch &Burack,2001).However,at Emory University thedirector of the Italian Studies program partnered with an experienced studentaffairs professional to determine if a curricular innovation might be possible.The student affairs professional was invited to join a study abroad program as aguest lecturer and administrator.If Hirsch and Burack(pp.58-59)suggest thatfaculty members are unable to provide the time and effort to integrate service-learning into their classwork,then perhaps this social responsibility in a studyabroad setting is an important use of a student personnel administrator’s work.Further,such a joint effort at providing quality higher education for students  \nRAGGI-MOORE,KATZ,HABIF  \ncan enrich cooperation among faculty members and student affairsprofessionals(O’Brien,1989).There is a paucity of research regardingAmerican student attitudes about their study abroad experiences in which thefaculty members and the student affairs professionals are collaborators at aninternational study setting.However,there is a rationale for including studentaffairs in the study abroad work.  \nA partnership in study abroad settings is a natural expansion for facultymembers and student personnel educators.Most connections between facultymembers and student affairs are constructed around specific problems,projects,or programs (Brown,1990).The study abroad concept at Emory is agrowing program with growing problems.Within the coming decade,it isanticipated that most Emory undergraduates will enroll in a minimum of onestudy abroad experience.However,the attitudes,behaviors,and healthconcerns exhibited by students are generally considered the purview of studentaffairs when students are on their traditional campuses.It is to the benefit ofthe college or university for student affairs professionals to join the facultymembers so that a seamless learning environment occurs(Kuh,1996).  \nIf student affairs professionals primarily contend with student behaviors anddispositions on American soil,then the faculty members inherit theseobligations upon departing for study abroad situations.However,the facultymembers are seldom trained or educated to provide confident response tomen","cbCaikP2Je2Qkyn8","https://ap.wps.com/l/cbCaikP2Je2Qkyn8","pdf",1228365,"English","# Study abroad partnerships and student needs\n## Academic mission and student affairs roles\n## Rationale for adding student affairs to international programs\n## Benefits for learning and seamless education\n## Health, counseling, and staff readiness","[{\"question\":\"Why should student affairs professionals accompany faculty on study abroad programs?\",\"answer\":\"To ensure students’ holistic needs are met and to provide support for behaviors, emergencies, and emotional stress that faculty may not be trained to handle abroad.\"},{\"question\":\"How does the academic mission relate to student affairs in higher education?\",\"answer\":\"Student affairs should not compete with or replace the academic experience; instead, it enhances and supports the academic mission as a partner in the educational enterprise.\"},{\"question\":\"What example is used to illustrate the partnership approach?\",\"answer\":\"Emory University’s Italian Studies program partnered a director with an experienced student affairs professional to determine whether curricular innovation and a seamless student experience were possible.\"}]","The Union of Academic Affairs and Student Affairs in an Undergraduate Italian Studies Abroad Program | PDF",1792089029,18]