lenges students’ assumptions that the law is a set of rigid prescriptive mea-
sures limiting educators’ options to exercise judgment. It also highlights
what is expected of students, faculty, and administrators in a Facilitator
University and course, making the Facilitator Philosophy a lived experience
for students.
Unshakeable Focus on Students
Using the SIR taxonomy, consider the relational factors influencing partici-
pants in the typical Higher Education Administration classroom. In addition
to being graduate students, each serves as an institutional representative
with responsibility for risk management in a setting increasingly shaped by
the law. The Facilitator Model integrates a legally sound approach to risk
management with the values of the profession they chose to join
Students sharing the classroom in Higher Education Administration grad-
uate programs include seasoned professionals and recently graduated stu-
dent leaders from a variety of geographical locations, institutional settings,
experiences, levels, ages, and developmental levels.
The applied aspects of the curriculum and the diverse student make-
up of a Higher Education Administration cohort contribute to unique so-
cial systems in the environment. The instructor is content expert, guide,
and advisor, but not the lone mentor available to students. Working at the
same colleges as their program offers students ample access, breadth of
knowledge, and depth of experience to allow effective peer mentoring and
working in teams.
47 Nancy J. Evans & Robert D. Reason,
Guiding Principles: A Review and Analysis of
Student Affairs Philosophical Statements
42 J. of College Student Development 359–
77 (2001).
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