José Miguel Maldonado – författare

The Dynamic Student Development Metatheodel (DSDM) is a meta-theory based on empirically based inferences drawn from a national survey entitled the University Learning Outcomes Assessment (UniLOA). The UniLOA’s current dataset consists of over 500,000 college student participants and has supported impressive findings that allow for the reconceptualization of long-held cultural artifacts and assumptions regarding the way students grow, learn, and develop (GLD) and how decision makers within postsecondary education have selected to engage the domains of student development measured by the UniLOA. This book champions a model of student success. The DSDM was developed from common factors identified in multiple theories and models within the areas of human and student development as well as empirically based theories and models of education. By first defining complementary elements within the theories and models then establishing accurate operational definitions, the planning and engagement of appropriate services, supports, interventions, and programs (SSIPs) and the active assessment of their outcomes can lead to a more effective response to current challenges faced by higher educators. As a metamodel, the DSDM reconceptualizes student success within higher education that is disruptive to the current accepted paradigm of student learning and engagement. This book is intended for faculty and staff interested in critical debate about issues in higher education and for deliberation by graduate students in college administration programs.

The Dynamic Student Development Metatheodel (DSDM) is a meta-theory based on empirically based inferences drawn from a national survey entitled the University Learning Outcomes Assessment (UniLOA). The UniLOA’s current dataset consists of over 500,000 college student participants and has supported impressive findings that allow for the reconceptualization of long-held cultural artifacts and assumptions regarding the way students grow, learn, and develop (GLD) and how decision makers within postsecondary education have selected to engage the domains of student development measured by the UniLOA. This book champions a model of student success. The DSDM was developed from common factors identified in multiple theories and models within the areas of human and student development as well as empirically based theories and models of education. By first defining complementary elements within the theories and models then establishing accurate operational definitions, the planning and engagement of appropriate services, supports, interventions, and programs (SSIPs) and the active assessment of their outcomes can lead to a more effective response to current challenges faced by higher educators. As a metamodel, the DSDM reconceptualizes student success within higher education that is disruptive to the current accepted paradigm of student learning and engagement. This book is intended for faculty and staff interested in critical debate about issues in higher education and for deliberation by graduate students in college administration programs.

Counselors and educators are advocates for understanding ourselves, multiculturalism, and diversity in a societal climate of division. Provided the recent political coup and exclusion ideology, Latino Male students are marginalized because of cultural identity (Machismo) and cultural values. Due to the controversial nature of Machismo, masculinity, and language with Latino Males, multicultural educators are constantly silenced in universities by political correctness and censorship. Specifically, Latino Males are a direct target for incidences of racism, microaggressions, and oppression in our society. Colleges, universities, and counseling field has been moving forward slowly in its scope of 'inclusion advocacy' for Latino Male students. There is a dearth in the empirical research on Latino Male experiences of otherness, indifference, and exclusion. The proposed textbook will establish viable, strategies to deepen cultural competence and inclusion advocacy. A competent framework for engagement is desperately needed in areas of inclusion, advocacy, and social justice for Latino Males. The convergence of sociopolitical views on diverse relationships has ignited an era of unrest, exclusion ideology, and remnants of mental distress and trauma in Latino communities.The textbook/reader will specifically address the issues of Latino Male Machismo in colleges and universities. The authors will produce a variety of important readings (chapters) about Latino Male students, Otherness, and strategies for cultural inclusion of identity, values, and practices. The potential contributions from this research will provide a foundation for implementing innovative, inclusion programs for Latinx students as well. To further add content, critical incidences of bias, discrimination, otherness, and exclusion will be addressed in a manner that promotes a new form of connectedness for Latino Males in colleges and universities. The intended audience for this textbook/reader are counselor educators, student affairs professionals, counselors, and university counselors.