Gregory S. Blimling

Principles of Good Practice for Student Affairs.

• Engages students in active learning. • Helps students develop coherent values and ethical standards. • Sets and communicates high expectations for student learning. • Uses systematic inquiry to improve student and institutional performance. • Uses resources effectively to achieve institutional missions and goals. • Forges educational partnerships that advance student learning. • Builds supportive and inclusive communities.

New Technologies-Changing How We Work with Students.

Todays students, technologically savvy from an early age, expect technical sophistication from their campuses and curricula. Higher education must keep pace with new technologies while addressing the policy issues that they inevitably raise.

New Dimensions to Psychosocial Development in Traditionally Aged College Students

Why do so many traditionally aged college students engage in inappropriate behaviors, even when they are smart enough to know better? To answer this question, Gregory S. Blimling looks at some of the latest neuroscience research and, in doing so, introduces a new dimension to understanding psychosocial development in college students—developing the capacity for self-regulatory cognitive control.

White blankets may make you smarter and other questionable social science findings

Looking for amazing research that will make the nightly news or turn an administrators head? If you find it, be warned. The findings may have been reported out of context or based on faulty logic.

Creating Contexts for Learning and Self-Authorship: Constructive Developmental Pedagogy (review)

tents of the table on doctorates earned in mathematics. Graphs showing these trends would have conveyed a far more powerful image of the book’s central issue than the tables are able to do. One observation that Murray may have overlooked is that none of the women seemed to be stressed by internal conflict. The interviewees appeared to direct their energy into creating satisfying lives in an uncooperative world. There was no hint that some women might have wondered whether they had a “right” to be mathematicians, whether they “deserved” to have greater happiness than they might have had as housewives. None of the interview material seemed to suggest that any of the women felt guilty for wanting a self-fulfilling life or that they struggled against a deeply rooted moral code insisting that women be fulltime wives and mothers because the universe was somehow designed that way. Rather than having an internal conflict, these women seem to have been challenged by adversity and to struggle against cultural norms whose validity they questioned. This book will interest not only women mathematicians (and their families), but will find a readership among historians of science, sociologists, and educators, and perhaps most importantly, among all women who continue to struggle with personal and professional identity.

You Can't Rock the Boat if You're Rowing It: And Other Observations About Life as a Student Affairs Administrator

Life as a college administrator offers a complex set of challenges, frustrations, and learning opportunities that are seldom recorded or shared. Drawing from a journal he has kept for many years, Gregory Blimling shares his observations about student affairs administration and the lessons he has learned from more than 30 years as a professional in the field, nearly 20 of which has been as a senior student affairs officer. He cautions readers that he is not offering advice and that his comments reveal his weaknesses, frustrations, and his maturing beliefs about higher education and the role of student affairs.