Running head: MY PHILOSOPHY

My Student Affairs Philosophy

Kali R. Odell
Seattle University
December 4, 2013
Dr. Alvin Sturdivant
SDAD 577

MY PHILOSOPHY

In NASPAs 1949 publication revisiting the perspective of student personnel workers, the
authors write, The development of students as whole persons interacting in social situations is
the central concern of student personnel work and of other agencies of education (p. 17). This
position resonates with me because it closely aligns with my vision of the purpose of education. I
believe that the objective of education is to assist in the holistic development of students into
informed and contributing members of a global community committed to social justice. This is
the mission that undergirds my philosophy as a student affairs educator and professional and
drives my purpose to educate students throughout their developmental processes. My
philosophy is grounded in my own educational and professional experiences, and includes the
purpose of education, the role of student affairs professionals as educators, good practices for
engaging and connecting with students, and the nature of our educational partnerships. These are
the beliefs that I put into practice as I move forward in my career.
Education and Student Affairs Professionals
My own college experiences significantly shaped who I am personally and
professionally. My decision to study political theory was particularly influential. My professors
taught me to analyze the strengths and flaws of political and social systems and challenged me to
consider how to change and improve them. They also challenged me to explore a variety of
perspectives and beliefs different from my own. This gave me a framework for exploring my
personal values and for making meaning of the experiences I had outside of the classroom,
including my relationships with friends, my participation in campus clubs, and my job as a peer
advisor. Together, these experiences shaped my self-discovery as an individual and gave me a
sense of global citizenship that demands I advocate for social justice in the world.

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I believe that all students deserve the kind of holistic educational experience that I had in
college. Vocational training in education is important (NASPA, 1987, p. 5). It helps individuals
find personal fulfillment in their professional callings. It also trains workers in high-level skills
that they can contribute to the global community. The purpose of education goes deeper than
providing students with job skills, though. Education furthers human and societal development
(NASPA, 1937, p. 39). Paulo Freire (2012) writes of the quest for humanization, This struggle
is possible only because dehumanization, although a concrete historical fact, is not a given
destiny but the result of an unjust order that engenders violence in the oppressors, which in turn
dehumanizes the oppressed (p. 44). Oppression and discrimination are evils prevalent around
the world, both within countries and cultures, and between them. However, as Freire suggests,
oppression and discrimination can be combatted. By exposing students to a variety of
perspectives, education can help them explore the dynamics of social and institutional power,
and to develop understanding and respect for diversity. As a student affairs professional, I want
to help students learn to think critically about human relationships so that they can decide for
themselves what improvement looks like. I want to help them gain practical skills for causing
change and taking action for social justice. This development is critical for students growth as
individuals and for the growth of a healthy society, particularly as globalization continues to
diversify and expand our communities.
My career in student affairs is motivated by my commitment to educating students and
helping them find the kind of meaningful educational experience in college that I did. Unlike
other educators, student affairs professionals center our work ethic on students holistic
development (Dalton, Crosby, Valente, & Eberhardt, 2009, p. 170). Scholars have found that
students actual experiences within an institution are more impactful on their development than

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the traits of the institution, so our mission as student affairs professionals is to provide students
access to experiences that might inspire development (Kuh, 2009, 60). Most of this work is done
outside of classroom. It focuses on lessons about self, leadership, and community, often serving
as bridges between lessons learned in the classroom and their students own lives and campus
communities (NASPA, 1987, pp. 12-14). For traditional students, college is the first opportunity
to live without close parental oversight, and learning to be responsible adults and respectful
community members can be challenging. We ease this transition by acting as guides for students,
providing them with information on the policies and procedures of the college or university and
then allowing students to make their own decisions within that framework (NASPA, 1987, p.
12). When students encounter challenges, we listen to and support them through the process of
developing their own solutions. This teaches students critical thinking skills for coping with
individual and community issues. Sometimes we take a more active role, such as organizing
students to participate in extracurricular learning opportunities; however, these activities should
be designed to emphasize self-exploration, student leadership, responsibility, and community.
It is important to recognize that while my mission as a student affairs professional
remains the same regardless of the institution that employs me, the type of institution does
influence the resources at my disposal. At a school that is truly committed to a mission or
philosophy focused on student development, diversity and inclusion, or social justice, I will
likely find that aspects like multicultural community, faculty involvement, and students interests
in co-curricular activities harmonize with developmental goals (Kuh, 2009, 63). In contrast,
institutions that place a lower value on development and diversity may provide a weaker
infrastructure for developmental work. At these institutions, student affairs educators may need
to spend more time investigating campus cultures and philosophies so that we can find the most

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effective ways for motivating student involvement and encouraging individual and social growth
(Kuh, 2009, 61).
Engaging and Connecting with Students
Students at different institutions may have different motivations for engagement, but
support for students pursuits of meaningful experiences consistently remains student affairs
professionals best method for teaching (Kuh, 2009, 63). The kinds of experiences that we
encourage may vary some depending on our specific positions, but they are all firmly grounded
around the objectives of individual and social development. For example, as an academic
advisor, I meet with many students who want me to tell them what major or career path they
should choose. My response is to ask questions that help students organize their interests,
thoughts, and goals. I also steer students toward resources like personality tests, conversations
with professors, and clubs or activities. While some students find this approach frustrating and
would prefer to be told what to do, these are not answers I can give them. Students need to learn
how to make their own decisions as independent adults. When I encourage students to seek their
own solutions, I am guiding their critical thinking about who they are and how they want to
direct their futures. Students rarely find all of the answers that they seek, but this approach puts
them on a path to continuing self-discovery that extends beyond academic and career interests.
Of course, while some students are eager, or at least open, to learning about individual
development, diversity, and community, there are others who are not. As legal adults, students
are entitled to decide that their college experience is just about getting their diplomas and not
about exploring developmental opportunities. Student affairs educators dedication to student
development does obligate us to challenge this perspective, though. To promote individual and

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social development, we need to be creative in engaging students in discussions or experiences

around development and diversity that they would not seek on their own.
The best method for supporting student development is to build close, positive
relationships with students. There are many strategies that we can employ to develop these. The
most important strategy is for us to develop our multicultural competence. Pope, Reynolds, and
Mueller (2004) argue that student affairs professionals need to develop self-awareness of our
own identities and biases, knowledge about different cultures and identities, and skills to use our
knowledge to communicate with diverse students. Given the diversity on campuses, it is
important for student affairs professionals to be flexible in our approaches to different students,
understanding that their unique experiences inform their communication styles and preferred
problem-solving techniques (Evans, Forney, Guido, Patton, & Renn, 2010, p. 141). We should
not forget that as individuals with uniquely intersecting identities, students may not demonstrate
characteristics expected of a certain identity, which means taking care not to make assumptions
about students based on a single identity (NASPA, 1987, p. 9). However, being aware of the
attributes associated with different identities gives us a framework for the kinds of questions we
should consider asking students in order to further our understanding of their particular
situations. Once a level of understanding is reached, we can solidify our relationships with
students by offering support that is individually and culturally appropriate.
There are several strategies that we can use to spark or solidify connections with students.
One strategy is to connect with students through programs that relate to their academic interests,
such as learning communities in residence halls or academic peer mentoring programs. These are
developmental opportunities in themselves, but they can also build diverse relationships and
spark interest in other opportunities for personal and social development. This approach can be

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extended to hosting events or programs that focus on themes of personal or social development
within the contexts of a broad range of interest areas such as career aspirations or international
travel or Harry Potter.
Another good strategy for engaging students is to be aware of the constantly changing
relationship that they have with technology. Technology is critical to communication with
students, and understanding how they use it affects how we reach out to them. For example, I
have learned that very few students check their voicemails with any frequency. As a result, I find
that emailing or even texting students can be much more effective ways to connect with them.
We must develop strategies like this in order to stay engaged with the students who are not
actively seeking us out.
Finally, we need to effectively communicate our accessibility to students. We tell
students that we are available, but it is important to take actions that reflect our words. This can
be done in a number of ways. One technique is to reach out and make introductory appointments
with students so that they see that our offer of engagement is sincere. This hopefully lays the
foundation for students to be more proactive in meeting with us as needed. Another method to
try is for us to regularly schedule some time to spend in student spaces rather than our offices. In
my experience, interacting with students in different spaces can shift the sense of power
dynamics and may help students feel more comfortable approaching professionals later, in more
formal settings. I have also found that even short, casual conversations held in passing can
become a solid foundation upon which to build a deeper relationship when the time comes.
Partnerships
The mission of the student affairs profession to promote students holistic development
demands that we respect students as partners in their education. Students and professionals

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rightfully have many expectations for one another, a few of which are keys to a successful
partnership. The first expectations revolve around addressing uncomfortable topics. Students
have a right to expect that student affairs educators will provide the space and support for
students to talk about difficult developmental subjects such as oppression, morality, and
privilege, to name a few (Laker & Davis, 2009, 250). Exposure to new and divergent ideas
instigates developmental change, so if student affairs educators do not provide these
opportunities to students, we are failing our mission. However, students do have the reciprocal
obligation to be respectful of diverse perspectives, even when challenging them. Students should
be encouraged to question new perspectives, but they need to raise these questions in ways that
do not make other students feel threatened or persecuted, feelings which will effectively limit
learning and growth.
Another expectation that deserves emphasis is for student affairs professionals to dedicate
ourselves to lifelong learning. Supporting holistic student development requires student affairs
professionals to develop a broad range of skills that must be updated because our field is
continuously changing. New theories and research around student development and professional
practices emerge and need to be considered for integration into professional practices. Student
populations change as demographics shift or as new technologies are invented (ACPA/NASPA,
2011; Komives & Carpenter, 2009). There is always more self-exploration to be done to
discover who we are as individuals, the roles we play in institutional and societal structures of
oppression, and how these affect our relationships with students (Pope, et al., 2004, pp. 14-15).
Knowledge is not static and no matter how much experience and knowledge I gain, there will
always be new things that I need to learn and old things that I need to relearn in new ways

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(Komives & Carpenter, 2009, p. 379). This is why lifelong learning is so vital to being a
successful professional.
A vital part of lifelong learning is a commitment to having learning partnerships with
students and coworkers. Students have a right to demand that I be knowledgeable about diversity
issues and individual development so that I can teach them how to engage in conversations and
make meaning of experiences through these lenses (Kuh, Lyons, Miller, & Trow, 1995, p. 3).
Through different combinations of many identities, the people who I work with have had
individual experiences to which I may not have personal access (Pope, et al., 2004, pp. 14-15).
By sharing their unique experiences and interpretations of identity, power, and oppression,
students and colleagues challenge me to reflect upon my own biased assumptions and to
regularly shift my paradigms so that they are more socially just (Freire, 2012, p. 80). Making
meaning out of these perspectives, especially when they represent conflicting perceptions, is
challenging, but it is a vital part of my learning process. It encourages me to frequently reassess
my understanding of my position and my relationships with students, and inspires me to adjust
my practices when I find that they are not appropriately meeting the needs of an individual or a
group of students with whom I am working.
Commitment to learning partnerships represents an informal approach to lifelong
learning. Formal learning is an equally vital approach and mirrors more traditional forms of
education, such as reading published research or theories; conducting research; attending classes,
workshops, and conferences; and giving educational presentations (Komives & Carpenter, 2009,
pp. 382-383). Formal learning helps me connect with other professionals and their experiences in
the field. It introduces me to different ideas around best practices for working with students or
operating within my chosen specialization. Every institution has its own culture and contexts

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which shape how its professionals approach their work; this can be advantageous when
approaches are tailored to meet the needs of a specific student body, but it can also be
disadvantageous when it traps professionals in a groupthink that restricts the development of new
ideas. Exchanging tested ideas with professionals outside of my institution gives me access to
concepts and practices that I might not think of on my own or in consultation with my immediate
coworkers (Komives & Carpenter, 2009, p. 376).
Although I can use both informal and formal learning intentionally to explore areas in
which I feel that my knowledge and skills are weak, formal learning tends to be a better tool for
this type of growth. When I identify an area in which I need more professional development,
reading research or participating in a workshop or conference themed around this area provides
me with more comprehensive exposure to multiple perspectives on the topic than I might receive
through conversations with my immediate colleagues or students. However, informal and formal
lifelong learning practices are not mutually exclusive (Komives & Carpenter, 2009, p. 376).
Knowledge that I gain through informal learning around diverse experiences can help me decide
which research and theories I find to be true and useful in my own work and which are not.
Formal learning can also serve as a foundation for how I approach my work, with informal
learning building on this foundation and tailoring my practices to match my experiences and
those of my students (Reason & Kimball, 2012, p. 360).
Lifelong learning is a responsibility shared by student affairs professionals and the
departments and universities that employ them (Komives & Carpenter, 2009, pp. 385-386).
Institutions and student affairs departments have ethical obligations to students and staff to
provide us with support for professional development opportunities (Komives & Carpenter, p.
385). Support includes giving guidance on the skills and knowledge these institutions want their

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professionals to master, planning professional development opportunities that will enhance staff
competency in these areas, and making funding available for additional educational
opportunities. Direct supervisors also have an obligation to assess the abilities of their
supervisees to make recommendations and provide support for professional development.
However, while I have a right to expect that my institution and office will support my
professional development, I also have obligations to my employers and my students to pursue
lifelong learning. I must be open to informal learning and willing to try making meaning out of
those opportunities. I am also in a strong position to assess the professional areas that I need to
improve, so I need to work to identify opportunities that I believe will best strengthen the skills
or knowledge that I need to do my job effectively. If I have questions about opportunities, I
should be proactive in discussing options with my supervisors and colleagues.
Students should also be able to rely on student affairs professionals to advocate for higher
education reforms that reflect the needs of students. Different colleges and universities have
unique characteristics and community standards that shape the type of student body they attract
(NASPA , 1987, p. 7). However, while maintaining an institutional identity is important, a top
priority must be ensuring that students feel supported. This means that colleges and universities
must be prepared to accommodate shifting social and cultural norms among students, and to
respond to feedback about negative effects that institutional policies have on students, both
socially and academically. As institutional representatives who help students deal with social and
academic challenges, often acting as confidantes, student affairs professionals are in a position to
hear and represent students needs and concerns to the institution. We need to partner with
students and institutional policymakers to consider and implement institutional changes that are
beneficial to the institution and to the student body (NASPA, 1987, p. 12).

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A final significant facet in our partnership with students is student affairs professionals
roles as crisis managers. The individualized nature of our relationships with students, as well as
our positions of leadership within our campus communities, often puts us in this position. Crises
can be limited in scope, such as when a student is in a car accident and breaks both legs, or more
extensive, such as a natural disaster (Miser & Cherrey, 2009, p. 604). As educators for holistic
development, it is important that we be prepared to teach students how to cope with crises and to
make sense of disasters. The vital first step to take is to make sure that students understand we
are available to them if they need us. A general, verbal invitation to work with us is not
sufficient, though; when we become aware of a student crisis, it is important to personally reach
out to the student or students involved and try to schedule meetings with them. The purpose
should be to provide students with space to process their experiences, to help them acknowledge
that they have been impacted by a crisis, and to come to terms with the extent of their situations.
From there, we can strategize with students on how to proceed given the realities that they face.
Depending on the nature of the crisis, we may also find ourselves in a position to provide
information or to normalize students experiences so that they feel more connected to the campus
community. Our expertise as administrators may also require that we deal with the logistics of
accommodating students who are facing crises (Miser & Cherrey, 2009, 607).
In my experience, student affairs professionals are committed to supporting students
through crises, to the point that we have difficulty recognizing our limitations. We can provide
students with information, resources, and our empathy and support, but students must be
receptive to these offerings in order for them to be effective. We should regularly renew our
offers of assistance so that students can accept when they are ready, but we cannot force our help
unless there is evidence that a student is at risk of harm. Given the close, individual relationships

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we develop with our students, it is difficult not to internalize their hurt. However, we must each
find our own methods for limiting the internalization of students crises, including building our
own strong support systems so that we have other people to help us deal with crises (Miser &
Cherrey, 2009, p. 612). Only by caring for ourselves as well as for students can we be effective
educators.
Conclusion
As an educator, my mission is to teach and support students through their development
into independent individuals who are strong leaders and community members. I believe that
doing this successfully means using the institutional resources available to me to reach out to and
engage with students to encourage them to pursue personally meaningful experiences during
their time in college. It is also essential to establish strong, positive connections with students,
requires me to continue developing my multicultural competency and pursue lifelong learning
strategies so that my engagements with students reflect their salient identities and needs. Finally,
I will maintain partnerships with students, which recognize my obligations to facilitate and
support engagement with controversial issues, to be an advocate on behalf of students for
institutional policy changes, and as a support for students in times of crisis. Fulfilling these
commitments to students will make me a better professional and educator, and will ideally help
the students with whom I work develop into self-aware and active members of a global
community committed to social justice.

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References

ACPA/NASPA. (2011, September 2). Principles of good practice for student affairs. Retrieved
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Dalton, J. C., Crosby, P. C., Valente, A., & Eberhardt, D. (2009). Maintaining and modeling
everyday ethics in student affairs. In G. McClellan & J. Stringer (Eds.), The Handbook of
Student Affairs Administration (pp. 166-186). San Francisco, CA: Jossey-Bass.
Freire, P. (2012). Pedagogy of the oppressed. New York: Bloomsbury Academic.
Komives, S. R. & Carpenter, S. (2009). Professional development as lifelong learning. In G.
McClellan & J. Stringer (Eds.), The Handbook of Student Affairs Administration (pp.
371-387). San Francisco, CA: Jossey-Bass.
Kuh, G. D. (2009). Understanding campus environments. In G. McClellan & J. Stringer (Eds.),
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Kuh, G. D., Lyons, J., Miller, T. & Trow, J. (1995). Reasonable expectations: Renewing the
educational compact between institutions and students. Washington D.C.: NASPA.
Laker, J. A. & Davis, T. L. (2009). Continuing the journey toward multicultural campus
communities. In G. McClellan & J. Stringer (Eds.), The Handbook of Student Affairs
Administration (pp. 243-264). San Francisco, CA: Jossey-Bass.
Miser, K. M. & Cherrey, C. (2009). Responding to campus crisis. In G. McClellan & J. Stringer
(Eds.), The Handbook of Student Affairs Administration (pp. 602-622). San Francisco,
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NASPA. (1937). The student personnel point of view, 1937. Points of View.
NASPA. (1949). Student personnel points of view, 1949.

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NASPA. (1987). A perspective on student affairs. Points of View.

Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2004). Multicultural competence in student
affairs. San Francisco, CA: Jossey-Bass.
Reason, R. D. & Kimball, E. W. (2012). A new theory-to-practice model for student affairs:
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Practice, 50(6), 577-596).