Sie sind auf Seite 1von 13

Running

head: PERSONAL STUDENT AFFAIRS PHILOSOPHY


Personal Student Affairs Philosophy


Samantha Garcia
SDAD 577: Foundations of the Student Affairs Profession
Dr. Alvin A. Sturdivant
December 8, 2013

PERSONAL STUDENT AFFAIRS PHILOSOPHY

Personal Student Affairs Philosophy


Little did I know my first steps onto my undergraduate campus, as a freshman, would
define my college experience. I had no idea that the red, yellow, green, purple, aqua, blue
colored hair and tutus would mean so much more to me than just some crazy get-up. My first
experience as an Aggie at Texas A&M University was at Fish Camp. Fish Camp is Texas
A&Ms extended freshmen orientation program where students learn what it means to be an
Aggie. Fish Camp is where I found my home, my voice, and the opportunity to become a leader
and make my college experience more than just the routine of going to and from classes. In my
final year at Texas A&M University, I had a multitude of out of the classroom experiences in
student activities that I was lucky enough to link with my undergraduate studies in leadership
and development. In the opportunities that were so selflessly provided to me by my institution I
found my home and a realization that I would love to be able to provide the same opportunities
afforded to me. It is my goal at Seattle University to expand my knowledge on how to effectively
provide opportunities outside of the classroom that will enhance and ultimately define students
experiences.
The Basic Aims of Student Affairs
Student affairs can best contribute to the aims of education by providing students with a
challenging outlet that enables them to grow and learn from their mistakes and successes.
Through this outlet they have the opportunity to apply what they are learning in the classroom
out in the real world. The student affairs version of the real world is a safety net that allows
students to experience the highs and lows of growth in a safe environment. However, we must be
careful not to hinder their experiences by being overly supportive or even lack in support. We
must find the right balance of support, which will vary from student to student. Reading the way

PERSONAL STUDENT AFFAIRS PHILOSOPHY

a student learns and adapting to fit their needs is a skill that we can develop through experience
and classroom education. Classroom education is the foundation for professional practice,
however application of principles and teachings in work is where we will understand what aligns
with our values and needs, and what works well for the students we interact with.
It is important to keep in mind that our work is a two way street when working with a
student. First we pose the challenge for a student to find the motivation for getting involved
outside of the classroom. However, it is the professionals duty to assess and determine how the
student will find that motivation. Will they find it intrinsically, through past experiences, peer
example, parental pressure, or other influences? The professional must reach out through various
avenues. There is the standard way of posting departmental information online or around campus
about student organizations and the various services available to them but then it is up to the
student to engage in these opportunities. I believe that as an educator it is my duty to reach out to
all students and I am not doing my job unless I have explored all avenues to help them. With that
in mind, how do we reach out to the student that needs the most help because they are struggling
to help themselves? This is the point where our interpersonal and intentional communications
with students come into play. We need to be able identify students of concern and form
intentional relationships with them and maybe even those in their peer group. Through
intentional relationship we can be more effective as student affairs professionals because we are
reaching those students that need the most help to get the initial motivation. It is important to
keep in mind that some students will need more attention than others, but always be mindful of
not holding their hand. When things become too easy for students, they lose motivation and
expect things to come to them from external sources. We see this happen often with the
millennial generation, or students reflecting characteristics of millennials, in the form of

PERSONAL STUDENT AFFAIRS PHILOSOPHY

helicopter parents (Coomes & DeBard, 2004). Students come into the college realm with the
expectation that their parents or someone at the institution will take care of everything for them.
This, of course, is not the case. Colleges have moved away from the in loco parentis model of
education for many years now (Kuh, 1993). It is the students duty to have all they need squaredaway and involve themselves outside of the classroom. It is apart of the student affairs
professionals duty to help students come out from under their helicopter parents and take on
responsibilities that will be beneficial in their growth.
There is also much to consider when applying student affairs professional skills in
various institutions. The type of institution in which we apply the learned concepts alters the way
we contribute because every institution is different; no two are the same. They have a different
group of students, unique individuals making up the population. The institution is unique
because it possesses its own foundation of mission and values. It is the responsibility of the
student affairs professional to adapt to the changes in student population and institution mission
and values. Typically students that seek higher education look for institutions that resonate with
them. An influential factor that affects the type of student the institution attracts is what type of
institution it is: private, public, or religiously affiliated. These are easy go to generalizing
characteristics but each institution is so much more than those generalized groups. Until students
immerse themselves in the institution culture they cannot fully comprehend what it will be like;
the same goes for the student affairs professional. It is the professionals responsibility to create
an environment that will provide the opportunity for students in transition to discover how they
will find a home within the institution.

PERSONAL STUDENT AFFAIRS PHILOSOPHY

Purpose of Student Affairs in Higher Education in Developing Lifelong Leaners


The purpose of higher education is to develop well-rounded individuals that are of mature
mind and attitude to help critically and selflessly solve problems for the greater good. Modern
student affairs in relation to higher education, has not been around as long as higher education
has been. It started growing roots with the rise of land-grant institutions and public colleges and
universities in the early 1900s (McCellan & Stringer, 2009). Those that began the student affairs
development process had very little structure. Their pioneering efforts have been adapted into the
modern practice of student affairs (McCellan & Stringer, 2009).
Higher education was developed to feed the minds of those who chose to question the
world, search for answers, and create new. The college atmosphere was founded on the principle
of expanding the minds of young people so they may go out and better the world around them
while instilling these learners with a thirst for more knowledge post graduation. Lifelong
learning is essential to lifelong personal growth; the two go hand-in-hand. Instilling a thirst for
knowledge in students is an essential function of higher education that can be fostered inside the
classroom, outside the classroom, or mixed through the entire institutions efforts to develop wellrounded individuals. Students experience the most benefit when the two are mixed. The key to
mixing out of classroom and in the classroom education, which inherently instills the thirst for
knowledge post graduation, is by helping each student understand and find value in what they are
studying and what they are involving themselves in. It is not often that students studies and
involvement directly reflect each other, however by making the educational experience
meaningful on both sides and having students reflect on their experiences will most likely bring
meaning to their learning. The meaning behind all of their work could be anything but we strive
for transferable skills like communication, leadership, and responsibility. To clarify, I believe

PERSONAL STUDENT AFFAIRS PHILOSOPHY

responsibility is a skill because there are far too many people who are willing to pass the buck
onto someone else so they do not have to deal with the consequences of their actions.
Through my graduate assistantship, I have seen this a number of times, particularly with
two students. Part of my job is occasionally assisting in disciplinary decisions with the Dean of
Students. Two students are consistently breaking some of our on-campus living rules, which are:
no drinking in the apartments, no co-habitation of the opposite gender after designated times, and
no pets. When these students have been discovered in violation of these rules their attitude turns
very sour and angry towards the administration. They believe that we are trying to get them into
trouble by singling them out. After many discussions with these students they have a hard time
grasping the concept of taking responsibility for their actions and that their actions have
consequences. I have found it frustrating to discuss matters with these two students and I know
they will not be the last two to ever deny responsibility for their actions. Getting students to
accept responsibility for their actions aids in personal growth, which, as stated previously, is
directly related to lifelong learning. To get students, like the two I mentioned, to accept
responsibility for their actions we need to explore ways of helping them realize that it is not the
institution that made them break the rules but their own choices led them to be reprimanded. I
believe the integration of alternative disciplinary action could be an effective way of helping our
students grow through their choices. If we can affectively challenge and help students to take
responsibility for their actions, choices, and themselves, they will be far better suited for being
lifelong learners and respectful adults.
If students are being given the right support from their professors and student affairs
professionals than they should be well equipped to keep up with learning outside of the
classroom as they near the end of their undergraduate career. The development of lifelong

PERSONAL STUDENT AFFAIRS PHILOSOPHY

learning skills should begin as students enter their undergraduate career, then as they reach their
junior and senior year they should be applying some of their acquired skills. At this point
students are exploring new ways of applying what they have learned with some support from the
institution. This allows students to get a sense of independence and responsibility for taking
charge of their future. I believe that students should ultimately be in charge of what they are
learning, where they are learning, and when they are learning. However, sometimes there are
students that just need a nudge in the right direction to spark some interest for continued
learning. It is important as students graduate from college, go into the working world, or pursue a
terminal degree that they have a mentor or peer group with a common professional interest. This
can help lifelong learners maintain excitement for exploring what interests them. Intentional
collaboration will allow for enhanced discussion and maybe even the creation of modified ideas
for professional practice.
According to Kuh in Reasonable Expectations, I believe that is reasonable to ask students
to [] apply what they are learning in the class to their out-of-class lives (Kuh, 1993). This is
the purpose of student affairs in higher education because we are trying to provide students with
a well-rounded college experience. As such, it is the student affairs professional that provides
students with the opportunities to apply what they are learning in the classroom. I believe this
can be done through student activities and career development. I individually address these two
aspects of student affairs because I believe that they provide students with the most intentional
avenues of real world application for academic work. Student activities typically consists of
leadership opportunities that may have direct academic application but ultimately provide the
student with the opportunity to grow as a leader. This sets the student up for an easier transition
in the working world. Career development is a somewhat broad aspect of student affairs, but like

PERSONAL STUDENT AFFAIRS PHILOSOPHY

student activities it allows the student to get outside of the institution and classroom context by
gaining experience in work settings like internships, externships, and some forms of study
abroad.
Reaching Students through Collaboration
Student affairs professionals are unique persons within an institution. They are charged
with understanding the importance of developing the whole person and bridging the gap between
classroom and out of classroom learning. Professors, especially those at large research
institutions, are less likely and able to devote time to students growth outside of the classroom
because their job is to earn grant funds for the institution, among other demands. Since
professors are often consumed with grant writing or publications for tenure, they are unable to
allow time to collaborate with student affairs professionals on ways to develop the whole
student. However, as mentioned in Chapter 21 of The Handbook of Student Affairs
Administration under Supporting and Enhancing Student Learning Through Partnerships,
academic leaders [are] reconfiguring operations to have deans and department chairs work
together on a consistent basis (McCellan & Stringer, 2009). This allows for student affairs
professionals to take advantage of the push for collaboration and develop relationships with
faculty (McCellan & Stringer, 2009). Some institutions are even providing incentives for
departments if they are collaborative (McCellan & Stringer, 2009). Perhaps this means that
academic departments will mostly be looking to communicate with other academic departments,
however the time is right for student affairs professionals to jump into the mix so we can better
serve students. The availability of avenues for students to find a way to fit in and discover their
passions is why so many departments have developed under the student affairs umbrella.
Depending on the size of the institution there are typically many different avenues offered to

PERSONAL STUDENT AFFAIRS PHILOSOPHY

students for them to feel connected and developed in some way. By offering career counseling,
personal counseling, intramurals/athletics, we reach students in various ways to help them get
connected to their school. Through collaboration students can feel more connected to their
institution because it is working as a unified body to help them succeed.
Enhancing Students Comfort Level with Diverse Perspectives
Student affairs educators play a vital role in exposing students to the diversity of this
world. This should be intentional, pragmatic and void of exploitation of minorities through wellrounded programming that expose minorities and the majority to things they both know less
about. This allows for conversations to happen and questions to be asked about all parties
involved in the education and what their unique perspective is on the subject matter. Education is
unifying; it is what breaks the barriers of class, race, and sexual orientation. It permits
conversation to happen and flow while allowing students to come in with their identities and
wear them proudly but with humility. This is not always the case, for it is an idealistic balance
that asks a lot of a person. However, it is my mission as an educator to get as close to this
idealism as I can through intentional programming, relationships, and conversations. I want to be
able to get students talking with each other, asking questions about who they are, what are their
truths, and where they are in their development reflecting on themselves as a unified body of
educated persons. Through reflective collaboration students can become the educator. They are
then able to help each other grow and seek the appropriate guidance if it is not already fostered in
the group. When intentional conversation occurs among students they can recognize where they
need help or where they want to grow, consequently opening up the doors to seeking help
outside of the group in wellness, spiritual, academic, or career development.

PERSONAL STUDENT AFFAIRS PHILOSOPHY

10

Integrating Student Affairs Classroom Education into Professional Practice


In my experience the best way to teach student affairs subject matter is through
intentional instruction and example. As a senior at Texas A&M University I worked in the
Career Center as the undergraduate advisor for the Career Center student ambassador program,,
Aggie Career Team. I acquired the position through a mentor and friend I met my freshman year
of college through Fish Camp, Michael Shehane. Michael works in the Career Center and served
as my supervisor. He created the undergraduate position to provide those students with an
interest in higher education and student affairs the opportunity to get some first-hand experience
before going into a graduate program. Michael and I had one-on-ones each week where we
discussed over coffee and tea the highs and lows of being an advisor and how I can be intentional
about developing my students. We used Learning Reconsidered 2 as a guide for the experience. I
was able to go through the experience of being with students and digest what was happening
with Michaels guidance through application of concepts within Learning Reconsidered 2.
Through daily professional example, Michael provided me with a view on how to challenge and
support students.
Creating Meaning Amidst the Storm
There is a tremendous amount of fine print in the student affairs professionals handbook,
figuratively speaking. The detail of most student affairs positions goes beyond the traditional
ways of developing well-rounded individuals. Our positions often reach into crisis management
that supports another avenue of developing students (McCellan & Stringer, 2009). When
individual students, the entire campus, or the community surrounding a campus are hit with a
crisis student affairs professionals respond based on pre-developed action plans. When the initial
crisis occurs and we remain to help students cope with the events, we assist them in making

PERSONAL STUDENT AFFAIRS PHILOSOPHY

11

meaning of it, whether the crisis is a one time occurrence or continuing issue. Helping students
find meaning when they are in need of answers with why something has occurred often varies
our role of responsibility to each student. Our response to a crisis in trying to help students is
situationally based. It may be simple to just be someone they need to talk to, get all of their
thoughts out on the table, or it may be more beneficial for them to talk with a more appropriate
resource on campus. Helping students in their time of need and guiding them to the appropriate
resources will allow them to work through their issues individually yet supported. We can also
continue to be a resource for students by providing answers or reassurance that crises are being
dealt with effectively.
Conclusion
Without the presence of student affairs I would not be able to say that I found my passion
for developing students. I believe that people need to develop a connection to their institution.
Most students will not find that they love their institution because learning Chemistry there was
the best class ever. While it certainly could have been, and for the very unique student this could
connect them to their institution, it is unlikely for the majority. Student affairs gives a specific
name, a face, a feeling that students can attach themselves to and develop pride for.
The most exciting thing about student affairs for me is that I can be a resource for
students. I can help guide them along their path by being an example of a lifelong learner and
advocate for constructive collaboration. This unique quality of student affairs professionals sets
us apart from other educators of higher education. We are advocates for the student and the
institutions mission subsequently fostering an environment where all entities are welcome to join
the cause for developing successful students.

PERSONAL STUDENT AFFAIRS PHILOSOPHY

12

I want my students to graduate from college with a continued thirst for knowledge
because the eagerness to know more, do more, and be more can never be quenched. I want my
students to not feel like they have to know exactly what it is they are doing with the rest of their
lives as soon as they start school or graduate. It is a developmental process. Through their studies
and involvement, students grow into the people they will most closely resemble long after they
have graduated. The unique opportunity to guide students to this pinnacle of their life I see as an
honor and privilege.
I will see my dreams through by all that I have described, by being a well-rounded
professional that creates intentional and meaningful experiences to help students connect to their
institution. I know there is much for me to learn from the classroom and in my professional
practice to make me the best professional I can be.

PERSONAL STUDENT AFFAIRS PHILOSOPHY

13

References
Coomes, M., & DeBard, R. (2004). Serving the millennial generation. Jossey-Bass.
Kuh, G. (1993). Reasonable expectations. NASPA.
McCellan, G.S., & Stringer, J. (2009). The Handbook of Student Affairs Administration
(3rd Edition). Jossey-Bass: San Franciso.

Das könnte Ihnen auch gefallen