RUNNING HEADER: PHILOSOPHY OF STUDENT AFFAIRS: PART II

Philosophy of Student Affairs: Part II

EDLD 6510: Foundations of Student Affairs
Eric Hilldorfer
Western Michigan University
December 14, 2013

PHILOSOPHY OF STUDENT AFFAIRS: PART II

The world of student affairs is constantly changing and evolving every day from the use
of social media in daily work to something as constant as a budget or funding. There is one thing
that remains constant and that is the values and philosophies of student affairs professionals. Yes,
the values and philosophies have changed and evolved too, but the philosophy and values are
what help develop the shift and in its self is becoming stable. The values of student affairs have
helped form my philosophy and guided me to the path of becoming a student affairs professional.
Values of Student Affairs
Student affairs is compromised of many leaders and these leaders all have their own
philosophies and values. There are however, values that student affairs professionals will most
likely be seen across the board. The focus of the position of a student affairs professional must be
on the students and their needs. Student affairs professional must understand the students view
and respect individual differences, and appreciate the agency students bring to their own
learning. We have to understand that our work is focused directly on the students development
and learning (Reason & Broido, 2011). The Student Learning Imperative (1994) reinforced this
idea of the focus being on the students stating that focus should be on student learning and
development (Carpenter, 2011). It is simple, students are our first priority. We are there to aid
them and guide them through their path of higher education and usher them into the society.
I always view student affairs professionals as one of the last mentors or teachers a student
will have before they make that leap into society. Student affairs professionals have to prepare
students so they can be acclimated to society (Reason & Broido, 2011). According to Reason and
Broido (2011) it is a growing importance of student affairs professionals to encourage students to
have a sense of responsibility to society. The skills that students learn in college and from their
mentors are most likely skills that can be applied in society once they leave college. As student

PHILOSOPHY OF STUDENT AFFAIRS: PART II

affairs professionals we have to know what skills the students need and how to properly prepare
them. Our work has to be intentional and well planned.
We have to know how we are developing and teaching the students and we have to make
our teachings purposeful and intentional. As student affairs professionals we should be able to
use our ACPA/NASPA Professional Competencies (2012) on a daily basis especially when our
main focus is on students. There is a whole section dedicated to student development and
learning and how to properly incorporate theory knowledge and application and how we should
be effectively using this skill. These competencies state we have to apply theory to students, but
also be able teach others to apply learning theory and models to create opportunities (ACPA &
NASPA, 2012). This allows the profession to become stronger and provide more growth for staff
members and students. These competencies ensure are abilities are being used to the fullest
extent.
Another way to ensure as student affairs professionals we are reaching our students and
enhancing their development and growth is to incorporate Chickering and Gamsons (1987)
Seven Principles for Good Practices in Undergraduate Education. These practices help the
professional to ensure the college student is receiving the best experience possible (Chickering &
Gamson, 1987). One of the practices echoes the theme of student learning and development;
good practice encourages active learning. To the students, learning is not a spectator sport they
need to engage actively in and outside of their classroom and be able to apply their learning daily
(Chickering & Gamson, 1987). Our activities should always have some sort of real life
application or incorporation of critical think skills for the students to practice on so they can
develop and be ready for society after school.
Philosophy of Student Affairs

PHILOSOPHY OF STUDENT AFFAIRS: PART II

As a graduate student in a higher education and student affairs program I have read
multiple philosophies on student affairs and the value that student affairs can bring to the
campus. The one common thread I can see among all of the philosophies and styles and it comes
down to leadership. To be an effective student affairs professional one has to develop a great
leadership style and be able to use all the tools in their student affairs tool box. For me, the one
way I have learned and am still learning how to become an effective leader and student affairs
professional is by using Kouzes and Posners (2007) five practices of exemplary leadership.
Kouzes and Posners (2007) five practices of exemplary leadership are model the way,
inspire a shared vision, challenge the process, enable others to act, and encourage the heart.
These are great practices and I used them in the past with out even knowing. I currently display
these practice in my current work as career advisor at my place of work in Career and Student
Employment Services and as advisor to my fraternity and to a fraternity on Western Michigans
campus.
As a career advisor I work in the Career Zone of CSES and display some of the five
practices in my everyday process. I work with students on an individual basis helping them
develop cover letters and resumes, and helping them with interview preparation. One of the most
common things I assist students with is being able to write a resume. The one practice I use the
most often is modeling the way; this when a leader displays and act and expects their members to
perform the act (Kouzes & Posner, 2007). The reason the leader performs the act is to show they
would not do anything they did not want their members to do as well. When a student has a
question or needs help with a resume a first help them find the answer. I do not tell them because
they will not learn that way. Student learning has to be actively engaged according to Chickering
and Gamson (1987). When the student arrives to the answer I explain to them the importance of

PHILOSOPHY OF STUDENT AFFAIRS: PART II

why the resume should be structured or formatted that way. If they ten do not agree I show them
a resume that I use for applying for positions and let them know I would not do something I did
not want them to do as well. When seeing my resume it not only solidifies my point to the
student, but they are able to actually see the importance of structuring their resume properly. The
student not only learns a valuable skill, they also are being prepared for society. Another value is
being demonstrated about the importance of student affairs.
As an advisor to a fraternity you will almost be using every one of the five practices of
leadership, but the two I use most frequently are inspiring a shared vision and challenging the
process. When a leader is inspiring a shared vision they need to ask questions to see what the
organization wants and the leader has their values and dreams and that helps create the future
(Kouzes & Posner, 2007). As an advisor to a chapter, on Western Michigan Universitys campus,
my goal for them is too help improve their grades. I tell them my expectations, the reasons I have
these expectations, and that the goal can be met because I have done it before. I then ask them
their vision and ask them how they can achieve this goal of improving their grades. They become
active in the process and are learning as well. This goes back to Chickering and Gamson (1987)
that learning is not a spectator sport and these members/students are actively participating in
the shared vision. It empowers them to want to achieve and meet their goal of improvement. I
have shared the vision and now they are willing to act. Sometimes getting the chapter to act is a
task, but first you must challenge the process. During lecture Dr. Randy Ott said something that
stuck with me. He believes that a student affairs professional must be able to always see how the
students relate to them and how the professional can relate to their students. (Citation) He means
that the students must understand the professionals just as much as the professionals understand
the students so the development process can move forward and be challenged.

PHILOSOPHY OF STUDENT AFFAIRS: PART II

As an alumni advisor to my fraternity one of my main duties is to make sure they stay on
task and keep membership up in the organization. The organization tends to be static sometimes
and does not want to change their ways. I have to challenge the process, step out into the
unknown and search for innovate and new ways according to Kouzes and Posners (2007)
exemplary practices of leadership. I am constantly finding new ways or ideas for the organization
to recruit members that are not standard to them. It allows the members to escape from their
comfort zones and explore new ideas as well. This allows the members to become more creative
and build upon ideas and how they see it can work more effectively. It becomes the challenge
and support model that is seen throughout the world of student affairs. I am presenting a task for
the members, but I will be there to answer and assist them, but not hindering their development
and learning at the same time. This is preparing them for the ability to excel in a workplace were
new ideas and innovations are can help lead to positions within the company. It all goes back to
the value of preparing the student for society once their undergraduate education is complete
(Reason & Broido, 2011).
Still Developing
As a graduate student learning to become a student affairs professional I have developed
a philosophy that is heavily grounded in the act of leadership, specifically geared towards the
five practices of exemplary leadership (Kouzes & Posner, 2007). I display them in the workplace
and as an advisor for fraternity life. I myself am still learning new ways to lead and my
philosophy will become more refined and well tuned over the years. One thing that will stay are
the values to developing students and ensuring they are receiving the most out of their college
experience to be prepared for society.

PHILOSOPHY OF STUDENT AFFAIRS: PART II

References
American College Personnel Association (ACPA) & National Association of Student Personnel
Administrators (NASPA). (2012). ACPA/NASPA professional competency areas: For
student affairs practitioners. Washington, DC: American College Personnel Association.
Carpenter, S. (2011). The philosophical heritage of student affairs. In Zhang, N. & Associates
(Eds.), Rentzs Student Affairs Practice in Higher Education (4th ed., pp. 3-27).
Springfield, IL: Thomas Books.
Chickering, A. W. & Gamson, Z. F. (1987) Seven principles for good practice in undergraduate
education. The Wingspread Journal. 9 (2), Insert.
Kouzes, J.M., & Posner, B.M. (2007). The five practices of exemplary leadership. In The JosseyBass Reader on Educational Leadership. (2nd ed., pp. 63-72). San Francisco, CA: JosseyBass.
Reason, R.D. & Broido, E. M. (2011). Philosophies and values. In J.H. Schuh, S.R. Jones &
S.R. Harper (Eds.), Student Services: A Handbook for the Profession (5th ed., pp. 353371).San Francisco, CA: Jossey-Bass.
*Lecture Citation