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Philosophy Statement
Eric Hilldorfer
Western Michigan University

As student affairs professionals, we must take time to understand the students view and
respect individual differences. We must appreciate the diversity students bring to their own

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learning. It is my belief to understand that our work is focused directly on the students
development and learning (Reason & Broido, 2011). The Student Learning Imperative (2008)
reinforced this idea of the focus being on the students, stating that focus should be on student
learning and development (Carpenter, 2011). Students are our first priority. We are here to assist
them and guide them through their path of higher education and usher them into their desired
path. I always view student affairs professionals as one of the last mentors or teachers a student
will have before they make that leap into their career. 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 knowledge that students gain in college and from the relationship
with their mentors can be applied in their careers. Our work has to be intentional and well
planned.
In our profession it is our responsibility to work with students on their leadership and
social development. It is important to utilize the 10 professional ACPA/NASPA (2012)
competencies on a daily basis, such as Advising and Helping; Assessment, Evaluation, and
Research; Leadership; and Personal Foundations. The Student Learning and Development
competency displays how to effectively incorporate theory knowledge and application in to
assisting the student through their experience (2012). Failure to incorporate our professional
competencies can hinder our performance, but it affects the student more and our duty to assist
them most effectively.
Another way to ensure as student affairs professionals we are reaching our students and
enhancing their development and growth is to incorporate Chickerings (1993) seven vectors for
good practices in the undergraduate experience. These include developing competence,
managing emotions, moving through autuonomy toward interdependence, developing mature

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interpersonal relationships, establishing identity, developing purpose, and developing integrity

(1993). These practices help the professional to ensure the college student is receiving the best
experience possible. 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, 1993). Our activities should always have some sort of real life application or
incorporation of critical thinking skills for the students to practice in order to achieve the highest
quality of balance and success.
As a graduate student in a higher education and student affairs program I have read
multiple philosophies and the values students can learn from their involvement in our work. The
one common thread that is seen is leadership. To be an effective student affairs professional one
has to develop a great leadership style and utilize the knowledge of student development theory.
In addition to my practical experience I have adapted by using Kouzes and Posners Five
Practices of Exemplary Leadership (2007) into my daily routine.
Kouzes and Posners five practices of exemplary leadership are model the way, inspire a
shared vision, challenge the process, enable others to act, and encourage the heart (2007). These
are great practices and I used them in my past and current experience. 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 my main responsibilities include working in the Career Zone of CSES
where I display the five practices my daily process. I work with students on an individual basis
helping them develop cover letters and resumes, and helping them with interview preparation.

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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 an act and expects
their members to perform the act (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 discover 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 why the resume should be structured or formatted that way. If they tend to 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 are able to articulate their values,
skills, interest, and personality.
As an advisor to a fraternity I am encouraged to utilize the five practices of leadership.
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 shares their values to create the future (Kouzes and Posner, 2007). As a chapter
advisor, on Western Michigan Universitys campus, my goal is to improve the chapter socially
and academically. I share my expectations, why these expectations are significant to the
organization, and encourage why their established goals will improve the organization. They
become active participants in the process. This is supported by Chickering (1993), that learning
is not a spectator sport. 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

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they are willing to act. Sometimes getting the chapter to act is a task, but first you must challenge
the process.
As an alumni advisor to my fraternity one of my main responsibilities is ensure they are
maintaining active membership. As with any organization diversity of thought can stagnate the
process. It is my role to challenge the process and to continue searching for innovate ways
according to Kouzes and Posner (2007). I work diligently and collaboratively with students to
increases membership. This process allows students to leave their comfort zones and explore
new ideas. This allows the members to become more creative and build upon ideas. It becomes
more of a challenge and support model. 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 and effective teamwork are essential. It all goes back to the value of preparation for a
student during their experience (Reason & Broido, 2011).
As a graduate student learning in the process to becoming a student affairs professional
my philosophy continues to be grounded in the act of leadership, as outlined in the Five Practices
of Exemplary Leadership (Kouzes & Posner, 2007). It is my goal to practices these in the
workplace and as an advisor for fraternity life. I continue to learn new ways to lead and utilize
mentors to develop my philosophy. One thing that will be constant in my role as a student affairs
practitioner is the educational value that will help develop students and ensure they are prepared
for their careers after their undergraduate experience.
References
American College Personnel Association (ACPA). (2008). The student learning imperative:
Implications for student affairs. Washington, DC: American College Personnel

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Association.
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. (1993). The seven vectors: An overview. In Education and Identity. (2nd ed.,
pp. 43-52). San Francisco, CA: Jossey-Bass.
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.