My Philosophy of Student Affairs

 

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As my final semester as a graduate student in the College Personnel Program at Western Illinois University comes to an end, I have taken ample time to reflect on my roles as a student affairs professional.  I have quickly learned that student affairs professionals can be pulled in many different directions and have various expectations placed on them.  They have the expectation to fulfill the needs of students, faculty, staff, and administrators.  It is important for student affairs professionals to be able to justify a need for this field.  This paper will discuss my attitudes and beliefs about student affairs professionals, the roles I feel that I will play in my career, and my own attitudes and expectations of myself as I grow into this occupation.
Student Affairs Professionals and Students
I believe that student affairs professionals play four main roles: supporter or students, knowledge source for students, advocate for students, and challenger.  I also believe that student affairs professionals have the responsibility to develop the whole person in students (ACPA, 1996, p.2).  
Support and Knowledge
I believe that student affairs professionals should provide support and knowledge to students.  College students are constantly growing, changing, and developing and often need support to balance all of the obligations they have in their lives.  It is important for student affairs professionals to listen, be empathetic, and provide assistance so that students have the resources they need to solve the problems going on in their lives.  I also feel that it is essential for student affairs professionals to share knowledge with students.  By expanding our own knowledge of trends in higher education, we can successfully serve the needs of students and provide an example for lifelong learning.  The higher education community is centered around academic achievement and students preparation for the real world.  Students out-of-classroom experiences are just as valuable as their classroom experiences because they provide social, spiritual, multicultural, emotional, and developmental experiences to better prepare them for their futures.  When student affairs professionals share knowledge with students by providing these opportunities for out-of-classroom experiences, they are assisting in their learning and helping them to prepare for life after college.
Advocates
Additionally, I believe that student affairs professionals should be advocates for students needs and well-being in the higher education community.  This includes being an advocate for student learning, multiculturalism, and for the student voice.  It is important for all involved in the education of students to keep learning as the main goal for higher education.  This means that student affairs professionals should strive to incorporate learning into every program, event, and initiative they create.  Student affairs professionals should also advocate for multiculturalism to be included in all aspects of higher education.  In an ever-changing world, student need to learn about their personal experiences and how those experiences affect they way they view differences.  Multiculturalism should be a focus in the classroom and in extracurricular activity.  Lastly, since student affairs professionals have the great opportunity to interact closely with many students, they are aware of student needs and requests.  As administration makes changes and improvements, student affairs professionals should consider the student voice in all aspects of planning and implementation.  Where possible, student affairs professionals should provide the opportunity for students to take part in decision-making and make their opinions known.  After all, no college or university would exist without students.
Development of the whole person
Finally, I believe student affairs professionals should accept the responsibility of working to develop the whole student.  From reading Principles of Good Practice for Student Affairs Professionals, written by ACPA (1996), I now know that development of the whole student means acceptance of differences, self awareness, lifelong learning, citizenship and civic engagement, responsibility, assessment, multiculturalism, and ethical practice.  I believe it is my duty to provide opportunities for development and challenge students to seize those opportunities so that they can become mature adults.
Student Affairs Professionals and the Higher Education Community

I believe that student affairs professionals should advocate for lifelong learning and incorporate learning into every program, event, and other initiatives.  I also feel that student affairs professionals should provide evaluation and assessment of programs.  Lastly, I believe that student affairs professionals should make it one of their primary responsibilities to create a collaborative working relationship with faculty and administration in higher education in order to provide meaningful experiences for students.
Advocate
In the past, I have been given the opportunity to work on committees and projects with faculty, staff, and administrators.  At the time, I was a student, but I was given the opportunity to see how these groups work together.  These committees did have student representation, however this is not always the case.  When students are not able to serve on a committee, or even when they are, it is important for student affairs professionals to serve as an advocate for students.  Many times, administrators, faculty, and staff members get wrapped up in logistics and their own personal agendas, that they tend to forget the sole purpose for the existence of a college or universitystudent learning.  We must keep student needs in mind in every decision we make and strive to incorporate learning experiences for students in every decision.
Evaluation and Assessment
Especially in times of economic distress, it is often necessary for persons to justify the need for their jobs.  More so, it is crucial to understand and assess the changing populations in institutions of higher education.  In order to understand these changing populations and be able to address their needs, we must do research, and evaluate and assess events and programs that we develop.  We, too, should develop a philosophy of lifelong learning and do research to help the field of student affairs grow and develop.  This will allow us to provide better services for students while also proving that student affairs professionals are important to the higher education community.
Collaborative Working Relationship
Most importantly, I think that student affairs professionals should collaborate with faculty and administrators to provide opportunities to practice their classroom experiences and develop the social tools needed in almost any occupation.  Students who choose to pursue leadership opportunities are guided by student affairs professionals who help them develop their skills and knowledge in a particular area and apply it to their academic endeavors.  There is an increased need for faculty, staff, and administrators to work together so that we can better understand one another and provide the best experience possible for students.
Functioning in Student Affairs
Student affairs professionals take on so many roles, and I am often overwhelmed by all of the duties I have.  However, I am so impressed by the amount of knowledge I have gained in just two years in the College Student Personnel program.  I have been able to observe other professionals, seize opportunities for growth and enhancement, have meaningful conversations that allow me to think critically, and read and learn about theories and practices in student affairs.  I am excited to continue these actions throughout the rest of my career and learn new ways that I can become a successful practitioner.  
I have also learned so much about myself throughout this semester.  I possess strengths that I can use on a daily basis such as listening, creative thinking, dedication, and passion for student services.  These strengths are important in my work with students, and the rest will come with time.  Some of these things that will take time to develop are the ability to use theory in my practice, managing conflict, and advising and consultation.  However, with dedication to higher education, I am confident that I will develop strengths in these areas as well.
Conclusion
In the future, I hope to have gained more experience working with different functional areas in student services, with students of diverse ethnic, racial, and spiritual backgrounds, and with faculty and administrators.  I hope that further experiences can provide me with knowledge and skills for working with students and enhancing their learning.  I am excited to continually learn and develop over the course of career, and I am confident that I am leaving Western Illinois University with many tools needed to succeed in student affairs.

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