Running head: PHILOSOPHY OF STUDENT AFFAIRS

Philosophy of Student Affairs

Tony Ringuette
Western Michigan University
February 23, 2015

PHILOSOPHY OF STUDENT AFFAIRS

Philosophy of Student Affairs
Since enrolling in my first course in the masters degree program for Higher Education
and Student Affairs I have learned a lot about both the profession and myself. I have learned
about how and why things are done a certain way, how to communicate better with students, how
to care for myself, and a lot about leadership. When I began the program in the summer of 2013
I wanted to use my degree to pursue a job working in admissions. While I still do want to work
in admissions I have learned so much more.
What Guides Me
The student is what guides me in the work that I do. It does not matter if it is the
prospective student that I am talking to while working the recruitment side of admissions or the
current students I work with in the Student Ambassador Office, knowing that one can have an
impact on anothers life makes all of the hard work worth it. A couple of examples that I have
are when a student is struggling during their tour training and I am able to sit down with them, go
through the information, and they finally are able to complete their steps. It makes you feel great
that you were able to help another. Working with prospective students and their families can be
one of the most rewarding aspects of my job. Hearing that these students chose Western
Michigan University because of a tour presentation or tour that I gave them is one of the best
feelings that one can have. One specific instance that stands out happened during the fall
semester of 2014; a family from Chicago wanted to take a tour of campus, but had to leave early.
I decided that I would give the tour because many of the other students in the office were busy
doing the work that was assigned to them. It ended up being one of the best tours that I have

PHILOSOPHY OF STUDENT AFFAIRS

ever given and all three students are now thinking that WMU would be their choice.
Experiences like that are why I have chosen admissions as a career field.
My Beliefs
Doing the right thing for the student is the most important thing even if it is something
they may not think is for the best at the time. Chris Voss, the Freshmen Recruitment
Coordinator at Western Michigan University, has told me to set the right expectation when you
are talking to a student. Sometimes a student may meet the admissions requirements to the
university, but that does not mean that it is in their best interest to attend WMU immediately out
of high school. One of the biggest things that I tell students when they come for a tour is that
they need to find the right fit whether it is here or another institution.
Challenge and support is important when working with students as well. In addition to
learning about this in my coursework, I have seen it firsthand working with my students. I know
to never push the students too hard because that can frustrate them or cause them too much
stress. However, it is still important to challenge them because you want them to develop (Evans,
Forney, Guido, Patton, & Renn, 2010). Being there to support the students is important as well.
Through my experiences, I have noticed that students tend to react better when you are
supporting them rather than putting too much pressure on them.
The most effective way for me to lead is leading by example. I have always believed in
not being afraid to do the same tasks that you expect out of others. This can enhance your
credibility with whomever you may lead. I have always wanted to work harder for somebody
who is more credible and is not afraid to do the same work that they are asking of me.

PHILOSOPHY OF STUDENT AFFAIRS

Ideal Work Environment and Learning Community
Communication is one of my five strengths through StrengthQuest and I believe that it is
important for any group, department, or institution to be successful. There needs to be
consistent communication between different departments in order to give guests and students the
best possible experience. I have seen numerous examples of this while working in admissions.
There will be instances when a student comes for a tour and ends up wanting to speak with an
academic advisor in a different college. Having the communication with each department can
give that student a great experience and ultimately be the reason why they choose that institution.
The university is a system where no department or office can succeed without the help of
the others. For instance, admissions would not be able to operate if it were not for the different
academic departments, financial aid, residence life, or student activities. All of the resources on
campus help make the institution desirable for students and it gives the admissions counselor a
community to promote. I want to work at an institution where no department is viewed to be
more important than another.
Another important aspect of a campus for me is how the campus is set up. It is important
that it is navigable for all, buildings are clearly labeled, and the signage around campus is good.
The example in the first chapter of Educating by Design lays out a situation where a family had
difficulty finding the admissions building, which ultimately gave them a negative feeling of the
school before they were able to hear about the programs offered (Strange & Banning, 2001). It
is important that the signage around campus is suitable because it gives the institution a chance
to attract potential students.

PHILOSOPHY OF STUDENT AFFAIRS

Education, Training, and Competency Development

Since beginning this program during the summer of 2013 I have grown significantly in
my education, work experience, and also in regards to the competencies. My education has
taught me a lot about the field of student affairs and many valuable skills such as assessment,
law, research, how to interact with students, theories, and much more. These are all skills that I
know that I will be able to take with me to a professional setting. In the work setting I was able
to learn the ins and outs of how a student ambassador program and Office of Admissions are run.
Probably the most important thing that I learned was how to supervise students. At first it was
difficult, but I have become much more comfortable doing this and I am confident that I can take
the skills I have learned on to my next destination.
The three competencies that I have improved on the greatest are advising and helping and
personal foundations. These past two years I have worked on establishing rapport with the
students and I feel that it has really helped me in doing my job more effectively. I feel that when
you build a rapport with your students you gain their trust and they are more apt to work hard for
you. The area where I have improved the most has been being able to take time for myself and
become healthier. I have learned to take myself away from work and class to give myself
personal time. It has prevented me from being as stressful as I could have been.
Conclusion
I am guided in my work by how much my work can impact others. The excitement that I
get when I talk to a family and to know that they made a decision based on the service that I
provided them is what makes me know that I have chosen the right profession.

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6
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.
Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student
Development in College. San Francisco, CA: Jossey-Bass.
Strange, C. C. & Banning J. H. (2001). Educating by design: Creating campus learning
environments that work. San Francisco, CA: Jossey-Bass.