Running Head: CSP SELECTION PART TWO 1

CSP Selection Part Two: The Development of My Philosophy

Kimberly Kuspa
Western Illinois University
CSP SELECTION PART TWO 2

CSP Selection Part Two: The Development of My Philosophy

“The basic purpose of student higher education is the preservation, transmission, and

enrichment of important elements of culture -- the product of scholarship, research, creative

imagination, and human experience.” (American Council on Education, p. 1, 1937). From the

first Student Affairs Point of View, 1949 to present day practice, it is safe to say that Student

Affairs has come a long way and has both maintained and developed the core philosophies. In

this paper, I will identify the main philosophical positions of student affairs, how they have

persisted through the readings discussed in class, what my philosophy of Student Affairs is, and

finally, I will discuss how the core philosophical positions compare and relate to my personal

philosophy.

The Core Philosophical Positions of Student Affairs

When looking at the concepts and readings discussed in class, I have identified several

core philosophical positions within Student Affairs. These positions include: 1) collaboration; 2)

transformative learning; 3) diversity and adaptability; and 4) continuous Shifts in Paradigms. I

have selected these core positions based on the readings that were assigned and the group

discussions that have been had in class.

Collaboration

Collaboration with faculty and other student affairs professionals has been one of the

major themes that has persisted throughout the readings. One of the Principles of Good Practice

in Student Affairs states that, “educational partnerships that advance student learning” (American

College Personnel Association & National Association of Student Personnel Administrators

[ACPA & NASPA], p. 1, 1997). Even though it is continually talked about to new student

affairs professionals, there is still a stigma that goes with collaboration. There seems to be this
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thought that learning in the classroom is the only learning that occurs that persists among

western academic roles and traditions (Benjamin, & Hamrick, 2011). This being said, I do not

believe that collaboration efforts have gone unnoticed or are unneeded. To make successful

collaborations, there needs to be a positive, continuous relationship that occurs to maintain

collaboration efforts. “Genuine partnerships require faculty members and student affairs

professionals to take on the difficult task of negotiating meaning, social relations, knowledge,

and values” (Magolda, p. 21, 2005). As this quotes notes, it is a difficult task but needs to be

continuous and persistent.

Utilizing collaboration and maintaining thoughtful partnerships is not an easy task but

something that is very important to not only the success of our students but also to our

professional field. To make this core position tangible, student affairs professionals must

maintain the idea that learning, at its core, is about maintaining connections. By doing so, we as

a field can make and do things that create meaning for students and develop tangible experience

that they can use in their future lives and careers (American Association for Higher Education,

American College Student Personnel Association, & National Association of Student Personnel

Administrators [AAHE, ACPA, & NASPA], 1998). This core position is not new to this

profession but there is still much development needed to reach the point when it can be

considered a common practice.

Transformative Learning

Transformative learning is a holistic, student centered approach to the learning

experience (Keeling, 2004; Keeling, 2006). Learning has moved away from what just the faculty

wants students to know, toward this whole student, holistic, collaborative effort. There must be a

focus on transformative learning because the college student is ever changing and teaching
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efforts much change along with it. Learning Reconsidered 2 recognizes that other models of

learning are not as accurate because they no longer feed the needs of the currently student.

“Learning is a complex, holistic, multi-centric activity that occurs throughout and across the

college experience” (Keeling, p. 6, 2006). Thinking about transformative learning, it is hard to

discuss this without also considering collaborations and partnerships core position discussed

above. Collaboration is discussed in Learning Reconsidered as, “linking the best efforts of

educations across the institution to support student learning” (Keeling, 2004). Collaboration is a

key component to improving upon and executing transformative learning affectively across the

entire university and college communities.

Diversity and Adaptability

“They suggest that many educators employ a human relations outlook built around

tolerance, acceptance, collaboration, and learning to become comfortable with one’s self and

diverse others.” (Zylstra, p. 380, 2011). The focus on diversity and adaptability is more

prevalent than ever before due to the everchanging students that are being served. Students now

no longer identify as white, straight, able bodied, upper class, and male. Students we work with

come from all areas of the country and a range of identities, from students of color to adult

learners (Dungy, & Gordon, 2011; Thelin, & Gasman, 2011). There are more and more articles

about how to include, assist, and maintain relationships with students that the original college

system was not set up for such as Five Things Student Affairs Administrators Can Do to Improve

Success Among College Men of Color and Campus Climate and Diversity (Chang, Milam, &

Antonio, a.l., 2011; Harper, 2013).

I use the term diversity as it is defined in Campus Climate and Diversity as “the broad

range of difference (in gender, language fluency, sexual orientation, socioeconomic status,
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geographic origin, religion, ability, and so on) encouraged on college campuses” (Chang, Milam,

& Antonio, a.l., 2011). I think it is important to realize diversity means more than just the color

of someone’s skin; it is a umbrella term used to discuss a multitude of differences that are

embraced in this profession. To think that a student affairs professional will never have to work

with someone that they do not identify with is a grave misjudgment of the profession. It might

not be an external difference but everyone has experiences and baggage that makes them

different from one another. It is important to recognize them and cater to the student to the best

of professionals’ ability.

The Paradigm Shift

The concept of the Paradigm; a way of thinking or viewing the world, may not be thought

of a core value or belief to our profession but I argue that it a core believe and value to every

profession (American College Personnel Association [ACPA], 1996; Kuhn, 2012; Love, &

Estanek, 2004). “One’s thinking is so imbedded in a paradigm, it is difficult to step outside of it

and grasp its outlines” (Guba, & Lincoln, p.1, 1994). We can only view the world from our eyes,

so how do we really know we are doing things correctly if we only see anything from one side?

I think it is extremely important to put this concept at the forefront of everything that we do in

student affairs. This core philosophical position is one that is important and relevant to

everyone. As student affairs professionals, it is important that we challenge ourselves to think

outside of what we know because then and only then can we create the best environment for

student learning and development.

The Belief System (How Do They Relate?)

Every single core philosophical position relates, overlaps, and intertwines. It is possible

to pull out pieces that are specific to one position to another but it is impossible to find where
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one idea starts and the others end. In one statement, this is what I believe the core belief system

that permeates the Student Affairs profession is: Student affairs is the dedication to continuous

collaboration among faculty and staff, the idea that learning is transformative, student centered

learning process, focus on adaptability and diversity is key to affectively advocating and

providing for the student, and the paradigm that we view the world today will inevitably not be

the same one in which we view the world tomorrow. Looking at, what I believe is the base to the

student affairs profession, these main ideas and concepts can be taken through a plethora of

lenses and focused into personal philosophies.

While considering these core beliefs, I used Competencies of Student Affairs and The

Council of the Advancement of Standards in Higher Education (CAS) as guidelines and to

develop these concepts further (ACPA - College Student Educators International & NASPA –

Student Affairs Administrators in Higher Education [ACPA & NASPA], 2015; Council for the

Advancement of Standards in Higher Education [CAS], 2012). I strongly feel that everything

that we have learned can be related to or tided directly to these two documents. These set the

ground work in which all the other readings the discussions build upon.

My Student Affairs Philosophy

I have five core values that I use and persist throughout my professional work. These

five values are what make up my personal philosophy of student affairs and how I perceive my

work within the field. These core values include: 1) focus on the whole student; 2) treat all

students and professionals with equity; 3) teaching prevails both in and out of the classroom; 4)

service and collaboration to and with faculty; and 5) service to the students is my job, not my

life. I have developed these core concepts as the basis of how I have interpreted the readings and
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concepts we have discussed in class and how the core philosophies of the profession have been

reflected on my theory-to-practice experience.

Focus on the Whole Student

In many of the readings that we discussed highlight this idea of serving the whole student

(American Council on Education, 1937; American Council on Education, 1949; Schetlin, 1969).

There are several variations throughout the readings as to what serving the whole student looks

like but, to me, serving the whole student is that each educational aspect of the students’ life is

being attended to. “The full maturing of each student cannot be attained without interest in and

integrated efforts toward the development of each and every facet of his personality and

potentialities” (American Council on Education, p. 18, 1949). To be able to understand what

facets of a student’s life need to be met to make them successful there should be a strong sense

that a professional must meet students where they are at. Before the whole student can be

served, professionals must first understand where any given student is at, where they come from,

and where they need to go.

Treat All Students and Professionals with Equity

Another one of my core beliefs is every student should be treated with equity, not

equally. In the NASPA Standards of Professional Practice, it states that, “members execute

professional responsibilities with fairness and impartiality and show equal consideration to

individual regardless of status or position” (NASPA – Student Affairs Administrators in Higher

Education [NASPA–SAAHE], 1990). I feel that the work “equal” should be replaced with

“equitable.” In my option, there is a big difference between the two; equal meaning to treat

everyone exactly the same and equitable meaning to provide each individual with the necessary

tools to succeed. To be about to treat all students with equity, student affairs professionals must
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understand the strengths and weaknesses of every student. This profession requires you to get to

know the students that are being served because, in my opinion, many times that is the only way

to get to the root of what a student needs to be successful. The ACPA Statement of Ethical

Principles & Standards states, “not discriminate on the basis of age, culture, ethnicity, gender,

ability, gender identity, race, class, religion, or sexual orientation. They will actively work to

change discriminatory practices” (ACPA - College Student Educators International, 2006). I

believe that treating students and staff with equitable opportunity bleeds through all of my

standards and principles and should be focused upon.

Teaching Prevails Both In and Out of the Classroom

Learning and teaching go hand in hand and both are done simultaneously, in and out of

the classroom. This core belief of mine goes back to the concepts of transformative learning. As

discussed previously, transformative learning is this holistic and complete approach to teaching

and learning (Keeling, 2004; Keeling, 2006). Many times, it feels as though student affairs

professionals police students and it can become tedious as times. Instead, we must think of it as

a continuous learning opportunity for all parties involved. This core belief also ties into

collaboration because transformative learning can only be reach when all parties are on board

and supportive of transformative action.

Service To and Collaboration With Faculty

We are taught to collaborate with faculty, yet we still do not out of possible stubbornness

or even uncertainty to act (ACPA & NASPA, 1997; Benjamin, & Hamrick, 2011; Magolda,

2005). It is in so many of the readings we have discussed and brought up in almost every

conversation we have but yet there are so many that do not feel that collaboration needs to be

continuous and given attention to. Understandably as a professional in this field, it is easy for
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things to fall to the way side especially if a professional is manning many tasks at once but

collaboration is one of the pillars to a healthy and successful campus. Student affairs

professionals should respect their position enough to not feel less than a faculty member but still

be willing to be at the service of the faculty. Understanding the field, if there were no faculty

there would be no student affairs professionals.

Service to the Student is My Job, Not My Life

Last but most important belief I have is being a student affairs professional is a job, not a

life. I understand that this job possesses many challenges and things that will need my time and

attention but at the end of the day, I want to have family to go home to. This concept is one that

we have not discussed in class but I find very vital to a successful student affairs professional.

There has to be something that I get excited about and something that gets me out of my bed in

the morning beside the students that I work with. I have many goals, some that involve me

growing as a professional but most of them include me growing as a person in my own life.

These goals include getting married, having children, going on a vacation with my loved ones

every year, getting two cats (Mike and Sully), and even staring my own garden. Balance is

important to me and I know that I will enjoy my job where ever I end up but I will also enjoy my

life because a good life should be worth living.

Conclusion

“Is there a better way to conceive of student personnel work -- perhaps of education itself

-- that will eventuate in greater growth and development of each student of life in a society that

he will by his living improve?” (Lloyd-Jones, p. 12, 1954). Even though I have spent this time

developing and analyzing my own personal philosophy of student affairs, it is just that, my own

personal philosophy. As a young para-professional, I have yet to learn all of the basics let alone
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the more complex concepts needed to be successful in this field. I will continue to view that

field through the lens in which I use to view the world but this does not mean that I will not

continue to grow and adjust my lens as I learn and grow. I currently have five core concepts that

lay the ground work for my philosophy but those can and will change. I also feel that there are

many ways to “student affairs” correctly; my philosophy is merely my opinion on how I have

interpreted and acted upon the knowledge I have gathered about life and about this field. As

identified in the In Grave Danger Of Learning – Observations on the Process of Professional

Development, there are a plethora of ways in which you can perceive your development and that

there will be change and growth through a program such as this one (Seashore, 1999). I will

continue to grow and my opinion will continue to change through this program and through my

time in the field of student affairs.

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References

ACPA - College Student Educators International & NASPA – Student Affairs Administrators in Higher

Education. (2015, August). ACPA/NASPA professional competency areas for student affairs

practitioners. Retrieved from:

http://www.naspa.org/images/uploads/main/ACPA_NASPA_Professional_Competencies

_FINAL.pdf

ACPA - College Student Educators International. (2006, March). Statement of Ethical Principles and

Standards. Retrieved from http://www.myacpa.org/docs/ethicalprinciplesstandardspdf

American Association for Higher Education, American College Student Personnel Association, &

National Association of Student Personnel Administrators. (1998). Powerful partnerships: A

shared responsibility for learning. Retrieved from http://www.myacpa.org/powerful-

partnerships-shared-responsibility-learning

American College Personnel Association & National Association of Student Personnel Administrators.

(1997). Principles of good practice for student affairs. Retrieved from

http://www.myacpa.org/principles-good-practice-student-affairs2

American College Personnel Association. (1996). The student learning imperative: Implications for

student affairs. Retrieved from http://www.myacpa.org/student-learning-imperative-

implications-student-affairs

American Council on Education. (1937). The student personnel point of view. Retrieved from

http://www.myacpa.org/student-personnel-point-view-1937

American Council on Education. (1949). The student personnel point of view. (Rev. ed.). Retrieved from

http://www.myacpa.org/student-personnel-point-view-1949
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Benjamin, M., & Hamrick, F.A. (2011). How does the perception that learning takes place exclusively in

the classroom persist? In P. Magolda & M.B. Baxter Magolda (Eds.), Contested issues in student

affairs: Diverse perspectives and respectful dialogues (pp. 23-41). Sterling, VA: Stylus.

Chang, M.J., Milam, J.F., & antonio, a.l. (2011). Campus climate and diversity. In J.R. Schuh, S.R.

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higher education (8th ed.). Washington, DC: Author.

Dungy, G., & Gordon, S.A. (2011). The development of student affairs. In J.R. Schuh, S.R. Jones, S.R.

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Harper, S. (2013). Five things student affairs administrators can do to improve success among college

men of color. Retrieved from: https://www.naspa.org/images/uploads/main/5THINGS-MOC.pdf

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https://www.naspa.org/images/uploads/main/Learning_Reconsidered_Report.pdf

Keeling, R. P. (Ed.). (2006). Learning reconsidered 2: A practical guide to implementing a campus-wide

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NASPA, & NIRSA.

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University of Chicago Press.

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About Campus, (pp. 17-25). San Francisco, CA: Jossey-Bass.

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professional practice. Retrieved from http://www.naspa.org/about/student-affairs/ethical-

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Development. Retrieved from: http://www.abdsurvivalguide.com/News/growing.html

Thelin, J.R., & Gasman, M. (2011). Historical overview of American higher education. In J.R. Schuh,

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Zylstra, J.D. (2011). Why is the gap so wide between espousing a social justice to promote learning and

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