Running head: PERSONAL PHILOSOPHY OF STUDENT AFFAIRS 1

Personal Philosophy of Student Affairs in Relation to Higher Education

Asia Martin

UNC Greensboro
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Personal Philosophy of Student Affairs in Relation to Higher Education

Student affairs is an administrative division that consist of a variety of departments that

provide student services and support in order to enhance student success. This institutional

profession is purposeful in developing student learning aside from the classroom environment.

“Student learning encompasses a breadth of people who educate predominantly outside of the

classroom” (Long, 2012, p. 2). The historical philosophy of student affairs has transitioned its

focus from being “primarily responsible for the welfare and behavior of students” to broadening

students’ lives holistically (Hevel, 2016, p. 847). This philosophical journey is constantly

evolving, but continues to determine its mission, values, and roles based on ​altruism,​ ​justice​, and

community ​(​Reason & Broido, ​2017). This leads to my own personal philosophy of the importance

of understanding the commitment to shaping students emotionally, spiritually, socially, and

intellectually.

Throughout obtaining my Bachelor of Science in Elementary Education I learned that my

passion was to make an impact on the lives of children. With my experience in higher education

as an undergraduate and in working as a Federal Work Study student at Career Services Center,

my perspective about the impact I once desired to make changed. The insight that I was provided

while working in this college department led me to believe that being a schoolteacher is not the

only option that defines education. I have come to realize that the student affairs profession is my

calling and embracing the development and relationship of students are the most compelling

aspects to me. I have been inspired by other professionals in the division who have had
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experience delivering student affairs programming to a diverse population all while promoting

student success.

Students’ persistent responsibilities in college are the foundation of growth and

adulthood. Within four demanding years, an unanticipated element of independence develops

within students. Without any intention, most students begin to become more mature, social,

responsible, and knowledgeable of making difficult decisions for themselves. Their college

experience alone withholds opportunities for challenging situations which may entail struggle

academically, socially, emotionally, physically, and spiritually. As a former undergraduate

student and prospective student affairs professional, my philosophy of true holistic student

development is to not only to impact the lives of our students, but to do this through supporting,

guiding, and advising them. My definition of holistic development would be that of an

educational perspective that reaches students’ intellectual, emotional, social, physical, and

spiritual potentials during their college experiences. “The concept of education is broadened to

include attention to the students’ well-rounded development” in order for students to become

responsible for their own development (A Timeline for Student Affairs History, 2015). This

holistic educational view promotes student engagement in the teaching and learning processes

throughout campus while encouraging responsibility personally and unitedly.

Student affairs plays a crucial role in higher education because this division makes such a

great impact on a student’s life as a whole. Higher education without student affairs would most

likely “concern itself solely with intellectual development” of students instead of the holistic

approach (Reason & Broido, 2017, p. 39). An institution would focus on students’ academics

rather than the students’ lives and their futures if this division was not established. “Without a
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shared understanding of the purpose of higher education, of students, and of how learning (or

development) occurs, we lace the foundation for a professional philosophy” (Reason & Broido,

2017, p. 40). A strong philosophy consists of purpose-driven work by professionals in student

affairs which contain basic principles of the profession, values from those principles, roles,

standards, practices, and awareness of being professional (Reason & Broido, 2017). These are all

aspects of my own personal philosophy.

I consider the primary purpose of student affairs to be that of providing students with essential

services and programs that aspire to enhance their experience and success while enrolled in the institution.

My goal is to commit to respecting each and every student’s values, morals, and ideas with acceptance.

As stated, “a professional philosophy that comprises guiding principles and thoughtful values provides

purpose for professionals and guides daily practice” (Reason & Broido, 2017). Presenting students with

confidence, motivation, and guidance offers them support, purpose, positive outcomes, and a cultivation

of lasting relationships. To build an effective relationship it is important to convey unconditional positive

regard by communicating with non-judgmental attitudes regardless of students’ comments, providing

appropriate resources, and supporting them throughout their college career. This approach not only

demonstrates student development, but also allows them the opportunity to discover their direction for

success in higher education.

My mission in this profession is purposeful in developing student’s holistically aside from the

classroom environment by understanding the commitment to shaping students emotionally, spiritually,

socially and intellectually. Finding purpose in understanding holistic related theories and theoretical

practices, such as Chickering and Schlossberg, is important, as it influences smooth psychosocial and

transitional aspects of students experiences during their college career. After becoming educated on all the

main theories, I began to think about the complex environment of higher education and what my own
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experiences was like. This process allowed me to believe, find value, and understand my role in student

affairs and ultimately creating a strong personal philosophy.

As a future student affairs professional, I plan to be flexible, adaptable, and

student-centered despite the transitional nature of higher education. The process of planning,

executing, and assessing my strategies, and experiences with students highlights that the student

is always the priority. My greatest strengths that are crucial to possess in student affairs is being

an approachable person who is able to listen to students and provide beneficial feedback, and

helping them process options for them to choose from. As a result, these helping skills create a

positive relationship with individuals. In my “Helping Relationships” class this semester I have

learned the importance of demonstrating active listening skills, presenting empathy, and building

a constructive relationship with those I encounter while I am in the helping profession. Providing

students with self-disclosure through vulnerability and sharing my past experiences as an

undergraduate student would allow students to relate and feel comfortable talking to me. During

my time in undergrad, I found that when I could make a connection with those around me I

gained a sense of trust with them along with self-assurance. I want to offer this same sense of

trust to the students I encounter while being a student affairs professional.

My background experience in working at Career Services Center for four years has better

prepared me and shaped me into becoming more of a professional. Through working with this

office, I have learned essential duties and skills to develop great programming in student affairs

with rewarding results. In my primary role as a Front Desk Assistant, I have witnessed the ins

and outs of how a student affairs office functions, especially the first contact and customer

service elements. Most importantly I have watched students walk in with doubt, yet leave with
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confidence and the intrinsic motivation to pursue their goals after their meeting with professional

staff. It took experience in the Career Services Center to better understand the role I could play in

the educational and professional development of others. Working in such a professional

department as a team matured me in a way where I became more responsible, social,

knowledgeable, and aware of the processes of student success. While experiencing my own

personal dilemmas of college and work life, I learned to maintain, problem-solve, face disturbing

challenges all while developing holistically. As a young individual, I believe that I am still in the

process of developing into the educational leader and helper that I wish to become in student

affairs.

In addition to my personal philosophy, I have learned that with the student affairs’

ever-changing nature it is valuable to be responsive, open, informed, and student-centered.

Students’ lived experiences and problem-solving decisions are essential elements of student

affairs in today’s society (Reason & Broido, 2017). In the near future, I plan to help students

seek guidance throughout their college lives in academics and career exploration while

monitoring their growth holistically. I find it important to focus on providing equal services and

opportunities to all students. I plan to be a leader for cultural competence in inclusion strategies

and help students find motivation in their success. Overall, it is my goal to work in an office that

supports my ability to advise and build long-lasting relationships with students while

incorporating and committing to my personal philosophy.

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References

Brown, P. G. (2015). ​A timeline of student affairs history​. Retrieved from

https://paulgordonbrown.com/2015/02/03/a-timeline-of-student-affairs-history/

Hevel, M. S. (2016). Toward a history of student affairs: A synthesis of research, 1996-2015.

Journal of College Student Development, 57​(7), 844-862.

Long, D. (2012). The Foundations of Student Affairs: A Guide to the Profession. ​Environments

for student growth and development.​ (pp. 1-40).

Reason, R. D. & Broido, E. M. (2017). Philosophies and values. In J.H. Schuh, S. R. Jones, & V.

Torres (Eds.), ​Student services: A handbook for the profession (​ 6​th​ ed.). (pp. 39-55). San

Francisco, CA: Jossey-Bass.