Running Head: PHILOSOPHY OF WHY 1

Philosophy of Why: An Examination and Discussion of My Personal Student Affairs Philosophy

Noah Montague

Miami University
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When I began my journey into Student Affairs, it was common practice for me to say that

I could work or go anywhere when asked about my plans post Graduate School. Upon reflection,

I now know that in answering in that way, I was ignoring a great deal of my own morals and

values, which have now become integrated in my own philosophy for the work that I do in

Student Affairs. Given that this field is centered around students and the cultivation and

promotion of their growth, this aforementioned philosophy pertains to them and how I, as a

Student Affairs Practitioner, aid my students in their development. Through the work I have done

this semester, I have been better able to cultivate this philosophy and build upon what is

important to me in all aspects of my life and reflect upon what brought me to Student Affairs in

the first place: the students. Students are the why for me, they motivate me to be in this work

aiding in student development has become my drive and something that brings me joy. Thus, this

philosophy will be one centered in student development, support, and growth; each of these

functioning as one area in a much larger philosophy that, when looked at together, both show

how far I have come and what I value as a practitioner.

This idea of student development is not one that is unfamiliar in Student Affairs

philosophies, but rather a guiding principle for the field as a whole. In my ePortfolio, I discuss

the nature of my novel and how the themes that it holds are meant to serve as another way in

which I strive to foster this student development. In this way, student development is key for

myself as well as for Student Affairs Practitioners. In certain ways, what I am attempting to do in

my writing is not all that different from what I believe we must do in the field: meet students

where they are. This, then, can be seen as the first key point in my personal philosophy, aiding

students through connection. Though the ACPA and NASPA Professional Competencies (2015)
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highlight Advising and Support, Student Affairs Practitioners need not underestimate the power

of building rapport with students in order to aid in their development. This idea of building

rapport can be looked at in a way that is connected with this aforementioned idea of meeting

students where there are. Thus, it is my role as a Student Affairs Practitioner to fostering a sense

of trust and community between oneself and a student, and to acknowledge, respect, and learn

the needs and wants of each student as an individual. By looking at each student individually,

Practitioners can gain a better sense of the needs that a student has and better act as a support and

provide resources for that student. In building rapport with students, I have created an

environment in which students feel comfortable coming to me with concerns, questions and even

ideas. Thus, this idea of building relationships and rapport with students is key to my philosophy

in that by making myself available to my students and meeting them where they are, I have been

able to learn what it is they need, view them as individuals and facilitate as well as watch their

growth.

In looking further into my reasoning for being in Student Affairs as well as bringing this

idea of building rapport a step further, it is important for me, as a Student Affairs Practitioner, to

act as an advocate for Social Justice and inclusion in all facets of my work and personal lives.

Part of my role, then, as a Student Affairs Professional is to use my own privilege to allow others

with more marginalized identities to speak. Similarly to the aforementioned idea of meeting

students where they are, it is important for Student Affairs Practitioners to be conscious of their

own identities when working with students of differing ones as well those that are the same. As

a whole, my goal in my work is to be able to provide ample resources to all students but also

specifically to students with marginalized identities. The ACPA and NASPA Professional
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Competencies discuss how it is a goal for all practitioners in the field to “[C]reate learning

environments that foster equitable participation of all groups and seeks to address issues of

oppression, privilege, and power” (2015). In other words, it is important for Student Affairs

Practitioners to work to build an environment in which all members of said community are

reaching towards a common goal of addressing issues centered in power, privilege and

oppression. This image of social justice, as described by ACPA and NASPA (2015) is something

that has become a key principle in my own philosophy as well. In my own life as a Practitioner,

I am guided by principles centered in inclusion. I engage in conversations about race both with

my residents of color and my white residents, which is something this field has given me the

privilege of doing. By speaking to students in classrooms, my office and just through the

building about issues of privilege and oppression and listening to their own concerns, I have

attempted to serve as a resource and a backing force for change. It is important that I, as a

Student Affairs Practitioner as well as a White identifying Practitioner, use my privilege to pull

marginalized students up rather than speak for them or push them down. In doing this, I serve as

a better resource for all of my students, work to better the field and the college experience for

students with marginalized identities, and promote an inclusive environment which is something

all practitioners in this field should embody.

In thinking more own journey and being able to share that with my students, I am better

able to aid and support them in college and prepare them for what comes next. In my own

experience, though being a Resident Assistant drove me to Student Affairs, I felt as though my

previous supervisor only looked at the field as one of administration in many ways rather than

looking at students holistically, which is something that I feel I already do and continue to strive
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to do in my daily work. In this way, I feel that I bring a great deal to the field and to my students

in that I care about their growth and wellbeing as well as who they are. In caring about who

students are and expressing an interest in that, Student Affairs Practitioners can better help

students achieve what they wish to become. This brings me to a final idea that connects to the

latter mentioned principles of my philosophy in Social Justice and building rapport. I believe

that my role as a Student Affairs Practitioner is to serve as a link between departments, classes,

and resources for students. In utilizing a more co-curricular way of looking at Student Affairs, in

my case, Residence Life, I am better able to emphasize this. In serving as this bridge, I am better

able to connect students to the resources that they need and continue to ensure a holistic

development in college and beyond.

In my work thus far as a Student Affairs Practitioner, I have come to know a variety of

things as important to me that reflect the values I hold. I see great importance in interpersonal

connection as well as social justice, which have become guiding themes for my own Student

Affairs philosophy. The work that we do in this field, as student driven as it is needs the

personal touch that I feel I bring to the table in my assistantship and will continue to bring

throughout my career. By sharing my own story, building upon relationships, and promoting

social justice in my community, I have watched students grow and succeed over the course of the

semester, which, for me, is exactly why I am in this field to begin with: the students.
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References

Professional Competency Areas for Student Affairs Professionals. (2015). ​American College

Personnel Association & National Association of Student Personnel Administrators.