20505Phil

Philosophy of Student Affairs Academic Affairs and Student Affairs comprise two major components within a university that share the responsibility to educate, develop, and support its students. Whereas faculty and administrative staff within Academic Affairs focus on teaching and the advancement of scholarly research and knowledge, Student Affairs focuses on students’ co-curricular experience such as academic advising and support services to address the needs and development of students. Based on research by Feldman and Newcomb (1969) and Pascarella and Terenzini (1991) which reveal that students acquire multiple benefits from the overall college experience, I believe that Student Affairs staff, services, and programs serve a critical function within higher education (Stage and Dannells, 2000). From a professional standpoint, my philosophy of Student Affairs entails viewing myself as an educator, facilitator, and advisor empowering students to achieve educational and personal success. As an educator, I will teach, inform, and equip students with resources and knowledge about admissions, matriculation, orientation, and financial aid as well as leadership, team-building, and life skills. As a facilitator equipped with the knowledge of student development theories and multicultural competency, I will assist students through the different stages of self-actualization that they may experience as they progress through college. As an advisor, I will provide academic, career, and personal guidance to students utilizing basic counseling skills such as empathy, active listening, and diversity awareness. In order to achieve success within higher education, students must navigate through a series of important decision-making – from choosing a college, a major, and a career to securing the financial resources to afford their degree. My hope as a Student Affairs professional is to assist students with obtaining the necessary resources and information to make their own informed and educated decisions. I believe that Student Affairs professionals have the unique opportunity to help students bridge their educational success to their personal success and development. However, even with appropriate guidance and development opportunities that Student Affairs can provide, I believe that students must ultimately make their own decisions. My philosophy of Student Affairs is based on empowerment theory. //Empower// means “to enable; to give power or authority” (dictionary.com). According to Robbins, Chatterjee and Canda (1998), empowerment is “the process by which individuals and groups gain power, access resources and control over their lives. In doing so, they gain the ability to achieve their highest personal and collective aspirations and goals” (Napier, n.d.). As a Student Affairs professional, I value the knowledge and contribution of the individual to one’s own growth and development. I want to instill in students a sense of confidence and belief in one’s own ability to overcome obstacles and challenges in order to achieve one’s goals. I believe that higher education provides individuals with opportunities for personal and professional growth regardless of age, socioeconomic class, race/ethnicity, gender, religion and prior knowledge and awareness of college as an option. Therefore, with assistance, I believe that all students who want to pursue higher education should have access and resources to make that decision. As Student Affairs professionals, I believe it is our collective responsibility to educate all prospective students about the benefits of a college education, assist them through the admissions and financial aid process, and advise current students on their academic, career, and personal development. Overall, as a Student Affairs professional, I will provide all students with support and guidance while empowering them to reach one’s own potential. References Empower. (2009). //Dictionary.com//. Retrieved February 28, 2009 from [] Napier, A. (n.d.) Retrieved February 28, 2009 from: [] [|Empowerment_Presentation_A_Napier.s06.pdf] Stage, F. & Dannells, M. (Eds.) (2000). //Linking theory to practice: Case studies for working with college students,// 2nd ed. Philadelphia: Taylor & Francis Group.