7890Phil

The role that higher education plays in society has become a quite hot topic for discussion due to the recent events in the economy and government. I have listened to conversations debating the merits of vocational training, providing access, and the changing roles of higher education administrators as institutions welcome a new generation of students. As I listen to these conversations, one detail that has become clear to me is that universities and colleges exist in a complex society, where international and national relations, trends, economics, and progress affect each sector of higher education. Throughout these discussions about higher education, I have begun to think about how student affairs fit into this complex network. My belief is that student affairs professionals provide an environment where students can excel professionally and personally inside and outside of the classroom during their time in higher education. It is without a doubt that student affairs departments exist within the pressures of economics and changing society, but as a whole they can adapt to the needs of institutions to provide the best services possible in their respective fields. My philosophy of student affairs examines my role in the complex network of higher education as I am soon to emerge into the field during an exciting time. The focus of my philosophy is providing opportunities for students that promote leadership development, self-understanding, and meeting academic, professional and personal goals through building relationships, creating a safe environment, and a fostering community of learners (Evans, Forney, & Guido-DiBrito, 1998). By using the knowledge I gained in graduate school, I will utilize student development theory to provide accurate advisement and purposeful programs for the current students and tasks at hand. I believe that a major element of student affairs practice is the culture and environment we create for our students. According to the NASPA Standards of Professional Practice (2009), student affairs professionals should promote a campus community of respect and collegiality that "advance student growth and learning." I believe that creating a safe, inclusive, and engaging environment is essential to carry out the mission of any institution. Essential components of this environment include diversity of students and workers, empowering students to reach goals, fostering creativity, providing learning opportunities, and to teach lessons that have application to life past college graduation. I believe that this type of environment challenges students, develops leaders, and assumes that students are ultimately responsible for their own actions. A major component of my philosophy is developing leadership skills and self-understanding in students. In the classroom, professors lecture, teach, and instruct students on the academic information. Occasionally, the faculty provides opportunities that engage students in hands-on and reflective activities. Both teaching styles are essential and will continue to exist in all academic disciplines. The job of student affairs professionals is to ensure that students have the opportunity to participate in experiential learning and self development. Any student affairs discipline can provide these opportunities through service-learning, workshops, retreats, reflection activities, and leadership opportunities. These opportunities address the needs of supporting the "whole student." Faculty and administrators alike want to prepare students for the real world. I believe that my role is to provide students with out of classroom experiences to develop the whole self during a time of learning, curiosity, and self-exploration. According to Hirt, (2006) new student affairs professionals need to "assess their own talents and interests so that they can pursue careers at types of colleges and universities that best match those talents and interests" (p. 17). The second part of my student affairs philosophy echoes Hirt’s point, to know thyself. Throughout my graduate courses and practicum, I have gathered information that has helped me to define my own focus, strengths, and interests. I have also identified my own weaknesses or areas that I would like to develop further. As I prepare to graduate I know with confidence that I have chosen the right career for me; which is reflected in my resume, reflection, and objectives. I am aware of the institutions and departments that fit my style and interests. I want to work in a career that works directly with students, providing experiential learning opportunities, and leadership development. I believe I will best fit at institutions that value service, research, diversity, and tradition. No matter the particular department or institution I find myself, I am committed to a process of lifelong learning, developing my own leadership skills, and staying connected with other professionals. I am committed to consistently develop my professional skills while remaining flexible to new ideas and perspectives. One of the reasons that I chose to work in higher education is because I aspire to work in an environment that encourages new ideas, exchanging information, and learning. I feel that it is my responsibility to the students and institution to stay engaged in the field, continue to develop my own skills, and stay attuned to conversations about higher education. Overall, my student affairs philosophy contains two major components: dedication to the development of the whole student and my own professional development. I expect that parts of this philosophy may transform through further work in the field, but I feel that the important elements will remain the same. When I contribute to debates and discussions about the role of higher education in society, I am able to identify my own role in the complex network and how it fits into the needs of students and the community.

References Evans, N.J., Forney, D.S. & Guido-DiBrito, F. (1998). //Student development in college //**. **San Francisco, CA: Jossey-Bass, Inc. Hirt, J. (2006). //Where you work matters: Student affairs administration at different types of institutions //. New York, NY: University Press of America. NASPA Student Affairs Administrators in Higher Education. (2006). Standards of professional practice. Retrieved February 28, 2009 from http://www.naspa.org/about/standards.cfm Strange, C., & Banning, J. (2001). //Educating by design: Creating campus environments. //San Francisco: Jossey-Bass.