52080Phil

=Philosophy of Student Affairs = = = Despite the fact student affairs encompasses several functions and units, its mission must remain uniform; it exists to support and facilitate the development of the student holistically. As a student affairs professional, I not only support the educational mission of the institution but also aid students in their personal growth and development. I assist in the transition, integration into the culture, and development of skills necessary to make the decisions they are likely to encounter as they grow into mature, responsible adults. Being a student affairs professional necessitates combining the skills of a teacher, mentor, counselor, information source and institutional representative. It is vital that I remain accessible to students and other professionals in the field, as we must work collaboratively to provide the best service possible. In sum “college is a seamless web of growth and development. All aspects of education are interdependent…” (MacKinnon & Associates, 2004, pp. 18-19). Our ability to work together, across departments, colleges, units, and universities is what will allow us to gain the information and skills necessary to make exceptional educational and related experiences for our students.

Specifically, in my role as an academic advisor, I believe it is imperative that I assist the student in his or her ability to make informed decisions. Oftentimes, these decisions are not easy to make—Is it best to pursue this major or that one? Is medical school really an option? Can you realistically take five classes, work thirty hours per week, and take care of your ailing mother? Too often, the student wants me to tell him or her what to do. I must explain even if I did know the answer, it’s not my place to tell him or her how to proceed. To do so would contradiction the mission of our profession—promoting the mental and emotional development of the student. This belief seems to be in line with the thought that “colleges do not pronounce appropriate choices for students, but rather pose them for the student to choose from” (MacKinnon & Associates, 2004, p. 19). I believe it is my responsibility to objectively present the student with his or her options, discuss the advantages and disadvantages of each, and allow the student to decide the best course of action. Additionally, I encourage the student to develop a sense of resourcefulness that will serve him or her well later in life. Instead of providing all the answers myself, I ask the student to consider where he or she thinks that information might be available. Empowering the student to think through problems and independently answer his or her own questions is a vital skill for all college graduates to possess, and I do my part to encourage this.

Student Affairs is often dismissed as ancillary to academic affairs, but as more students with diverse ethnic and educational backgrounds pursue higher education for a variety of vocational, personal, and professional reasons, our importance is only heightened due to our unique training and mission. I understand I must take the time to care about the student from a holistic perspective, taking into account not only development in an academic sense but personal and emotional aspects, as well. I do so because it is what I value and, for me, what originally attracted me to a profession in student affairs.

References MacKinnon, F. J. D.,, & Associates. (Eds.). (2004). //Rentz’s student affairs practice in // //higher education // (3rd ed.). Springfield, IL: Charles C. Thomas.