8888Phil

Philosophy of Student Affairs  When I started graduate school, I was interested in pursuing a degree and career in higher education because the atmosphere encourages a commitment to new ideas and research, along with the diversity in the individuals that seek out opportunities at colleges or universities. I also wanted to be an advocate for the students, to assist them in achieving their educational and personal goals. Being an advocate is still a goal of mine, but I have developed a better understanding of how to achieve that objective while better serving the students.  I now believe that, with the assistance of administrators, students should be encouraged and taught self-advocacy. I believe that they should always be active participant in the decisions that are going to have an effect on them and their future. When working with students in my graduate assistantship and practicum experiences, I have strived to persuade students to    ideas or plans of action that would correspond with their particular situations in addition to the options that I provide to them.  I view higher education as a complex learning environment. Students gain knowledge from areas other than the classroom. They have the ability to grow personally and intellectually by the interactions that occur outside of the classroom or by the faculty members from which they are being taught. Engelkemeyer & Brown (1998) stated that “students can learn with and from each other” (as cited in Komives, Woodard, & Associates, 2003, p. 261). The diverse student populations provide an education that should be recognized, valued, and promoted while at an institution. I believe that it is the administrators’ responsibility to encourage students to view situations that occur outside of the classroom as learning experiences. Smith & Wolf-Wendel (2005) state that involvement that occurs within an institution suggests that individuals are able to share certain values or goals (p. 30). The ideas or opinions that are shared can assist in the process of growth. Even ideas that are not agreed upon can provide a learning experience. It allows students to learn to accept opinions and ideas that may differ from theirs and have a productive conversation. “The challenge is to try to define values in which people can share but that at the same time allow for important differences to be acknowledged, even nourished” (Smith & Wolf-Wendel, 2005, p. 30-31).  I believe that institutions have a responsibility to challenge not only the students, but the whole campus community to embrace differences in values, opinions, and ideas. As an administrator, I want to engage students in exploring new opportunities that are available to them and to take advantage of a variety of experiences that will challenge them to critique their own views and beliefs. Komives, Woodard, & Associates (2003) believe that learning occurs both intentionally and unintentionally through both formal and informal interactions in both curricular and co-curricular contexts (p. 262).  I am sure that as I complete my graduate coursework and begin my career in the field of higher education that my personal philosophy will continue to be defined and cultivated. I will be able to master skills and knowledge that I am just beginning to uncover. Higher    does not only provide an environment for students to develop, but will also provide me with the opportunity to grow as a professional and challenge me personally and professionally. Every opportunity that institutions of higher education can supply to the campus community should be acknowledged and embraced. Challenges that occur should be used as learning experiences for both the staff and students at an institution.  Issues that are presented to me are regarded as an opportunity to hone my skills and knowledge as an administrator. I do not have all the answers to situations that will    in higher education, but it is my personal goal to gain as much experience from each situation. When I am unable to acquire all of the answers, facts, and solutions to issues, I will seek out other administrators and staff members and professional development experiences to provide the best solutions to the situation.  References Komives, S.R., Woodard, D.B., & Associates. (2003). //Student Services: A handbook for the// // profession. //Fourth Edition. San Francisco, CA: Jossey-Bass. Smith, D.G. & Wolf-Wendel, L.E. (2005). //The challenge of diversity: Involvement or alienation// //<span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';"> in the academy? ASHE Higher Education Report //<span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">, 31(1). San Francisco, CA: Jossey-Bass.