8809Phil

Cleveland publisher and author William Feather characterizes education as, "Being able to differentiate between what you do know and what you don't. It's knowing where to go to find out what you need to know; and it's knowing how to use the information once you get it," (William Feather). The goal of postsecondary education is to uplift students to a level of cognition they never knew possible. Some individuals may focus strongly on the academic goals of higher education while others believe in the transforming nature of the social events on campus. My philosophy is that higher education and student affairs are meant to educate the whole student, revealing and strengthening the multiple facets of life. I believe that my role as a student affairs practitioner is to meet a student at their developmental level, to help them reach their goals, and to provide motivation for movement beyond the status quo.

Student development theory lays the foundation for a great number of discussions in higher education and student affairs. It is important to use theoretical models as a lens to understand the actions or beliefs of a student. Marcia Baxter Magolda (2001) discusses the concept of integrating context into everyday thoughts, "Contextual knowers looked at all aspects of a situation or issue, sought out expert advice in that particular context, and integrated their own and others’ views in deciding what to think…" (in Wilson & Wolf-Wendel, 2000, p. 99). I can better assist a student to resolve a difficult situation by taking into account a student’s unique context and how that information shapes their frame of reference. Using context and theory as a lens to understand student’s perception allows the student affairs professional to place themselves in a position to best assist the student. Meeting the student at their developmental perspective allows for the development of relationships, which are key to successful actions in student affairs. True learning occurs when students are challenged to work past the level of success they believed possible. Perry (1970) discussed the importance of cognitive disequilibrium, when a student encounters a situation or belief he or she is not equipped to handle. In these situations of crisis, students begin to question their beliefs and competencies, which lead to significant internal turmoil. When students are able to rationalize the new knowledge with the old knowledge, they experience learning and disequilibrium vanishes. The role of student affairs professionals is to provide the scaffolding needed by students experiencing disequilibrium to reach a new balance.

Student affairs however, is not merely to have students reach a basic personal or professional level and be satisfied. Student affairs practitioners strive to challenge students to reach beyond their comfort zone. Student affairs expand on academic learning by offering learning opportunities to develop personal and professional competencies. At every institution across the globe, student affairs practitioners are faced with the task of managing the holistic education of post-secondary students. Even the most intelligent student will struggle without the development of skills such as ethical and moral principles, a love for learning, and the ability to think critically. This is the role of student affairs as presented in the Student Personnel Point of View (1949), "The realization of this objective – the full maturing of each student – cannot be attained without interest in and integrated efforts toward the development of each and every facet of his personality and potentialities," (Student Personnel). Challenging students to engage in experiences outside of their normal routine provides opportunities for Perry’s disequilibrium. This disequilibrium offers chance for student growth in a structured environment with support provided by trained student affairs administrators. As a student affairs practitioner I seek out opportunities to engage students in learning and subsequently, to engage in growth. I enjoy the challenge that comes with assisting students with the struggles of everyday life. It is my goal to meet students at their present level, help them achieve personal and professional success, and push them to reach far beyond what they thought possible.

References: Baxter Magolda, M.B. (2001). //Complex Lives. //In Wilson & Wolf-Wendel (Ed.), //ASHE Reader on College Student Development Theory //(pp. 86-100). Boston, MA: Pearson Custom Publishing. Perry, William G., Jr. (1970), //Forms of Intellectual and Ethical Development in the College Years: A Scheme //. New York: Holt, Rinehart, and Winston. //Student personnel point of view //. (1949). Retrieved February 24, 2009, from National Association of Student Personnel Administrators Web site:  http://www.naspa.org/pubs/files/StudAff_1949.pdf   William Feather. (n.d.). //Bartleby: A dictionary of quotations //. Retrieved February 22, 2009, from http://www.bartleby.com/73/486.html