Philosophies of Student Affairs

As student affairs professionals, we need commitment, energy, and passion, and to be open to change. Nothing is more discouraging to students than to work with or even meet a student affairs professional that does not seem to enjoy what he or she is doing, or is not open to new ideas. When working with students, we must also have patience, understanding, and a sense of humor. While we must be careful not to cross the professional line between us and our students, as this line often gets very blurry given the nature of this profession, we also want our students to be able to relate to us and see that we are "people" like them. We should also know our own values and goals. They are what guide us. Above all, we must have a positive attitude. We should keep in mind we will not be liked by every student and that has nothing to with our abilities. As the world grows more diverse every day we must educate and keep ourselves updated about multicultural issues. We should continually draw from that passion that led us to a career devoted to promoting life success for students.

I am fascinated by the concept of a holistic approach to developing the "whole student." I believe that the success of students will be determined not only by their acquisition of knowledge and skills, but also by their personal growth and development. This would include intellectual development, physical wellness, emotional well-being, community responsibility, and values clarification. It is important to meet each student where he or she is at in order to guide us in how to best challenge and support individual students to promote psychosocial and cognitive development. If we treat students as children, they will behave like children. We should treat students as adults. This will give them a sense of empowerment to develop authorship and take responsibility for their own actions. I am committed to helping student leaders learn from the successes and setbacks they experience. Each student is a unique person and must be treated as such. If students feel like they belong, that they are valued, and believe their opinion matters, they will rise to excellence.

Leadership development is a vital component of educating the whole student. Leadership skills are best developed in a relational and reflective environment through co-curricular student involvement. Involvement provides opportunities to put theory into practice in which students utilize and hone their leadership skills. Involvement increases students' confidence, enhances their time management skills, and creates a connection to the institution.

Learning is a continuous process: in the classroom, outside of the classroom, and in the community. Co-curricular activities are integral to students' personal development, leadership involvement, and education. I believe that great leaders can be cultivated through a process of diverse and personal learning experiences. Through these experiences, I hope students will come to understand the various traits and characteristics of a leader.

First and foremost, I believe a leader is one who leads by example by displaying empathy, acceptance, and respect; values diversity and perseveres in the face of adversity; and is committed to personal and professional growth for both self and others. I believe that great leaders have a vision for achievement and for the future. A true leader possesses the ability to communicate and share this vision by not only leading, but also encouraging others to lead and giving them the freedom to engage. It is, therefore, crucial that we, as educators, encourage and assist students to become aware of and to develop their leadership potential, leadership style, and leadership philosophy.

It is also important to recognize every student as a potential leader, to provide them with opportunities to practice leadership, and to empower students to understand and realize their civic responsibilities. We should make every effort we can to provide students with opportunities which will allow them to develop skills and experiences which can assist in obtaining and making the transition to their professional careers.

I believe in the importance of strengthening young peoples' senses of civic engagement and nationalism, as well as assist them in meeting educational, developmental, and social goals. Civic engagement is the notion of belonging, the experience of investment, and the position of ownership a citizen feels throughout the local, regional, national, and international political communities to which he/she belongs. As educators, we should actively promote the inclusion of community service in every facet of the students’ university experience by helping students to realize their potential to impact their environment through the power of social action, responsible citizenship, and volunteerism; challenging the local community to seek knowledge and experience outside the classroom; serving as a liaison between the community and the university; and encouraging students to apply knowledge from their individual academic concentrations to create a just and peaceful society. We should inspire students to establish and deepen a personal commitment to community engagement and social justice and engage students in the process of creating community partnerships that are sustainable, effective, and of mutual benefit. Service instills certain values and develops a more giving nature. We must not overlook the positive impact that up-close, life-changing service experience has on student achievement.

As volunteers, students can develop invaluable life skills (personal, leadership, and professional) as they serve in schools, community centers, nonprofit agencies, and neighborhoods. They will be able to challenge themselves, motivate others, explore their own potentials, live out their values, and create change. They will learn about themselves, realize that they have something of value to contribute, and get involved in community issues that are important to them. In the process, they develop self-esteem, self-confidence, communication skills, time management skills, critical thinking skills, and work ethics, as well as a sense of belonging to the campus and the local community. Students can also gain leadership skills by working alongside community leaders and local and national policy makers in a team setting with other individuals of diverse backgrounds and expectations. In addition, they can explore career options, gain field/career-related experience, focus on their career goals, enhance their resumes, and network. By engaging in these fun yet worthwhile activities, they can also make new friends, get to know their communities, and MAKE A DIFFERENCE in somebody's life. As an educator, my mission is to provide my students with the opportunities, encourage them, through structured reflection, to explore the meaning and moral implications of service, to act today to create the world they want to live in tomorrow, and empower them to become contributing, compassionate, and involved citizens that are assets to the institution and the community.

I believe advisors are first and foremost educators. In this role, an advisor will provide information, present alternatives, encourage responsibility, support creativity, and challenge students to develop as leaders. An advisor walks a fine line between leading the organization and giving the organization the strength to lead itself. It is important to keep in mind that the advisor is not the elected leader of the group. His or her authority came from the institution while a student leader’s authority comes from the group that has selected him or her for leadership. The advisor is most often related to a group because it is required by the institution. The student leader is most concerned with helping the group reach its goals while the advisor must be concerned as well with the goals of the college, professional responsibilities, and the educational relevance of the activity. It is very important that both the students and the advisor understand their expectations. The most important aspect of advising is to remember that one’s main role is just that – to advise. Ultimately, students make their own decisions. It is okay for them to fail so that they can learn from their mistakes and move on. If we make decisions for them, they will never learn.