Running Head: Student Affairs Philosophy

Universities and colleges are massive institutions that not only help educate individuals
and communities but grant many the chance of employment. Personnel hired at universities are
not just professors and custodial staff; they are people in place to ensure students success.
Majority of the staff hired to support students can be referred to as student affairs. Student affairs
staffs are usually responsible for students having a productive yet, enjoyable time outside and
inside of the classroom. I have come to create my own philosophy from listening to guest
speakers, readings, and my experiences working with various departments this semester. In my
own words I have come to the belief that student affairs is the bridge of staff to students
incorporating the tools and opportunities necessary for students success inside and outside the
classroom during and post their time spent at a university or college. Without students affairs
many students would be left to fend alone for their first times away from home and left with little
emotional, moral, and academic support.
Higher education has and will always be changing as the populace of incoming students
evolves. New laws, technology, and events, contribute to the shifts of change on how education
is approached or done. Cawthon (2012) expresses that Organizing student affairs units around
the assumption that campuses will be comprised of traditional, fulltime, residential students is
not effective and deserving to both students and staff (p.1). The populace of higher education corelates with what is going on in society. Universities change their offerings by what society needs
or demands to attract more students. This continuous action reassures institutions they are
providing the best possible time and education for their students. Education in this country began
as the opportunity for the wealthy to educate and groom their youth for leadership and service.

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Running Head: Student Affairs Philosophy

Today higher education can be granted to the many who desire to pursue more knowledge, no
matter what their social status in the USA with the right support. Looking at the history of higher
education the population of incoming students is constantly changing because of the access the
government decides to give to its people. Different requirements are frequently needed to be met
to ensure the continued success of both the university and the students in attendance. The
country itself has put in place different types of institutions throughout history to grant
disadvantaged populations or areas the chance at education warranting the continuation of a
productive and competitive populace inside and outside of the country. There is an international
appeal for American degrees because the value of American education is not just academic but
economical. American education abroad helps economies by promoting specialization to
advance knowledge in their unique way and to achieve common goals (Schuh, 2011, p.39).
Many immigrate to this country just for the educational opportunities fledging from the
prestigious institutions that have been built here to certify the betterment of our own citizens.
Countless countries do not offer the same services that are supplied here in the USA, to their
students which can falter the degree of their achievements of their time spent at a chosen
institution. The support services of student affairs in the USA not only strengthen the worth of
the degree both the value of the education an institution provides to its students. Student affair
programs help prevent institutions from becoming astray from the goals that a university or
college strides to complete for their continued success. Without successful students you have a
failing university system. Student affairs services are closely in sync with the retention of
students ensuring not just a university continued achievement but justifying their commitment
and place to any said educational establishment.

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Running Head: Student Affairs Philosophy

In the beginning of university and college life the responsibility of the student was called
in loco parentis. This Latin phrase has the meaning of: a designated staff being responsible for
the student body including both educational and emotional well-being These first workers of in
loco parentis were the first student affairs workers. They made sure the students had living areas,
food to eat, and study, in a sense they were their parents away from home. While this
responsibility safeguarded the well-being of their students it did not support or guarantee the
emotional and mental growth of the students success outside of the classroom. (2011, Rentz,
p.24) Over time universities saw the need to have programs set in place to guide students on both
their academic and co-curricular pursuits. Today student affairs has grown to enhance the
students over-all experience at the university rather than just to house them. Many student
affairs programs in the present day encourage leadership and encourage students independence.
Instead of just warranting their educational success there are many programs in place to make
sure that students gain the knowledge and skills to be successful later in life, and also to help
them gain important experiences and relationships to make connections with not just their
mentors or professors but their peers too. The major difference between now and the beginning
of student affairs was not to put in place a learning community but just educate those who had
the funds to secure an education.
College provides drastic changes to students where they will be in need of constant
support from various sources. Pascarella and Terenzini (1999) observed that studentsmake
significant gains in the subject matter knowledge during the undergraduate years but also become
more critical, reflective, and sophisticated thinkers (pp. 572-573). This observation indicates
how vital the development of students is during their college years. It is important that students
have assistance during this fragile time because they are paving the way to adulthood and it is
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Running Head: Student Affairs Philosophy

crucial they have all that they may need to lead a prosperous and successful life outside of
school. Universities want to show the world that they produce world class citizens to encourage
higher enrollment and interest in the university. This makes student affairs a crucial part of their
university ensuring that students are retained through various activities a university offered to
support them during the changes they may face.
The university can offer programming and opportunities for students to get to know their
peers, professors, mentors, and professionals through student affairs. This awards students with
chances to network to enhance their skills to better prepare them for the life after college and the
workforce. Some of the opportunities that student affairs grants students are leadership
opportunities such as presidents of student organizations, orientation leaders, resident assistants,
Greek life membership, ect. The skills students gain and learn from these activities help enhance
their chances of being successful after their time spent in university. They can foster
partnerships, relationships, and skills to help further the progress of not just learning but
maturing. The proper support supplied from student affairs activities and programs during this
fragile time of learning and growing can ease this stressful time for students. Not supplying
well-organized student affairs systems may lead student not striving for their best or ultimately
leave the. Student affairs implements tools for students to become successful by giving them
experience and chances to grow both socially and academically. I saw this evident when Dr.
Anderson an admissions counselor from Kalamazoo College recalled an experience he had with
a student he recruited. He promised a students father he would watch out for her. He kept his
word, by being a supportive mentor and professional and saw this student become very active on
campus leading to her successful career outside the classroom. He expressed that it was cases
like this that made him proud of the work he does. Though it is not always possible to have
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Running Head: Student Affairs Philosophy

connections to students as Dr. Anderson it does show that truly dedicated professionals in the
field can make a difference in a students success.
As an aspiring professional to the field of student affairs my ultimate goal is to have a
career where I help provide the best possible college experience. I believe education is a right not
a privilege and the general public deserves easier access to it. This is what fills part of my drive
to become a professional in the field to make their transition to post higher education smoother. I
want to help others reach their educational goals. Everyone has a right to be in higher education
and I will always treat the students I come across as equals no matter their background. I know
working in student affairs I can bridge and enhance the experience for future students by voicing
my concern to them and creating relationships with students to help them succeed in life. Larry
Roper (2002) says: It is important that we [student affairs professionals] not begin a
conversation with another person unless we are committed to having the conversation turn out
right for them(para. 6) I find this to be very true hope to always be honest when engaging with
all the students I encounter. There is nothing worse than interacting with someone whos interest
or goal only benefits them. People know when you are being genuine and coming off as
inauthentic can be somewhat insulting.
My undergraduate time spent at WMU I came across many staff and faculty who
contributed to my successful completion of my undergraduate degree. I hope to be able to grant
opportunities to many other disadvantaged students to improve their chances of retention and
completing their degrees. To continue this work, I know my network and connections will be
crucial. From listening to the guest speakers and different discussions this semester I have
learned that collaboration needs to be put in hand with different departments to better benefit the
students to provide a better experience wherever they are in their educational career. I am
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striving to make connections so I can always be aware or know how to serve my students to best
of my capacity.
Refrences
Cawthrone, T., Boyd, K., & Seagraves, R. (n.d.). Is student affairs relevant for the 21st
Century?. <PROQUEST>. Retrieved November 30, 2013, from
http://convention.myacpa.org/louisville2012/documents/program/2012_senior_scholar_is
_student_affairs_relevant_for_the_21st_century.pdf
Pascarella, E. T., & Terenzini, P. T. (1991). How college affects students. San Francisco: JosseyBass Publishers. Retrieved November 30, 2013, from
http://search.proquest.com/docview/63006224?accountid=15099
Rentz, A. L., & Zhang, N. (2011). Rentz's student affairs practice in higher education.
Springfield, Ill: C.C. Thomas.
Roper, L. (2002). Relationships: The critical ties that bind professionals. New Direction For
Student Services, (98), 11-26. Retrieved November 30, 2013, from
http://web.ebscohost.com/ehost/detail?sid=707ccc35-be13-46e3-a064%40sessionmgr4001&vid=1&hid=4101&bdata=JnNpdGU9ZWhvc3QtbGl

788c8d13f0cc
2ZQ%3d

%3d#db=ofs&AN=507775033
Schuh, J. H., Jones, S. R., Harper, S. R., & Komives, S. R. (2011). Student services: A
handbook for the profession. San Francisco: Jossey-Bass.

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