History, Philosophy, and Values
History:
In order to be an effective student affairs professional it is important to have an understanding of the origins of higher education. Through the course The History of Higher Education, I was able to gain knowledge of the history of American higher education systems through a detailed analysis of the social, cultural, economic, political and demographic factors that shaped institutional development. The course Current Issues in Student Affairs, allowed me to analyze a variety of issues which currently impact higher education and examine how history has shaped current society.
Through the assignments Access for African Americans in Higher Education and The Evolution of Women as Professionals in Higher Education I was able to examine the process by which marginalized groups were able to gain access to education and the professional realm. While society has made significant progress in terms of access, situations of equality and racism are still very present on college campuses today. Students are greatly influenced by their campus climate, which can either challenge or reinforce current societal perceptions (Schuh, Jones, & Harper, 2011). For this reason, my knowledge of the origins of microaggressions will enable me to have positive and informed interactions with students through which I can counteract any subtle instances of discrimination.
When considering the historical evolution of higher education, it is important to think not only about the types of students that were granted access to education, but also of the evolving function and role of the colleges themselves. Originally, institutions adhered to the concept of in loco parentis, where they took on a parental role for the students entrusted in their care with a strong empathsis on monitoring academic and social behavior. However, as the needs of students evolved there was a shift to what is known as “Duty of Care." Under this concept, institutions were viewed as a governmental authority that was responsible for managing the environment in which students interact, rather than what types of interactions took place (Thelin, 2011). These two concepts are examined in detail in the assignment In Loco Parentis/Duty of Care, which is a series of responses to questions regarding several court cases related to the extent of institutional authority in matters of student supervision. Having an understanding of the historical functions of institutions provides me with a context within which to navigate the student/staff relationship as well as relations with parents, guardians, and family members.
Philosophy and Values:
During my time as a Graduate Retention Fellow in the Office of Student Involvement and Activities at Salem State University, I supervised student employees in the campus center as well as assisted in coordinating the office's various leadership development programs. A student employee's performance is evaluated in four areas: service, teamwork, autonomy, and responsibility (S.T.A.R.) (see below). These concepts are based off of the Social Change Model of Leadership, whose framework includes the 7 C’s of Leadership. The C's are divided into three values: Individual (conscience of self, congruence, and commitment), Group (collaboration, common purpose, controversy with civility), and Society/Community (citizenship), all designed to lead to “Change,” the eight C (Komives & Wagner, 2009). Recognizing that leadership is both individual and interpersonal, I strive to incorporate each value of the Social Change Model into my daily practice and the practices of others in order to create a positive living and learning environment that is inclusive of all individuals and lifestyles.
What assists me in this process is being proactive with exemplifying the characteristics and responsibilities necessary to be an effective student affairs practitioner as outlined in the 1937 NASPA Student Personnel Point of View (SPPV).
Such functions include:
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Orienting the student to their educational environment
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Supervising, evaluating, and developing the extra-curricular activities of students
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Supervising, evaluating, and developing the social life and interests of students
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Maintaining student group morale by evaluating, understanding, and developing student mores.
REFERENCES:
ACPA & NASPA. (2010). Professional competency areas for student affairs practitioners. Washington, DC: Authors.
American Council on Education. (1937) The student personnel point of view. Washington, DC: Authors.
Komives, S. R. & Wagner, W. (Eds.). (2009). Leadership for a better world: Understanding the social change model of leadership development (2nd Ed). San Francisco, CA: Jossey-Bass.
Schuh, J. H., Jones, S. R., Harper, S. R. (2011). Student services: A handbook for the profession. 5th edition. San Francisco, CA: Wiley and Sons.
Thelin, J. R. (2011). A history of American higher education (2nd ed.). Baltimore, MD: Johns Hopkins University Press.
Social Change Model of Leadership
“The History, Philosophy, and Values competency area involves knowledge, skills, and attitudes that connect the history, philosophy, and values of the profession to one’s current professional practice. This competency area embodies the foundations of the profession from which current and future research and practice will grow. The commitment to demonstrating this competency area ensures that our present and future practices are informed by an understanding of our history, philosophy, and values.”
(ACPA & NASPA, 2010, p. 14)
My knowledge of how to successfully facilitate these functions comes from participation in various professional organizations, such as the American College Personal Association (ACPA), the Association for College Unions International (ACUI), the New England College Personnel Association (NECPA), and the National Association for Campus Activities (NACA), in addition to several small-scale institution-based conferences.
