Running head: MY PERSONAL PHILOSPHY

My Personal Philosophy
Luisa Lora
SDAD 577- Fall 2013
Dr. Tim Wilson
December 9, 2013
Seattle University

If the structure does not permit dialogue the structure must be changed
Paulo Freire

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The Nature of Education and My Role in it

In 1987 Santa and Carlos, a married couple with four children, were given a chance to pack
their bags and move to the United States. Unable to take all of their children, as one was just a
year old and the other two and half, they made the tough decision to travel just with their two
older children, since they would be able to enroll in school while they looked for work. Never
having been outside of their small town in the Dominican Republic, Santa and Carlos were
leaving everything and everyone they knew behind. Despite what their families believed, they
werent doing this for them, they were thinking of their childrens future. They envisioned a
certain life for their children; one with education, opportunity, and successsomething they
themselves were unable to fully attain.
In coming to the United States, my parents took a huge risk, but they felt it was
worth it for us to have a chance at a better life. Education was a gateway to attaining this better
life and it opened up doors of opportunity for my siblings and me. Said to be the great equalizer,
the purpose of education is to provide students with the tools necessary to be successful in their
endeavors and to help guide them in the direction where their talents will be best utilized.
Education is a privilege and gives you access to opportunities and experiences that those without
an education may not have. Throughout K-12, and even while in college, I didnt have a true
sense for the purpose of an education; I just knew my parents, and society, expected it of me. I
also thought that it must be something valuable if my parents risked everything to give us the
opportunity to be educated.
As I have come to understand, through reading and discussions, the purpose of
education is freedom. This freedom allows you to live the life you imagine, choose a career that
best suits your interest, and to do as much or as little as you want with your education. As Paulo

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Freire (1995) describes, the role of the oppressed is to liberate himself and the oppressor. In the
pursuit of an education, ignorance is the oppressor and one must take it upon themselves to
regain ownership of their mind and reclaim their humanity through knowledge. Education takes
hard work, even though it is a privilege, it is not a right. If there is no dedication by the
individual; a driving force, there is no progress, and it takes a lot more than just knowledge to be
educated.
Being an educated person means more than just knowing things from a book,
reiterating ideas, or earning grades that reflect your knowledge of the material. An educated
person is able to think and listen critically, demonstrates empathy for others, strives to be a good
citizen of the world, is curious, understands that learning never stops, and is accepting of other
viewpoints. These other components of education are achieved through personal development
and understanding of self and the impact of your actions on others. In higher education, student
affairs practitioners play a vital role in this development of students that goes far beyond the
classroom.
The idea of holistic learning is fostered through the student affairs profession
and makes the purpose of this field integral in higher education. At the root of this profession
was the need to find ways and means of making available to institutions knowledge concerning
students as individuals (NASPA, 1937).

To be in this profession means caring about the

development of every student as an individual and allowing them to find a sense of self that will
guide them long after they graduate. It is not a role of care-taker or babysitter; it is one of
guidance and support. In the student affairs profession the concept of education is broadened to
include attention to the students well-rounded developmentphysically, socially, emotionally,
and spirituallyas well as intellectually (NASPA, 1949).

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This development of a well-rounded student, especially if they are a traditional

student entering college for the first time, can be difficult to achieve. For many, it is the first time
living away from home, being in a diverse environment, having a roommate, taking on rigorous
classes, and not having a support system immediately available. In recognizing that 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 (NASPA, 1949), higher
education cannot be without the student affairs professionals catering to these needs.
The student affairs profession may be incorrectly viewed as always being fun
and filled with programs that are meant to entertain the students; however its true purpose
working towards the development of students is no easy venture. Caring for students means
understanding that the optimum development of the individual necessitates the recognition by
teachers and administrators, as well as by professional personnel workers, of individual
differences in backgrounds, abilities, interests, and goals (NASPA, 1949). Understanding this
means your approach to one student may not work for others, and it is the job of student affairs
educators to adjust their methods when working with an ever changing diverse student
population.
While it is impossible for student affairs professionals to directly relate to every
student, making an effort to understand and listen to the needs of students can have a powerful
impact. It is also important to be genuine in connecting with students and as the professional, be
willing to take the first step and risks associated with building a meaningful connection. The idea
of engaged pedagogy (hooks, 1994) challenges educators to be vulnerable and honest if they
expect the same from their students. In this way, students may feel comfortable sharing personal
stories that can help with their own growth and empower both them and the educator. In an effort

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to try and reach every student, educators must focus on ways to be inclusive, not on differences
that divide them.
Institutions and student demographics are always changing, bringing with it a
vast array of needs, backgrounds, and challenges. In spite of these challenges, student affairs
professionals must not lose sight of why they are there: to aid in the development of students.
And so while obstacles in connecting and reaching students may present themselves, finding
creative and effective ways to continue doing great work is necessary. Strategies that may help
are: connecting with other professionals and utilizing their skills to strengthen your own or help a
situation, always asking questions and avoid making assumptions or generalizations, reaching
out to students and asking them what they need, and self-reflection and trainings to further
personal learning and growth. It is important as student affairs professionals to be okay with the
fact that as humans, we are constantly evolving and learning, and that its okay to feel
uncomfortable in situations and to recognize it as an opportunity for growth.
As I continue on my path of learning and working towards becoming a student
affairs professional, I am constantly motivated by the efforts and sacrifices of my parents. When
I reflect on why I chose to attend college or graduate school I credit my parents for my decisions.
Not because they were able to help me decide on a school or help with my applications, but
because I always felt that this was my way to show them that their sacrifices were not in vain. I
will continue to view the sacrifices of my parents as a driving force that has led me to this
profession and shapes my decisions and opinions on education and why it is important.
In becoming a student affairs educator, I hope to be a positive role model for
students and guide them to finding out who they are and what they want to do with their talents. I
strongly believe that to be educated, in other words, knowingly be privileged and not do anything

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to better the lives of those around you, or share your talents for the betterment of society, is a true
waste. Education should be a way to bring our society together, not separate us further. In
closing, as a young professional, my philosophy as an educator is as follows: care for yourself
and others, never stop learning, find your motivation, keep an open mind, and stay grounded in
your roots.
My Role as an Educator
Contributions to the Aims of Education
The aim of education has always been to develop the next generation of leaders;
individuals who positively contribute to society and advance humanity. To achieve these goals, a
lot of responsibility is placed on educatorsto not only guide students in making the right
decisionsbut allow them space to grow and truly develop as whole persons. Student affairs
practitioners play an essential role in this responsibility, as educators that bring together a
students personal development with their academic development.
Student affairs practitioners are involved with every facet of a students college life; from
where they sleep, eat, and spend their social time, to how they grow from challenges and develop
their identity. It is the role of student affairs educators to be a support system for students and
challenge them to be better. We provide this support and challenge by having opportunities for
students to be involved in clubs and organizations that matter to them, where they can find others
with similar identities and interest, and where they can contribute to their own development.
There is also the responsibility as an educator to be available to students in an honest and true
way; if we expect students to take risks in their development, we must be the example. bell
hooks (1994) model of engaged pedagogy should reflect the work we do and how we model

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what learning looks like, understanding of course that how this looks in practice may depend on
the institution.
The institution plays a big role in how much student affairs professionals can contribute
to a students education. We must consider such things as a schools size, control, religious
affiliation, curricular emphasis, and funding (Kuh, 2009). All of these characteristics contribute
to the types of programs and policies that can and should be implemented. Another characteristic
that should be considered is student demographics; who are the students we are serving? Are
they majority white, students of color, men, or women? Are LGBTQ students able to be open
about their identity and are support systems in place for these students? Knowing the answers to
these questions makes a difference when addressing student concerns effectively while staying
within your means and boundaries of the institution.
Methods for Student Affairs Curriculum
Knowing how to navigate through limitations can be a helpful method for teaching
student affairs subject matter. A hands-on learning method is most helpful as it is equivalent to
putting theory to practice. One can know how to address a fictional situation and what policies to
adhere to, as well as how to counsel a student going through a hard time. However, it looks
different when the situation is real and lives are at stake. That is why graduate assistantships are
a great way to introduce incoming professionals to the field. There is no better way to understand
the dynamics of this profession than by seeing it for yourself, and being challenged to develop
your skills as you learn.
Student affairs practitioners, although involved in many aspects of a students college
experience, are not all knowing. Students come to us with a variety of issues and at different
points in their development, therefore the role of an educator should not be to attach meaning to

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their experiencesas that may look different depending on the student instead we should
provide opportunities for growth and allow students to decide what it means to them. In this role,
referring students to resources such as individuals or offices that can better assist them if we
are not trained to do soshould also be our responsibility. Collaboration can contribute to
successful navigation of these student issues.
Knowing what the perimeters of our role as student affairs professionals are, and that of
the institution can feel limiting. However, this may be a great opportunity for collaboration
across other departments including working with faculty. Kezar (2009) lists several ways in
which student affairs practitioners and academic departments can form partnerships to better
serve the needs of a diverse student population. Service learning programs, the first year
experience, and living learning communities are just a few examples of partnerships that have
been formed around the needs of students and where they spend their time.
Our Role with Helping Students
College is a time for students to be challenged not only academically, but socially, and
personally. It may be a time when previous ideas and views are challenged and altered through
encounters or disagreements with others of different beliefs. It is also a time when students are
exposed to identities different from their own. Students are also coming into their adulthood and
making decisions on their health and wellness. The role of student affairs professionals during
this time is to be a support network and resource for students. Providing students with the tools
necessary through programs, individual meetings, and exposure to resources are ways we can
support students in becoming more comfortable with these new experiences and challenges. We
should not feel responsible for the choices students may make; however, we should hold them
accountable.

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As students are being challenged, they may not know how to deal with issues of diversity
and lifestyles that are different from their own. As a new student affairs professional, it is
encouraging to know that diversity will look different with contemporary students. The make-up
of this country, its residents, policies, and opportunities look different than before. The fact is
that according to the 2000 U.S. census 39.1 percent of people under ( the age of) eighteen are
people of color, and according to Coomes and Debard (2004) the millennial generation has a
much wider scope of understanding around issues of race. Coomes and Debard (2004) also
report on data indicating that the millennial generation has an increasing number of students that
are coming out as lesbian, gay, and bisexual as well as a greater number transgender students
(p.76). It is my hope that this will lead to higher representation of students of color on campuses
and higher tolerance of varying race and ethnicities, as well as other identities.
Reasonable Expectations
Accountability is at the root of the student affairs professionals. Students hold
universities, staff, and faculty accountable in delivering on their expectations, and the university,
staff, and faculty hold students accountable for their actions. Kuh, Miller, &Trow (1995)
Reasonable Expectations are still applicable to todays student and institutions. In particular, the
institutions expectation that a student should take responsibility for their learning and collective
welfare as well as contribute to the quality of life at the institution and the surrounding
community (p. 9) should resonate with todays diverse student population. Todays student
should be responsible for their own learning and recognize that although their helicopter
parents may support them in some ways, they cannot force them to take learning seriously or
gain knowledge through active learning and participation in their education.

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Conversely, some of the student expectations of the institution Kuh, Miller, &Trow
(1995) list may be outdated and unreasonable. For example the expectation that institutions
should offer all general education and major field courses at a rate that permits students to
complete their educational objectives in a specified period of time, (p.5) cannot be set in stone
as the economy and budget cuts can affect the cost of an education at a particular institution.
What a student can afford is relative and students may need to extend their time in school to pay
for the education. It is one thing to expect a curriculum that aligns with their educational goals,
and professors that are knowledgeable in their field, but affordability can look different for every
institution.
To conclude, in working with an ever growing diverse student population, student affairs
practitioners must remember their role as an educator and the purpose of education. In
contributing to a students personal development, we must remember that our role is to support
students through their journey, but we shouldnt go as far as trying to force experiences or
interfere in their personal growth. As we discussed in class, if we accomplish what Paulo Freire
(2000) suggest, we as educators will provide students with the vocabulary to articulate their
experience in order to achieve the aims of education; to contribute to society and advance
humanity.
Perspectives on Student Affairs Educators as Professionals
The student affairs profession is always changing. Institutions are constantly trying to
improve their technology and resources to attract more students and knowledgeable faculty and
staff. The student body is also constantly changing, not only in size, but in race and ethnicity,
gender identities, and their developmental needs. As a result, student affairs professionals are
tasked with staying on top of these institutional and student needs. Being committed to serving

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these needs successfully is not only required for advancement in this profession, but necessary
for personal development and learning. As a new professional, it is important to know that the
student affairs profession is one of constant change and one must be willing to keep up with it.
Lifelong Learning
Lifelong learning is a commitment to yourself and your chosen profession. It takes
initiative to identify where you need to improve and how to gain that knowledge. It also means
understanding that learning is constant and you are never done. It also means knowing that no
individual ever has enough information or personal skill to address such complexities (Komives
& Carpenter, 2009) such as an ever changing student body and new trends in technology. We
must be okay with knowing that we will never know everything, but be committed to constantly
filling the gaps in our knowledge to better serve our students and our personal interests and
goals.
In the student affairs profession, the facilitation of lifelong learning may be easier to
achieve, as there are opportunities to take part in conferences, webinars, and professional
associations. There may also be professional development opportunities within your institution
that practitioners can take advantage of. Among these opportunities is working with
professionals from diverse backgrounds within the student affairs division (Komives &
Carpenter, 2009). This may be a chance to learn about a variety of different backgrounds and
how they relate to student affairs practice. These diverse backgrounds can lead to a fresh outlook
on the profession and can lead to great collaboration. For student affairs professionals, the
opportunities for learning are there and it is up to the individual to take advantage of them.
Where you lack knowledge as a professional is something only the individual can know
and address. Having resources available is great, but if you dont know how to take advantage of

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them, they are useless. To the extent of making the effort to seek opportunities of learning and
what you do with those opportunities, learning should be self-directed. It should not be up to the
institution you work for to instill the passion for education and development necessary to do your
job well. Yes, there should be occasions when a seminar or class is offered to professionals but
the overall effort should be in the hands of the individual. After all, the reality is that todays
times require that professionals acquire new information to approach contemporary challenges
(Komives & Carpenter, 2009). Without the ability to do so, you are not able to serve the needs of
the students you work with, making you not suitable for the job.
Distinguishing Student Affairs Professionals
The student affairs profession is unique in many ways, especially compared to other
educators within the academy. As student affairs practitioners, we care about a students
development as a whole and strive for students to do well in all aspects of their lifenot only
academics. The wide range of departments where you can find student affairs professionals is
also very unique to the profession. Practitioners are able to interact with students in almost all
aspects of their undergraduate career, truly making student affairs an essential component in
achieving a holistic approach to educationa goal that most institutions seek to accomplish.
Another unique aspect of the student affairs profession is the flexibility to move around
functional areas. Student affairs practitioners carry with them many transferable skills that can
be used in many areas of student development and other professions. Skills like crisis
management, event planning, assessment, budgeting, and management skills can lead to a
successful fulfillment of many job descriptions. Having experience in different areas of the
student affairs profession can be helpful in addressing a wider range of student and institutional
needs.

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As with most professions, sometimes the tasks listed on the job description are simply
guidelines and other tasks may be assigned. As a student affairs professional, it may seem that
our responsibilities go across professions, as we may be responsible for legal issues as well as
moral and ethical situations that occur on and off campus. The unique responsibility of student
affairs practitioners to manage ethical issues is another aspect that sets this profession apart from
other educators within the academy. Having an obligation to take a students welfare, the
institution, the profession, the community, and personal conscience (Dalton, Crosby, Valente &
Eberhardt, 2009) into consideration when making personal decisions, or to address the actions of
others, is a complex addition to the student affairs job description.
Weathering the Storms
As students develop their identity as adults and are faced with challenges, we as student
affairs professionals are there to witness and help with these changes and challenges along the
way. Additionally, as professionals working at a college or university, we are also tasked with
managing crises and changes within the institution. In this setting, students and institutions are
equally at risk as a campus emergency affects most, if not all, facets of the university and may
result in a disruption of the daily operation of the campus (Misser &Cherrey, 2009). For this
reason, being prepared to handle such changes and crises is essential in helping students and the
institution move past such situations.
Knowing what procedures are in place before confronting a crisis is essential for all
professionals and institutions. Having the right people responding to crises, both during and after
an event, is essential in returning the campus to a state of normality. Student affairs professionals
are trained to work with people, and from this foundation, they become key leaders in
responding to campus crises. (Misser & Cherrey, 2009) As such, it is the responsibility of the

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institution to have proper trainings in place for student affairs educators, so that they may
effectively handle these situations. When chaos occurs, student affairs educators may be seen as
first responders, and having the skills necessary to help students adjust is vital.
While transitions are expectedand sometimes inevitableduring a students
undergraduate career, a crisis is not as common or expected, and they should be handled
differently than regular student development challenges. It is also important to recognize that
how student affairs professionals deal with crisis will have a lasting influence in the lives of the
students who are touched (Misser & Cherrey, 2009). Therefore, as student affairs professionals
we should make every effort to help students through a crisis and help them make meaning of
their experience, help with their transition, and provide necessary support as they try to adjust
back to their life prior to the crisis.
Student affairs professionals are a students vital link to the campus by providing services
such as counseling, academic advising, financial advising, grief counseling, and personal support
(Misser & Cherrey, 2009). Support in all areas of a students personal and college life can truly
help students feel that they can move on from crisis and back to their routine. It also helps
institutions move forward with their daily operations knowing that students are taken care of. It
is an enormous responsibility for student affairs educators but a great privilegeto know that
no greater opportunity exists for our profession to provide support and understanding than to
individuals who are affected personally by a crisis (Misser & Cherrey, 2009).
My Motivation
The impact one person can have on a students life is truly what continues to motivate me
in this profession. Gaining the skills necessary to handle situations ranging from roommate
conflicts to on campus crises is truly a unique characteristic of this profession. Additionally,

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knowing that my education and personal growth is constantly being influenced with every
interaction I have with students and colleagues energizes me. Its exciting to know that the
student body is always changing, and therefore the profession will continue to change to adjust to
the needs of students. There will always be something new to learn from every interaction, and
making a difference in someones life is a powerful motivator.

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References
Dalton, J.C., Crosby, P.C., Valente, A., & Eberhardt, D. (2009). Maintaining and modeling
everyday ethics in student affairs. In McClellan and Stringer (Eds.). The Handbook of
Student Affairs Administration, pp. 166 186.
Freire, P. (2000). Pedagogy of the Oppressed. New York, NY: Continuum.
hooks, b. (1994). Teaching to Transgress: Education as the Practice of Freedom. Routledge:
New York
Kezar, A (2009). Supporting and enhancing student learning through partnerships with
academic colleagues. In McClellan and Stringer (Eds.) The Handbook of Student
Affairs Administration, pp. 405 424.
Komives, S. & Carpenter, S. (2009). Professional development as lifelong learning. In
McClellan and Stringer (Eds.) The Handbook of Student Affairs Administration,
pp. 371 387.
Kuh, G., Lyons, J., Miller, T., & Trow, J. (1995). Reasonable Expectations: Renewing the
Educational Compact Between Institutions and Students. NASPA: Washington, D.C.
Kuh, G. (2009). Understanding campus environments. In McClellan and Stringer (Eds.) The
Handbook of Student Affairs Administration, pp. 59 80.
Miser, K. & Cherrey, C. (2009). Responding to campus crisis. In McClellan and Stringer
(Eds.) The Handbook of Student Affairs Administration, pp. 602 622.
NASPA (1937). Student Personnel Points of View, 1937.
NASPA (1949). Student Personnel Points of View, 1949.