Running head: PERSONAL PHILOSOPHY AND REFLECTION

Evolving Identity, Evolving Philosophy

My Revised Student Affairs Philosophy
Bridget Macaluso
SUNY at Buffalo

ELP 523
Dr. Sallee
Spring 2016

PERSONAL PHILOSOPHY AND REFLECTION

Evolving Identity, Evolving Philosophy

Identity theorist Erik Erikson believed that an individuals identity is always changing
(Evans, Forney, Guido, Patton, & Renn, 2010). During my first few years as a student affairs
professional, my identity has continued to change along with my knowledge and skill set in
regards to the profession. These changes have also helped me to further define my student affairs
philosophy. In this paper, I will discuss my current student affairs philosophy. I will begin with
an explanation of the purpose of student affairs in higher education along with my vision of what
an ideal college experience is. I will also address my plans for assisting students in gaining the
most out of their time on campus. I will then discuss the values, skills, and competencies that are
necessary for success in the field and how my identity will play a role in my career. Finally, I
will describe my goals as a student affairs professional.
The Ideal College Experience
The time that a student spends on a college campus can, and should, be developmental
both inside and outside of the classroom. The role of student affairs professionals lies in ensuring
that students are learning in all aspects of their lives. Much of the literature about student affairs
refers to this notion as educating the whole student (ACPA & NASPA, 2004; Evans & Reason,
2001). College campus administrators create an environment that will allow students to develop
knowledge and skills in many different aspects of their lives. The work that a student does within
a classroom can only account for some of these developmental areas, leaving the rest to the
student and the support they gain from student affairs professionals (American Council on
Education, 1949). This focus on developing students through an environment that is supportive
of, and responsive to, student needs has been the focus of student affairs since the Student
Personnel Point of View was first introduced in 1937 (Evans & Reason, 2001).

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The ideal college experience involves many opportunities for learning outside of the
classroom. In my work as a Residence Hall Director, I have helped to create the slogan
Learning happens everywhere to encourage students to actively engage in their residence hall
community. It is my hope that students will explore the campus beyond their classes and find
ways to be involved in the community so that they are able to better understand themselves and
the world around them before they leave campus. When I was an undergraduate student, I was
able to do this through participating in student clubs, attending school events, and holding a job
on campus. Research indicates that students who live on campus and become involved in their
communities are more likely to feel connected to their campus and have better retention rates
than those students who commute or are not involved (Astin, 1984). As a student affairs
professional, I will continue to encourage students to remain involved in their campus
communities. I will work as a hall director to ensure that students have a positive experience
living on campus in the hopes that this will convince them to remain in on-campus housing. I
hope to continue to develop programs within the residence halls that are fun and engaging and
make students feel welcome.
I have learned in the last several years that the role of a hall director extends beyond
creating a welcoming community environment. There are many opportunities for students to
learn from their residential experiences as well. As a student affairs professional, I will work to
help students meet the learning outcomes described in Learning Reconsidered (ACPA &
NASPA, 2004). The learning outcomes provided by ACPA and NASPA (2004) are: cognitive
complexity; knowledge acquisition, integration, and application; humanitarianism; civic
engagement; interpersonal and intrapersonal competence; practical competence; and persistence
and academic achievement. Students can develop their cognitive complexity and interpersonal

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skills through participating in roommate agreements and mediations. I will help students with
their knowledge acquisition through educational programming that involves experiential learning
such as volunteer work or music programs. Students in the residence halls have many
opportunities to develop their humanitarianism because they will be living with people who
identify differently from them in regards to race, gender, ethnicity, or sexuality. I will encourage
students to learn more about their own identities and the identities of students around them.
Students living in the residence halls are asked to agree to the community expectations that are
set at the beginning of the year. This commitment to their peers and their communities will help
them to develop their sense of civic engagement. Perhaps one of the most difficult adjustments
that students make in their transition to living on campus is in regards to practical competence.
Many students who move into the residence halls have never lived on their own and have to
learn how to manage their own time, do their own laundry, and cook for themselves. Finally, I
will work to ensure that I am always supporting students in their academic achievements. I will
do this through holding programs that center around learning styles and study techniques as well
as through holding individual meetings with students who are struggling academically.
Values, Skills, and Competencies
There are many values, skills, and competencies that will be necessary for me to possess
in order to reach my full potential as a student affairs professional. It will be important for me to
continue to develop competence in the areas provided by ACPA and NASPA (2015) throughout
my career. I will also need to think about my own identity and how it plays a role in each of my
interactions as a student affairs professional.
The first competency area offered by ACPA and NASPA (2015) is helping and advising.
Student affairs professionals will often be approached by students who are having a difficult time

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personally or academically. I have strong listening skills that will help me to provide support for
students while allowing them to make their own decisions about what is best for them. However,
I have to remain aware of my own personal biases when speaking with students. It is natural for
individuals to process what is being said through our own psychological filters (Parsons, 2011,
p. 53). I have become aware of some of my own filters that act as obstacles when I am trying to
help a student in need. For example, I am very close with my family and when a student
complains about their own family or mentions difficulties getting along with their parents, I have
to stop myself from placing judgement and remind myself that my role is as a listener and a
helper.
Student affairs professionals will work with and serve people who have a variety of
different backgrounds and beliefs from their own. Because of this, it is also important that
student affairs professionals continually develop their multicultural competence (ACPA &
NASPA, 2015; CAS, 2006). Many aspects of my own identity play a role in my multicultural
competence. As a white individual who grew up in a small town, it can sometimes be difficult for
me to understand the values and beliefs of black students who grew up in the city. Working in a
building with 200 students from the Educational Opportunity Program this year, I have learned
that some students have very strong beliefs against reporting their peers who have violated a
policy. This was difficult for me to understand at first, but I had to remind myself that many of
these students grew up in a much more dangerous area than my hometown, and there may have
been stronger repercussions for what they refer to as snitching. It is important to me to
continually learn about individuals and their backgrounds and beliefs in order to be able to better
help them meet their goals.

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It is strongly recommended that student affairs professionals become familiar with

research and theories related to college student development and use these to inform their
practice (ACPA & NASPA, 2015; CAS, 2006). As a new professional, I am sometimes
overwhelmed by the vast number of student development theories. I am working to become more
familiar with individual theories and learn from my peers about putting these theories to practice.
I look forward to continuing to grow in terms of my knowledge of relevant theories and research
in the field.
Motivation, Goals, and Vision
The strong focus in helping, advising, and learning about others is what has motivated me
to continue to grow as a student affairs professional. I initially became interested in pursuing a
career in student affairs after I left my undergraduate institution. I had chosen to attend SUNY
Potsdam over other colleges because of the strong community atmosphere on campus. The day
that I went to campus for a tour, I immediately felt like I belonged there, and I was able to
continue exploring my identity and the community throughout my undergraduate studies. I
worked to find ways to include other students on campus through my leadership roles in different
clubs and organizations as well as in my position as a Resident Assistant. After taking the
opportunity to graduate early, I worried that I had cheated myself out of a year of great
experiences. I found that I was really missing the campus atmosphere, and took some time to
reflect on my time on campus and to research the backgrounds and careers of the professional
staff members who had influenced me the most. This was when I discovered student affairs as a
career path and began to apply for graduate degree programs.
As a student affairs professional, I hope to continue to inspire students to explore and
engage in their campus communities. My favorite aspects of my jobs over the last several years

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have been those that have allowed me to help students learn about themselves and develop
techniques for success. I have enjoyed using my creativity to present ideas and suggestions to
students in a new way, and I am inspired by helping others find the lesson in their mistakes or the
challenges they face. I would like to continue working in residence life as a hall director for the
next several years. I really enjoy living on campus and working with RAs and I feel that I still
have more to learn as a hall director. After I have mastered the hall director position, I hope to
move up and to someday be the director of a residence life program so that I can help new
professionals in their own development. My ideal goal is to be a Vice President for Student
Affairs on a small liberal arts campus like SUNY Potsdam. This will allow me to give back to a
community that is similar to the one that helped shape my identity and career path. I would like
to lead a team of student affairs professionals who are guiding students through their
developmental processes. Until then, I look forward to continuing to develop my own identity
and my student affairs philosophy as I explore and engage alongside the students I work with.

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References
American College Personnel Association and National Association of Student Personnel
Administrators. (2004). Learning reconsidered: A campus-wide focus on the student
experience. Washington, DC.
American College Personnel Association and National Association of Student Personnel
Administrators. (2015). Professional competency areas for student affairs.
American Council on Education (1947). The student personnel point of view.
Astin, A. (1984). Student involvement: A developmental theory for higher education. Journal of
College Student Development, 40(5), 518-529.
Council for the Advancement of Standards. (2006). CAS characteristics of individual excellence
for professional practice in higher education. CAS professional standards for higher
education (6th ed.). Washington, DC.
Evans, N. J.; Forney, D. S.; Guido, F. M.; Patton, L. D.; Renn, K. A. (2010). Student
development in college. San Francisco, CA: Jossey-Bass.
Evans, N. J. & Reason, R. D. (2001). Guiding principles: A review and analysis of student affairs
philosophical statements. Journal of College Student Development, 42(4), 359-377.
Parsons, R. D. (2011). Fundamentals of the helping process. Long Grove, IL: Waveland Press.