culmination
My understanding of student affairs has changed exponentially since being in this program. All I knew entering this program was I needed to earn this degree in order to academically counsel students at the Community College level. I am a first generation transfer student and although I was involved in honors and the Puente program, the term "student affairs" was foreign to me. I quickly became knowledgeable about what student affairs was in my first quarter in the College Counseling Student Development program. After being informed about what student affairs entailed I was relieved to know I was in the right program.
The term Student affairs allowed me to attach the correct language to the work of professionals in higher education. I have a better understanding of the importance of this field. I am a firm believer in developing a student holistically and student affairs professionals are major contributors in this process for each student. Usually, students’ motivation for college is to receive a degree but there is much more to the college journey then taking classes, completing assignments and walking across the stage on graduation day with a diploma. Student affairs professionals foster an environment to help students grow personally help engage in community and ally alongside them during peaks and valleys of their college experience In completing the College Counseling Student Development program I have a better understanding of the many facets of student affairs.
Student Affairs ranges from student activities to resident directors and counselors to deans and the list of positions continue. Although each position has a job description and responsibilities I have a better understanding how students can stretch a persons professional and personal capacity. A person can be trained and educated about student affairs, but sometimes life gets messy and we, student affairs professionals, have to help navigate our students through these transitions in life. Some issues cannot be taught through textbooks and lectures. Some issues are best dealt with through experiences. This program has equip me with the knowledge needed to enter the professional field in higher education, and it also has required me to have field experience which has been very beneficial.
One of the most effective ways I learn is through experience. My assistantships have bridged the gap between the theory taught in the program and the reality of working with students. Each student is very unique with his/her own college journey. Although theory, research and role playing is essential in developing my skills in student affairs, being able to apply the knowledge to actual students is when I have learned most.
Developing students and encouraging learning is essential in the student affairs profession. It is important as student affairs professionals to ally with students through their struggles and not dismiss an opportunity of growth. There is no formula of how to determine "success" as it is defined differently for many. I can only hope student affairs professionals view "success" as helping students learn and grow personally, professionally and educationally. I value developing students holistically by encouraging a positive growth mindset. People with growth mindsets believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all-great people have had these qualities (Dweck, )
I believe students’ success permeates outside the completion of a degree. In order for student professionals to help students reach a place of not finding their validation through grades but through developing themselves requires the professionals to help the student find their agency. To help students find this sense of agency, student affairs professionals must possess cognitive, intrapersonal and practical competence (Baxter Bagolda, 1999). Working in student affairs requires hard and soft skills. We must know how to connect with the student and create a safe environment yet also know policies, procedures and knowledge of our campus in order to fully serve our student.
Mezirow (2000) describes development in adulthood “as a learning process-a phased and often transformative process of meaning becoming clarified through expanded awareness, critical reflection, validating discourse, and reflective action as one moves toward a fuller realization of agency” (p.25). It is important, as student affairs professionals to help students understand tensions and tough circumstances will arise in their college journey. Having a growth mindset in understanding their agencies will help them grow and press forward instead of getting paralyzed in fear or the unknown. It is imperative to help students understand it is okay to question their beliefs, fight through the uncertainty of the future, and work through their purpose in order to find their agency. College can be a scary and overwhelming place. I did not enter this field to view a successful developed student holding up a diploma as an expert in their chosen study on graduation day. If I am doing by part as a student affairs professional, my students should walk across the stage at graduation still a bit scared of the unknown, but contain a confidence in themselves to make decisions that will help them to continue to grow as human beings.
Ladson-Billings (1994) described culturally pedagogy as helping “students make connections between their local, national, racial, cultural, and global identities” (pg. 25). We are to help students walk away from college to contribute to the greater good of mankind. Some could say that is a lot of pressure but it is a gift we must not take lightly. If we are to have such high expectations for students, we must emulate what we preach. We must have strong senses of our own agency and live out a growth mindset. According to Roger Winston, Vasti Torres, Stanley Carpenter, David McIntire, and Bret Peterson “good chemistry,” “sense of humor,” “personality,” and “conventional lifestyle” are often characteristics considered necessary to accomplish student affairs work, but the qualifications have changed. They must be able to demonstrate they understand the complexity and serious purposes of higher education and they are prepared to commit to being a lifelong learners and contributing scholars (p. 15).
The student affairs profession requires a lot of responsibilities to properly serve each student. There is not a training book on how to deal with each and every student. Every student is very unique, and we are called to meet each studentwhere they are at and help guide them to personal and professional development. We also must stay up to date of current trends and theories in order to help us develop our personal knowledge.
As a student of the College Counseling Student Development program for the past two years I have gained a wealth of knowledge and practical application for the student affairs profession. I have grown tremendously in the past few years educationally as well as personally. Before I began this program I was working full time, teaching dance on the side, planning a wedding, moved into a new home, attended Bible study, dealt with some family hardships and attended pre marriage counseling. I began to understand the meaning of “spreading myself too thin.” I was overloaded with my commitments and realized in order for me to thrive again and live with some sort of peace and order I must sacrifice a few things. I began to prioritize what was important to me. I met with one of my professors from undergrad because I was going through some personal issues. I wanted to do or take care of everything on my plate. My professors simply told me, “Lindsy, you CAN have it all, just not all at the same time.” I realized I had no control over my family hardships and to let go and take a break from my commitments to dancing and Bible study for this new season in order to commit my time to begin the CCSD program and nourish my relationship with my soon to be husband.
In my last quarter of my first year of the program I found out I was pregnant, which stretched my capabilities to a new level. I had to reassess if I was going to stay in the program. I had to really dig deep within myself to make sure I wanted to pursue this career, since motherhood came way sooner then expected. Through much prayer and thought I decided to continue and had my baby in the winter of my second year in the program. My husband offered for me to stay at home with the baby and not work. Although I was blessed by his support and our ability to have the option of me not working I had to decline his offer. I told him I felt called to work and be a mother. I have found a career that I love and feel I will be a better mother and wife if I continue to pursue my passion in working with students. This was a definite cross road in my which brought clarity to my true love for what I do and aspire to develop as a student affairs professional.
I was back in the classroom three weeks after giving birth and although I missed my daughter I felt a sense of peace in being back in the classroom learning. I made a promise to myself that at anytime if I were overly burdened by going back to school and being a new mother, I would take some time off and finish later in the year. By God’s favor I have been given the up most support from my husband and family to help me so I can focus on my schoolwork. I also have been given energy and joy during the most stressful time academically in the program. I feel it is confirmation from the Lord I am where I am supposed to be. I know I cannot “have it all at once” as my professor told me, but I at least can continue to make progress in the direction of where I aspire to be.
In the next three to five years I hope to continue working at the community college, but hope I am counseling as an adjunct counselor. I have worked at Chaffey Community College for two years and have grown to really enjoy the campus climate and work environment. I really hope I am working a few days a week as an adjunct counselor to strength my counseling skills and build a strong foundation to eventually hold a tenure-track counseling position. Regardless if I am at Chaffey I hope I am still connected to first generation students.
As a first generation community college student, I have an affinity for these students. Much of why I entered this field is due to a counselor who believed in me and allied with me in my educational journey. If I never had the support and direction my counselor I am convinced I would not have completed my bachelors degree, let alone pursue a Masters Degree in college student affairs. I want to pass forward the support that was given to me. My passion is to work with underprivileged students and within that sector of student focus on the first generation students.
Personally, I hope I continue to find my rhythm in putting God and my family first while also being an advocate for first generation students at a community college. I hope I am involved with a program or committee to be a voice to these students in building a stronger support system in their transition to college. I hope I am fueled with energy to be present with my students during counseling sessions and able to come home and still have love and support to give to my family. I hope I am constantly being challenged and growing personally, professionally, and spiritually.
Although I have my aspirations I also have a part of my heart that leaves room for the unknown. I have goals set for my future but also want to be flexible in allowing God to guide my path. My goal was to be a mother a few years after I graduated with my masters and clearly that plan changed a bit. I have learned determination and setting goals is very important but I cannot be married to them, as life can take many twists and turns. I trust God will continue to equip me with the necessary tools, support, guidance and opportunities that will fulfill his calling on my life.
The term Student affairs allowed me to attach the correct language to the work of professionals in higher education. I have a better understanding of the importance of this field. I am a firm believer in developing a student holistically and student affairs professionals are major contributors in this process for each student. Usually, students’ motivation for college is to receive a degree but there is much more to the college journey then taking classes, completing assignments and walking across the stage on graduation day with a diploma. Student affairs professionals foster an environment to help students grow personally help engage in community and ally alongside them during peaks and valleys of their college experience In completing the College Counseling Student Development program I have a better understanding of the many facets of student affairs.
Student Affairs ranges from student activities to resident directors and counselors to deans and the list of positions continue. Although each position has a job description and responsibilities I have a better understanding how students can stretch a persons professional and personal capacity. A person can be trained and educated about student affairs, but sometimes life gets messy and we, student affairs professionals, have to help navigate our students through these transitions in life. Some issues cannot be taught through textbooks and lectures. Some issues are best dealt with through experiences. This program has equip me with the knowledge needed to enter the professional field in higher education, and it also has required me to have field experience which has been very beneficial.
One of the most effective ways I learn is through experience. My assistantships have bridged the gap between the theory taught in the program and the reality of working with students. Each student is very unique with his/her own college journey. Although theory, research and role playing is essential in developing my skills in student affairs, being able to apply the knowledge to actual students is when I have learned most.
Developing students and encouraging learning is essential in the student affairs profession. It is important as student affairs professionals to ally with students through their struggles and not dismiss an opportunity of growth. There is no formula of how to determine "success" as it is defined differently for many. I can only hope student affairs professionals view "success" as helping students learn and grow personally, professionally and educationally. I value developing students holistically by encouraging a positive growth mindset. People with growth mindsets believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all-great people have had these qualities (Dweck, )
I believe students’ success permeates outside the completion of a degree. In order for student professionals to help students reach a place of not finding their validation through grades but through developing themselves requires the professionals to help the student find their agency. To help students find this sense of agency, student affairs professionals must possess cognitive, intrapersonal and practical competence (Baxter Bagolda, 1999). Working in student affairs requires hard and soft skills. We must know how to connect with the student and create a safe environment yet also know policies, procedures and knowledge of our campus in order to fully serve our student.
Mezirow (2000) describes development in adulthood “as a learning process-a phased and often transformative process of meaning becoming clarified through expanded awareness, critical reflection, validating discourse, and reflective action as one moves toward a fuller realization of agency” (p.25). It is important, as student affairs professionals to help students understand tensions and tough circumstances will arise in their college journey. Having a growth mindset in understanding their agencies will help them grow and press forward instead of getting paralyzed in fear or the unknown. It is imperative to help students understand it is okay to question their beliefs, fight through the uncertainty of the future, and work through their purpose in order to find their agency. College can be a scary and overwhelming place. I did not enter this field to view a successful developed student holding up a diploma as an expert in their chosen study on graduation day. If I am doing by part as a student affairs professional, my students should walk across the stage at graduation still a bit scared of the unknown, but contain a confidence in themselves to make decisions that will help them to continue to grow as human beings.
Ladson-Billings (1994) described culturally pedagogy as helping “students make connections between their local, national, racial, cultural, and global identities” (pg. 25). We are to help students walk away from college to contribute to the greater good of mankind. Some could say that is a lot of pressure but it is a gift we must not take lightly. If we are to have such high expectations for students, we must emulate what we preach. We must have strong senses of our own agency and live out a growth mindset. According to Roger Winston, Vasti Torres, Stanley Carpenter, David McIntire, and Bret Peterson “good chemistry,” “sense of humor,” “personality,” and “conventional lifestyle” are often characteristics considered necessary to accomplish student affairs work, but the qualifications have changed. They must be able to demonstrate they understand the complexity and serious purposes of higher education and they are prepared to commit to being a lifelong learners and contributing scholars (p. 15).
The student affairs profession requires a lot of responsibilities to properly serve each student. There is not a training book on how to deal with each and every student. Every student is very unique, and we are called to meet each studentwhere they are at and help guide them to personal and professional development. We also must stay up to date of current trends and theories in order to help us develop our personal knowledge.
As a student of the College Counseling Student Development program for the past two years I have gained a wealth of knowledge and practical application for the student affairs profession. I have grown tremendously in the past few years educationally as well as personally. Before I began this program I was working full time, teaching dance on the side, planning a wedding, moved into a new home, attended Bible study, dealt with some family hardships and attended pre marriage counseling. I began to understand the meaning of “spreading myself too thin.” I was overloaded with my commitments and realized in order for me to thrive again and live with some sort of peace and order I must sacrifice a few things. I began to prioritize what was important to me. I met with one of my professors from undergrad because I was going through some personal issues. I wanted to do or take care of everything on my plate. My professors simply told me, “Lindsy, you CAN have it all, just not all at the same time.” I realized I had no control over my family hardships and to let go and take a break from my commitments to dancing and Bible study for this new season in order to commit my time to begin the CCSD program and nourish my relationship with my soon to be husband.
In my last quarter of my first year of the program I found out I was pregnant, which stretched my capabilities to a new level. I had to reassess if I was going to stay in the program. I had to really dig deep within myself to make sure I wanted to pursue this career, since motherhood came way sooner then expected. Through much prayer and thought I decided to continue and had my baby in the winter of my second year in the program. My husband offered for me to stay at home with the baby and not work. Although I was blessed by his support and our ability to have the option of me not working I had to decline his offer. I told him I felt called to work and be a mother. I have found a career that I love and feel I will be a better mother and wife if I continue to pursue my passion in working with students. This was a definite cross road in my which brought clarity to my true love for what I do and aspire to develop as a student affairs professional.
I was back in the classroom three weeks after giving birth and although I missed my daughter I felt a sense of peace in being back in the classroom learning. I made a promise to myself that at anytime if I were overly burdened by going back to school and being a new mother, I would take some time off and finish later in the year. By God’s favor I have been given the up most support from my husband and family to help me so I can focus on my schoolwork. I also have been given energy and joy during the most stressful time academically in the program. I feel it is confirmation from the Lord I am where I am supposed to be. I know I cannot “have it all at once” as my professor told me, but I at least can continue to make progress in the direction of where I aspire to be.
In the next three to five years I hope to continue working at the community college, but hope I am counseling as an adjunct counselor. I have worked at Chaffey Community College for two years and have grown to really enjoy the campus climate and work environment. I really hope I am working a few days a week as an adjunct counselor to strength my counseling skills and build a strong foundation to eventually hold a tenure-track counseling position. Regardless if I am at Chaffey I hope I am still connected to first generation students.
As a first generation community college student, I have an affinity for these students. Much of why I entered this field is due to a counselor who believed in me and allied with me in my educational journey. If I never had the support and direction my counselor I am convinced I would not have completed my bachelors degree, let alone pursue a Masters Degree in college student affairs. I want to pass forward the support that was given to me. My passion is to work with underprivileged students and within that sector of student focus on the first generation students.
Personally, I hope I continue to find my rhythm in putting God and my family first while also being an advocate for first generation students at a community college. I hope I am involved with a program or committee to be a voice to these students in building a stronger support system in their transition to college. I hope I am fueled with energy to be present with my students during counseling sessions and able to come home and still have love and support to give to my family. I hope I am constantly being challenged and growing personally, professionally, and spiritually.
Although I have my aspirations I also have a part of my heart that leaves room for the unknown. I have goals set for my future but also want to be flexible in allowing God to guide my path. My goal was to be a mother a few years after I graduated with my masters and clearly that plan changed a bit. I have learned determination and setting goals is very important but I cannot be married to them, as life can take many twists and turns. I trust God will continue to equip me with the necessary tools, support, guidance and opportunities that will fulfill his calling on my life.