Philosophy of student affairs
College is an opportunity for self-discovery, challenge of personal morals and ethics, development of relationships and personal and professional transformation. Learning is a key component in being a student but it is not confined to just academics. The classroom experience is only one aspect of the journey in college. Learning entails “developing a frame of mind that allows students to put their knowledge in perspective; to understand the sources of their beliefs and values; and to develop a sense of self that enables them to participate effectively in a variety of personal, occupational, and community contexts” (King & Baxter Magolda, 2011, p. 207).
As a student affairs professional, it is my duty to provide students with unconditional support in helping them navigate through college as they are challenged in critical thinking, intercultural competence, personal growth and professional development. I believe that students who learn to be conscious of themselves, explore curiosity and learn in community fosters a college experience for students to leave as mindful and educated citizens to society.
Consciousness of self is an essential quality to explore and understand in college. It refers to people’s awareness of their own personality traits, values, and strengths, as well as their ability to be self-observers who are mindful of their actions, feelings and beliefs (Komive, 2009, pg. 300). This does not imply a student has an end point of self-discovery but rather adopting a way of understanding the process of developing who they are and aspire to be.
Students who allow curiosity to motivate them to be challenged to learn is one of the most important skills a student can possess. Along with hope, self-determination, and a zest for living, curiosity has been identified as a character trait that correlates with high levels of student satisfaction and academic success (Lounsbury, Fisher, Levy, and Welsh, 2009).
Community is an extremely important aspect of college. To teach is to create a space in which the community of truth is practiced. A sense of connectedness can be generated through lectures, lab exercises, fieldwork, service learning, electronic media, and many other pedagogies. Like teaching, creating educational community can not be reduced to one technique (Palmer, 1997, pg. 4).
As a student affairs professional, it is my duty to provide students with unconditional support in helping them navigate through college as they are challenged in critical thinking, intercultural competence, personal growth and professional development. I believe that students who learn to be conscious of themselves, explore curiosity and learn in community fosters a college experience for students to leave as mindful and educated citizens to society.
Consciousness of self is an essential quality to explore and understand in college. It refers to people’s awareness of their own personality traits, values, and strengths, as well as their ability to be self-observers who are mindful of their actions, feelings and beliefs (Komive, 2009, pg. 300). This does not imply a student has an end point of self-discovery but rather adopting a way of understanding the process of developing who they are and aspire to be.
Students who allow curiosity to motivate them to be challenged to learn is one of the most important skills a student can possess. Along with hope, self-determination, and a zest for living, curiosity has been identified as a character trait that correlates with high levels of student satisfaction and academic success (Lounsbury, Fisher, Levy, and Welsh, 2009).
Community is an extremely important aspect of college. To teach is to create a space in which the community of truth is practiced. A sense of connectedness can be generated through lectures, lab exercises, fieldwork, service learning, electronic media, and many other pedagogies. Like teaching, creating educational community can not be reduced to one technique (Palmer, 1997, pg. 4).