Running head: PERSONAL PHILOSOPHY: BOTTORFF
Personal Philosophy
Emma Bottorff
ATU: College Student Personnel
Paper submitted for: Introduction to CSP
July 3, 2013
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In order to be effective, intentional, and relevant in the world of student affairs, it is
critical to develop personal beliefs and a driving philosophy for daily work, both with students
and on the college campus. While personal experiences and professional development will
influence the philosophy over time, understanding our role and determining our professional
approach is critical in ensuring student success. By understanding our role and ourselves better,
we can better serve students and our colleagues.
Student Affairs Role with Students
Quite obviously, the central focus in higher education and especially in student affairs is
student development. How student affairs professionals approach their role is critical to the
college experience. To steer their work, student affairs personnel should focus on three
principles: “development of students as whole persons” (American Council, 1949, p.17), creating
conditions that matter to student success, and “[helping] students achieve deeper learning
outcomes” (King & Magolda, 2011, p. 207). In experiencing discussion and being exposed to
different student development theories, it is quite obvious that student development is not simply
one dimensional. The whole person, each of their experiences, varying backgrounds, and
individual experiences must be catered to and addressed in order to assure a well-rounded
college experience. And, from a year of professional experience, it is obvious that each activity,
workshop, or campus event must ensure students are experiencing elements that will aid in
success in the classroom, application of skills, and provide tools for real world application of
knowledge. Yet, focusing on the whole student and the opportunities for success will serve no
purpose unless there are specified learning outcomes that provide “ways of making meaning”
that will enable students to “generate beliefs and opinions” (King & Magolda, 2011, p. 208,
209). As shown by these guiding principles, student affairs professionals should provide social
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activities and learning opportunities that will attend to “student’s well-rounded development –
physically, emotionally, and spirituality – as well as intellectually” (American Council, 1949, p.
17).
In reading material for class and in completing the first year as a student affairs
professional, it is has become quite obvious that the primary role of student affairs personnel is
to intentionally create an atmosphere for learning and application of skills developed both in and
out of the classroom. As a new professional, questions arose about why learning outcomes must
be created for an event that seems simply like a fun or social event. But now, having been
exposed to student development theories, history of the profession, and networking
opportunities, it is clear that the role of student affairs personnel is to assure students have the
opportunities to develop in ways that will be applicable in real world situations. So, if we are not
able to instill those real world skills, we have failed in our role as it relates to our work with
students.
Student Affairs Role in Higher Education
Higher education is now a controversial and highly scrutinized area. This can be
attributed to different factors such as rising educational costs or threats of danger on campuses
(Thelin & Gasman, 2011). In fact, many of the rising costs have originated because of the call for
improvements and more programs within student affairs (Thelin & Gasman, 2011); however, this
does not necessarily mean the respect of student affairs personnel has grown in the eyes of other
individuals on campus (Astin & Astin, 2000). From personal experience, student affairs
personnel are not thought of as professionals, but rather are thought of as staff responsible for
fun and games and having no ties to academia. Thus, the role of student affairs personnel within
the greater scope of higher education is to ensure we collaborate and complement the role of
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faculty and the institutional mission, both to help eliminate the negative views of student affairs
and to ensure that all aspects of higher education can focus on student success. Clearly, the out of
class activities that we provide should emphasize and utilize information learned in the
classroom as well as provide skills to enhance the in class experience.
One very critical element of the role of student affairs within higher education is that it
can be difficult to pinpoint who is classified to the role of student affairs due to “the lack of
consensus about which functional areas fall under student affairs” (Reason & Broido, 2011). So,
for those assigned, it is pertinent that we encourage and participate in a “free and open exchange
of ideas in a context of mutual respect” (Reason & Broido, 2011), which will encourage a better
working environment and solidify our role as supportive to the curricular element as well a vital
for serving and developing the “whole student” (Dungy & Gordon, 2011, p. 61).
From personal experience and professional development, it is abundantly clear the hard
work and behind the scenes role that student affairs personnel will play on college campuses.
While at times, it can seem that our work is underappreciated or dismissed because it is not
classwork, our role is imperative as the front line of defense with students and the liaison to
administration. Therefore, it is ultimately our role in higher education to ensure our work
supports our colleagues and encourages a positive opinion of our true role as co-curricular
educators.
Individual Role in Student Affairs
Upon reflection of the different roles in student affairs, it is my belief that I will truly
“focus on students as the primary purpose of [my] work” (Reason & Broido, 2011, p. 87). While
this may seem broad or even obvious, it has different meanings for each of us. For me, it means
that I will ensure that in every interaction with students that I am contributing to their success.
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For some students, it may simply mean saying “yes” when all they are used to hearing is “no”.
For others, it may be allowing them the freedom to make mistakes. Whatever it is that a student
needs to be successful, I plan to utilize my experience in student affairs and different areas of
professional development to adapt to situations and the needs of students. While this individual
role does not inherently address my role within higher education, I believe they are closely
related. Without building strategic relationships and supporting my colleagues, it would be
impossible to create the co-curricular environment necessary to foster student development.
Thus, every decision, strategic goal, or event planned must ensure that it is student-centered and
conducive to a shared learning environment.
In the future, it is my hope that the greater experience and greater level of education I
achieve that I will be able to better serve our students and contribute to the field of higher
education. Right now, I am new to the field and full of ideals and even doubt. Therefore, my
future will depend on my ability to approach every experience as an opportunity to better my
effectiveness in the field and find a way to contribute to my peers in the discipline as well.
Influence on Personal Philosophy
It has been said that student affairs professionals “wear many hats”. I do not believe I
truly understood what that meant or how it influenced our role in higher education until entering
the field in my first year. Then, couple that first year of experience with a Master’s program, and
I can now comprehend what that means and how it has influenced by personal beliefs and values
for my work.
Prior to entering the field, I was shrouded with doubt about what this career would
actually mean or require of me. Was it going to be like my experience as student leader or office
worker? As my first few days came and went, it was clear that my undergraduate work had
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prepared me for the transition to professional. And after completing an entire year of
professional work, I now understand the growth in my understanding and appreciation for the
profession. It was more than planning events or answering questions. My role quickly became
that of an educator and mentor, more than I realized prior to my experience and more than those
outside of student affairs might appreciate.
With the progression I made in developing my personal philosophy over the course of a
year, I could have never expected the impact five weeks would have on it. Assigned readings
opened my eyes to different perspectives, theories, and history that quite obviously shaped
student affairs as it is today, but more importantly my newfound philosophy. However, the
interaction and shared experiences of my classmates have more clearly impacted my
understanding and appreciation for the field. Before this experience, my thoughts were fashioned
only by my interactions of one undergraduate school – both as a student and now as a
professional. Sharing with faculty and students alike has shown me that the methods, values, and
even problems that have come to frame my beliefs are quite universal. So clearly, as I progress
through the Master’s Program and as I gain more professional experience, my beliefs and
philosophy will also progress.
Conclusion
After much examination and reflection, I have determined that I am a student-centric
professional. It is actually my hope that all higher education professionals with make this claim.
However, I understand that each area has different philosophies and approaches to their work.
But for me, I will continue to focus my energy into providing opportunities for student
development and ultimately success. Prior to my professional experience or my entrance in a
Master’s program, I did not comprehend the many facets necessary to be effective in student
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affairs, let alone how they would impact my personal philosophy. It is because of class and work
experience that I have now formed my personal mission. Because of my development through
the balance of both, my eyes have been opened to the importance of a co-curricular approach,
fusing together both student affairs professionals and faculty as the means for student
development and real world skills.
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References
American Council on Education. Committee on Student Personnel Work., & Williamson, E. G.
1. (1949). The student personnel point of view (Rev. ed.].). Washington.
Astin, A. W., & Astin, H. S. (2000). Leadership reconsidered: Engaging higher education in
social change. Retrieved from http://www.eric.ed.gov/PDFS/ED444437.pdf
Dungy, G., & Gordon, S. A. (2011). The development of student affairs. In J. H. Schuh, S. R.
Jones, & S. R. Harper (Eds.), Student services: A handbook for the profession (5th ed.,
pp. 61-79). San Francisco, CA: Jossey-Bass.
King, P. M., & Magolda, M. B. B. (2011). Student learning. In J. H. Schuh, S. R. Jones, & S. R.
Harper (Eds.), Student services: A handbook for the profession (5th ed., pp. 207-225).
San Francisco, CA: Jossey-Bass
Reason, R. D., & Broido, E. M. (2011). Philosophies and values. In J. H. Schuh, S. R. Jones, &
S. R. Harper (Eds.), Student services: A handbook for the profession (5th ed., pp. 80-95).
San Francisco, CA: Jossey-Bass.
Thelin, J. R., & Gasman, M. (2011). Historical overview of american higher education. In J. H.
Schuh, S. R. Jones, & S. R. Harper (Eds.), Student services: A handbook for the
profession (5th ed., pp. 3-23). San Francisco, CA: Jossey-Bass.
PERSONAL PHILOSOPHY: BOTTORFF
The above-submitted work is my own.
Emma Bottorff
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