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Alvarado Foundations of Student Affairs Philosophical Statement TOP 10: EDUCATION Number 10 The purpose of education is to share knowledge, to build abilities and instill critical thinking skills in people encouraging the possibility of change. Rayford Gibson in the film Life said, It exists in my mind, Goldmouth; that's where it starts. It starts in your brain first. You know, it got to exist up here first. "As a man think it, so then shall he get", you know, some [thing]like that. You know you read the Bible (Demme, 1999). In the traditional educational model students have been the vessel in which information is passed on from one party to the next (Freire, 2000). The development of critical thinking skills in order to question the validity and continued usage of information and practices is the counter-balance educators must impart on students. Father Peter-Hans Kolvenbach, former superior general of the Society of Jesus stated, I turn to the past, to move with perspective into the future (Thon, 1989). One important portion of education is to help people gain context in which they are able to draw conclusions of their own regarding the information presented. Using the Banking System, described by Paulo Freire, students are able to have information poured into them which creates context (Freire, 2000). With the use of context, students are able to piece together an idea of the situation. As an educator, I feel, my responsibility [is] to develop citizens capable of contributing to the betterment of society (ACPA/NASPA,

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2011). Educators should be able to help students find the intersectionalities between the reality of the lesson learned and application into the students own life. Skills are learned traits that must be practiced over and over again. Students should continue to question and education allows a space for them to do this. Without education, I believe, people would think less critically and begin to take information at face value. Through the process of learning, Knowledge emerges only through invention and re- invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world and with each other (Freire, 2000). Students must hold the information in their minds and then go out and get it (Demme, 1999).

Number 9 The purpose of student affairs in higher education is to develop a bridge between the information learned in the classroom and help student acquire and apply the lessons into life skills. Steve Carrells charter in the film, Little Miss Sunshine says, He gets down to the end of his life and he looks back and decides that all those years he suffered, those were the best years of his life. Because they made him who he was. All those years he was happy, you know, total waste. He didnt learn a thing (Dayton & Farris, 2006). The purpose of student affairs is to be supportive of students through their academic careers by recognizing individual differences in students, [and] developing the whole person (Thon, 1989). The Dean of Men/Women could not balance both the academic component the personal, social developmental areas for students (Stringer & Sweezy, 2006). Students need people who can represent different areas to balance the

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development of the whole person (Thon, 1989). Having professionals dedicated to the personal, spiritual growth of a student increases the opportunities for the student to interact with thoughts and ideas in a holistic manner. I think student affairs work has developed as the soul of an institution

(Sundbourgh, 2011). Attending to the needs through close relationships with student affairs professionals, students are able to have a safe space without the influence of academia to bring their true self to the table. Todays millennial students will have a harder time facing rejection and difficult times as they are expected to live up to the traits special, sheltered, confident, team-oriented, conventional, [and] pressured to achieve more (Lowery, 2006). Student affairs professionals are here as sounding boards to help students move through the discomfort of a true, unjust world. Through the difficult moments and ethical dilemmas, I believe student affairs professions are responsible, to develop citizen capable of contributing to the betterment of society (ACPA/NASPA, 2000). Dealing with students in crises is a reality and a critical role of student affairs professionals as we work, collaboratively with students, faculty, academic administrators and others (ACPA/NASPA, 2000). I believe the responsibility of the student affairs professional is to be there for the student through their difficult and exuberant times all with the understanding that the student is ultimately responsible for their own life, learning and actions.

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Number 8 SA professionals are the gymnasts of higher education being both strong and flexible. Most people are afraid of change. But if you look at it as something you can always count on, then it can be a comfort(Eastwood, 1995). As the demographics of students change, student affairs professionals must be ready

to change along with the students as the best student affairs organizations will reflect these special populations and engage in regular assessment so that they can understand and adapt to the inevitable changes that occur (Cromes & DeBard, 2006). As the movie quote states, professionals should expect change, after all we are in the business of educating students to create change in the world (ACPA/NASPA, 2000). Even though demographics may change, the delivery may change, but the

importance is to, emphasize learning (Lowery, 2006). I believe student affairs professionals must question students to think about their identities so they may realize the perception of themselves as oppressed is impaired by their submersion in the reality of oppression (Freire, 2000). Understanding the history behind their identities and by learning about how to build community in a shifting world is the cornerstone of student affairs work.

Number 7 Setting clear expectations, holding students accountable and believing in the infinite ability of each individual student and holding these values as the cornerstones in decisions contributing to the aim of higher education.

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Decision-making can be a difficult task as Harry Potter faces in the Order of the

Phoenix. He is told, We have all got both light and dark inside us. What matters is the power we choose to act on. That's who we really are (Yates, 2007).

The work of student affairs professionals involves holding multiple tensions in hand

such as what the student thinks is right, what I think is right for the student and what the institution thinks is right for the student. Understanding when one tension may outweigh the other is an important factor to account for in my work. Jessica Carter (2011), Student Development Administration alumna, shared her struggle with objectivity and how she needed to give herself the space to be creative in accepting decisions. In the case study of Felice, the student comes to the realization her learned coping methods would not be adequate to lead a healthy adult life (Hart, 1999). Through opportunities to dialogue about her experiences with a counselor and others she was able to come to make the decision to change her behavior. Being part of the process and letting Felice take ownership of her learning made the opportunity more meaningful to Felice (Freire, 2000). As I move forward in my work, remembering to ask myself, what is best for the student? is the important question. My commitment to student learning and development must be at the forefront of all decisions (ACPA/NASPA, 2011). The mission and values of an institution may play a large role in decisions. A tension I hold about working in a religiously affiliated institution is regarding finding the right fit in the universitys mission as the student affairs division is heavily influenced by the distinctive charter of the institution (Thon, 1989). Previously at a public institituion, I never questioned limitations on areas of learning. In a religiously affiliated institution, this is a real thought that crosses my mind. There are many stakeholders to appease (trustees,

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students, the community, the church, etc.) and finding the right balance is integral in the types of decisions I make regarding students.

Number 6 Remembering each student is at a different point in his or her learning journey, student affairs professionals must identify the best method of instruction per situation. Students must understand the relationship in the classroom will require them to receive information or to process through situations (Freire, 2000). As Remy in Ratatouille says, Ive never disappointed anyone before because nobodys ever expected anything of me is a situation that will be unacceptable in my work. All students will be expected to participate in the learning process (Bird, 2007). As Paulo Feire (2010) explains, there is a time that is right for each method of

instruction, either the banking or problem posing method. There are situations in which students need the banking method, such as learning new material. But, in my work I will ensure the problem posing method is always an accompaniment in my student-learning model. Having information poured into a student is not enough (Feire, 2000). The student must have the ability to synthesize the information into a relatable learning experience by being questioned and pushed to think outside of the box. An opportunity as a student affairs professional that I appreciate is the ability to

lead students through an interdisciplinary approach to learning. Students have the chance to bridge their experiences, lessons learned in class and incorporate information from their world into the student experience. The Evergreen State College (2010) has followed this model in the classroom allowing students to connect their learning across various

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disciplines. A student affairs application is intergroup dialogue where students may learn about their identity, how identity affects their psycho-social biases and the global economy. I believe we do not learn in silos, but must incorporate learning from around our world in order to paint the clearest picture.

Number 5 Students must take responsibility for assessing their comfort level and student affairs professionals should invite student to embrace the possibilities. College is a time for exploration and learning about yourself. This gift is available and accessible to all students regardless of other factors. Students must be willing to embrace the chaos. That way, life just astonishes you as the characters in the movie Hot Tub Time Machine underwent (Pink, 2010). Change can be a scary and a new experience for students. Students should be invited to take leaps of faith exploring different aspects of their identities. I see myself as the sounding board or facilitator as students are questioning norms. In the socialization cycle, students entering college, at whatever age or place in their lives, have the opportunity to examine the socialized norms they have learned from their family, the media and cultures (Adams, 2010). Having the space to question is extremely important as Connections are the key to the world. Power comes with connections (Wilson, 1999). Empowering students to make connections that are important to them is the work I look forward to doing in student affairs. Being available and expecting each student to have the aha moment may not be a

correct expectation as a student affairs professional. Each student is in a different point in

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their developmental journey and the institutional/cultural reinforcement they receive may not move them into the area of change or raised consciousness (Adams, 2010). Being able to appreciate the cycle and hope that students will be where they need to be in the point of time is a realistic expectation.

Number 4 Dialogue and understand the expectations of both parties to have a rocking good time. In the film, On Golden Pond, Katherine Hepburnss charter says, " Listen to me, mister. You're my knight in shining armor. Don't you forget it. You're going to get back on that horse, and I'm going to be right behind you, holding on tight, and away we're gonna go, go, go!" (Reydell, 1981). Students cannot expect a knight in shining armor, they must be willing to take care of themselves and meet those who want to assist. Contemporary student affairs professional and students should expect to have a fluid relationship. At times, a student affairs professional will give 75 percent to the students 25 percent. Students should be taking accountability for their learning and their place in the world. The same expectation students will face in the workforce, that they should be learning to become more autonomous, experts and resourceful, is what I expect of students. There is increased demand for participation, changing student characteristics and aspirations and external forces are straining institutional budgets, thus students and student affairs professionals must expect to give and receive (Kuh, 1995).

Lifelong learning is a priority and non-negotiable for professionals in higher education. Finding opportunities, using resources and being self-directed are ways to continue to learn.

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As Bella Swan said, in The Twilight Saga: Eclipse, This wasn't a choice between you [Edward] and Jacob. It was a choice between who I am and who I should be (Slade, 2010). I must choose to learn from my peers, mentors and students by being accountable for my personal and professional growth.

Lifelong learning is required to stay current, relevant and to innovations in student affairs (Komives & Carpenter, 2009). Opportunities for professional and personal development are offered in a multitude of formats. I have reflected upon my own learning style, learning edges and interaction preferences. Being able to access the areas I am not strong in and have a willingness to learn allows me to strengthen my skills (Komives & Carpenter, 2009). In my most recent StrengthsQuest assessment my five signature themes were individualization, context, futuristic, discipline and harmony (StrengthsQuest, 2011). These five areas helped guide me towards the most affective methods of professional development that fill me which are participating in small interactive groups and individual readings (Murray & Sturdivant, 2011). During conferences, I appreciate the one/one conversations and small round table activities, and I must also be willing to push my learning edges to participate in larger events. Finding professional and personal development opportunities for myself will be critical in maintaining and progressing my expertise in certain areas (Komives & Carpenter, 2009). As an educator interacting with students, I think it is imperative to connect where students are now: social media. Finding the outlet is easy Twitter, Facebook, etc. but figuring out how best to use the media takes time. Using social media outlets allows student affairs professionals to connect with students by sharing articles, support for events and

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community building. The National Association of Student Personnel Administrators (NASPA) has also become more prevalent in marketing and sharing information through the Internet and social media helping create standards (Evans, 2009).

Number 2 Flexibility is key in student affairs. The tides of change bring a multitude of dimensions in which student affairs professionals must be ready and willing to go with the flow. Being open to change is important as the characters in The Change Up experienced, Every once in a while, amid all the randomness, something unexpected happens and pushes us all forward (Gordon, 2010).

The one distinguishing characteristic of student affairs professionals is the willingness to innovate in a timely fashion. At the 2011 NASPA Western Regional Conference NASPA Executive Director, Gwen Dungy, gave a compelling opening session speech were she called for student affairs professionals to bring disruptive innovation to college campuses (Dungy & Ellis, 2011). To be a disruptive innovator one must: 1. Develop the mind and ability to project your will 2. Associate with others across campus 3. Continue to question the status quo 4. Network, network, network 5. Not be afraid of experimenting (Dungy & Ellis, 2011) I believe student affairs professionals are more flexible to change than our academic counterparts. The beauty of the relationship is student affairs professionals and faculty balance each other. By conducting learning-oriented student affairs work professionals

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are able to bridge the gap between the classroom and practicum (ACPA/NASPA, 2010). Student affairs can provide innovation and work futuristically while faculty provides the context and institutional history. Finding the ability to work across differences is how student affairs and academics can work towards the same goal of providing an enriching student experience in and out of the classroom.

Number 1 Finding the ability to allow students space to process, stepping in when students may need assistance and understanding crisis management evolves over time is how a crisis can lead to meaning making. The beauty of the student affairs profession is there are no two similar days. As the movie A Beautiful Mind demonstrates, There's no such thing as for sure. That's the only sure thing I do know (Howard, 2001).

As a campus crisis manager, student affairs professionals must stick to the fields primary reason for existence: the development of the whole student (Thon, 1989). During a crisis certain areas are prioritized, such as physical safety and emotional well being, especially during grief periods (Ahuna, 1999). Looking at crises holistically is the purpose of student affairs professionals. An understanding of the past will help create meaning for the future. A major area of focus for me currently is mental health in the college setting. Each student is a survivor of their own personal internal struggles that may result due to family pressures, identity development, abuse, suicide, death or a multitude of other reasons (Ahuna, 1999). Understanding how to best articulate the issues, examine the influence socialization plays

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on their attitudes, social life at their university and the use of language are areas that interest me to continue to develop in my student affairs work (Regan, 1999). Student affairs examines the student experience, but I am very interested in processing through the experiences students bring with them into academia that may influence, disrupt or enhance their prospects to participate in the student experience (Ahuna, 1999) REFERENCES ACPA/NASPA (2011, September 2). Principles of good practice for student affairs. Retrieved from http://www.myacpa.org/pgp/principle.htm Adams, M., Blumenfeld, W. J., Castaneda, R., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2010). Readings for diversity and social justice (2nd ed.). New York: Routledge. Ahuna, K.H. (1999). The griefwork of suicide survivors. In Manning (Ed.) Giving Voice to Critical Campus Issues: Qualitative Research in Student affairs, pp. 29 44. Bird, B. (2007). Ratatouille. [DVD]. Carter, J. (2011, October 11). [Personal Interview]. Foundations of student affairs guest speakers. Seattle, WA. Dayton, J., & Farris, V. (2006). Little miss sunshine [DVD]. Demme, T. (1999). Life [DVD].

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Dungy, G., & Ellis, S. (2011, November). In S. Henry (Chair). NASPA western regional conference. Paper presented at Opening session. Eastwood, C. (1995). Bridges of Madison County. [DVD] Evans, N.J. & Ranero, J.J. (2009). Professional associations in student affairs. In McClellan and Stringer (Eds.) The Handbook of Student affairs Administration, pp. 206-220. Freire, P. (2000). Pedagogy of the Oppressed. Continuum: New York. Gordon, J. (2010). The Switch. [DVD] Hart, J. (1999). Footsteps of courage: A case study of Felice. In Manning (Ed.) Giving Voice to Critical Campus Issues: Qualitative Research in Student affairs, pp. 73 86. Howard, R. (2001). A Beautiful Mind. [DVD] 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. Lowery, J.W. (2006). Student affairs for a new generation. In Coomes and DeBard (Eds.) Serving the Millennial Generation, pp. 87 100. Murray, M. & Sturdivant, A. (2011, November 15). [Personal Interview]. Foundations of student affairs guest speakers. Seattle, WA. Pink, S. (2010). Hot tub time machine. [DVD]. Regan, M. (1999). The languages of acquaintance rape. In Manning (Ed.) Giving Voice to Critical Campus Issues: Qualitative Research in Student affairs, pp. 45 60. Reydell, M. (1981). On golden pond [DVD].

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Slade, D. (2010). The Twilight Saga: Eclipse. [DVD] StrenthQuest. (2011). Your signature themes. Stringer, J. and Swezey, E. (2006). The purpose of a student affairs preparation program within Jesuit higher education. Catholic Education, 10(2), 181-198 Thon, A.J. (1989). The Ignatian perspective: The role of student affairs in Jesuit higher education [Monograph], pp. 6 18. Retrieved from http://jaspa.creighton.edu/Publications/index.htm. The Evergreen State College. (2010). Curriculum overview at evergreen. Retrieved from http://evergreen.edu/about/curriculumoverview.htm Thon, A.J. (1989). The Ignatian perspective: The role of student affairs in Jesuit higher Education [Monograph], pp. 6 18. Retrieved from http://jaspa.creighton.edu/Publications/index.htm.

Yates, D. (2007). Harry potter and the order of the phoenix. [DVD] Wilson, T. (1999). You know Im triracial right?: Multiracial student identity development and the college experience. In Manning (Ed) Giving Voice to Critical Campus Issues: Qualitative Research in Student affairs, pp. 113 134.