RUNNNING HEAD: Historical Documents Critical Analysis Paper

Analyzing todays Student Affairs Leadership through Historic Documents Paper

Historical Documents Critical Analysis Paper
Rea s. Kyani
Planning and Administration in Student Affairs
College of Applied Education and Psychology

Analyzing todays Student Affairs Leadership through Historic Documents Paper

Since the inception of the student affairs perspective and profession, priorities of the field
have been ever changing and evolving to better suit the needs of higher educations students. To
analyze these changes, several knowledge communities have created committees, collaborative
teams, and new initiatives to decide what student needs are and how they should be met.
Initially, from the Middle Ages until the beginning of the nineteenth century, European
higher education and its American offshoots gave as much attention to the social, moral, and
religious development of students as to their intellectual growth (Williamson, Blaesser,
Bragdon, Carlson, Cowley, Feder, Fisk, Kirkpatrick, Lloyd-Jones, McConnell, Merriam, &
Shank, 1949, p. 3). Soon, in bending to the pressure of German models, the American higher
education system aimed its values away from these initial priorities and focused solely on
academic pursuits and the pursuance of intellectual prowess. Fortunately, at the turn of the
present century certain great social forces were matured and converged to shift attention back to
the students broad development in all aspects of his [or her] personality (Williamson, et. al,
1949, p. 3). This redefined perspective on student affairs values has not changed since; rather, it
has been expanded upon due to changing demographics of student populations, changes in
educational and financial laws, and the rapidly changing expectations of the higher education
system. This paper seeks to list the priorities of Student Affairs professionals that have changed
over the years, those that have not, who the profession has changed, and what skill sets are
required of those who identify as student affairs professionals.
The need for new documents and reports to be generated highlights the always present
and constant need to redefine parameters that are quickly surpassed, as stated in The Personnel
Point of View: Student personnel work has developed so markedly during the past twelve years

Analyzing todays Student Affairs Leadership through Historic Documents Paper

that it seemed advisable to revise and bring up to date the original report (Williamson, et. al,
1949, p. 1).
In looking at the progress that Student Affairs has made over the years, some issues have
changes whereas others have remained the same. Those that have been created, developed
further, or remained constant are Technology and Innovation, Diversification and Globalization,
Social Justice Issues and Initiatives, Trends towards Holistic Consideration of Students,
Assessment, Financial Funding for Students, and Accessibility/Opportunity.

Technology and Innovation

This section refers to the advancement and integration of technology and its resulting
innovative progress in modern higher education, specifically computers, cell phones, social
media networks, information and technology services, and online academics (like classrooms,
blackboard features, outlook, google forums, etc.). According to Envisioning the Future of
Student Affairs, 2010, The world is characterized by increasingly integrated economies,
connected through an international knowledge network, and linked through communication and
information technologies (Torres, Walbert, Alley, Black, Cuyjet, Ester, Jones, McCoy, Mena,
Morgan, Porterfield, Quirolgico, Roper, Stevens, Strong, Whitt, 2010, p. 4). Computers
(desktops, laptops, and tablets) and cell phones have dramatically increased the accessibility of
education, both inside and outside the classroom environment. Within classes, students can scan
through supplemental information in regards to the lesson or lecture of the day, whereas others
can work on group assignments that may have been restricted by basic pen and paper methods
(like 3D modelling in organic chemistry classes or structural designing in architectural classes).
Outside of the classroom, students can navigate the internet through the worlds libraries all the
knowledge that the world has to offer is available at a students fingertips, and is all accessible

Analyzing todays Student Affairs Leadership through Historic Documents Paper

through a smartphone, tablet, or computer. For the student affairs professional, technology and
the resulting innovation provide dramatically increased support for managing student
information, conduct hearings, programming and event planning, financial accounts and billing,
residential housing, academic advising, and alumni relations. For example, student information,
like academic reports of transcripts and medical records, were once kept logged by paper records
and filing cabinets that would take up more space than convenient. The same issues were also
present in financial services and billing record keeping, as well as residential housing
information and student conduct. Electronic record keeping solves all of these original student
affairs issues buy way of minimizing required space for data storage and also offers the
automatic back up feature that prevents information from being misallocated or permanently lost.
Technology and innovation also comes in to play in a student affairs perspective in
regards to health and wellness centers, which have newer features within the modernized climate
that were not present in the earlier years. On-the-site medical testing and 24-hour response times
are newer features of health and wellness centers, thanks to computerized testing that delivers
faster, but nevertheless accurate results. Student also have higher access to prescription
medication, virus and disease testing, and walk-in consultation. Students also have access to
sexual health consultations and sexually transmitting infection (STD/STI) testing, which have
also been made possible by accessible and cheaper technology.
Additionally, technology aids those who are limited by travel or other issues in classroom
accessibility students now have access to online education. Ranging from credited coursework
to full degree programs, students can learn at any time, from anywhere they can access the
internet.

Diversification and Globalization

Analyzing todays Student Affairs Leadership through Historic Documents Paper

Diversification and globalization refers to the changes of student demographic within the
higher education student population. Those who may not have previously been allowed or
accepted into the university or collegiate system because of socio-economic status, race, sexual
orientation, and so on, are now being welcomed into higher education, and as the race, ethnicity,
socioeconomic status, national origin, and age of college students change more dramatically than
ever, we need a clear understanding of who our students are to create conditions for their
success (Torres, et. al, 2010, p. 8).
Further, international student populations have skyrocketed within the American
education system international affairs programs have never been in higher demand, as
expressed in this passage of A Perspective on Student Affairs:
On some campuses, students reflect the cultural, ethnic, and racial diversity of the United
States. International students comprise a significant proportion of some student bodies.
Students from low-income families remain underrepresented. By the year 2000, more
than half of the students on many campuses are expected to be people of color, and the
average age will be over 25. There will be more students for whom English is a second
language. Students with physical and other disabilities will attend in increased numbers
(Albright, Barr, Golseth, Kuh, Lyons, Rhatigan, & Sandeen, 1986, p. 8).
Therefore, in ever-changing student demographics, colleges and universities must acclimate to
each groups specific needs and prepare for certain challenges. Student affairs professionals are
encountering international students who are unable to work in the United States because of
international work laws. These international students can not apply for federal work study
opportunities, and cannot finance their way through their education with federal government aid.
Additionally, they cannot earn state or federal scholarships or grants to supplement ever rising

Analyzing todays Student Affairs Leadership through Historic Documents Paper

tuition costs. International students therefore, ideally with the help of student affairs
professionals who understand the system, must circumvent these legal obstacles in order to
finance their full-price tuition.
In the case of womens, multicultural, or LGBTQA issues, institutions are increasingly
creating advising centers and other resources to assist these groups needs. Each center and
resource area is, ideally, stocked with student affairs professionals who understand both, student
needs and campus resources.
Diversification and globalization also refers to the equal opportunity now afforded to all
students to earn an education. Returning military men and women, prospective students from
low socio-economic settings, and first generation students, prior to the Higher Education Act and
modern education loans, would not have been normal populations from which admitted students
may have stemmed. Only in recent developments in education, laws, and finance, have
institutional demographics been able to diversify and expand the once confining standards of a
classic higher education experience.

Social Justice Issues and Initiatives

Due to the increased diversity of institutions and the globalization of their campus reach,
social justice issues have become a larger aspect of student affairs priorities. Student affairs
professionals must continue to better the balance necessary for the higher education environment
between historically privileged and historically disenfranchised demographics. Professionals
must also take notice of the still-present challenges faced in race, ethnicity, religion, sexual
orientation, gender, socio-economic status, mental and physical abilities, education, experience,
and country of origin.

Analyzing todays Student Affairs Leadership through Historic Documents Paper

Trend towards Holistic Consideration of Students

Within the time of The Student Personnel Point of View, 1949, the concept of holistically
viewing a students collegiate experience became a popular trend among institutions of higher
education. The 1949 document highlights that:
The development of students as whole persons interacting in social situations is the
central concern of student personnel work and of other agencies of education. This
emphasis in contemporary education is the essential part of the student personnel point of
view [and] the concept of education is broadened to include attention to the students
well-rounded development physically, socially, emotionally, and spiritually, as well as
intellectually (Williamson, et. al, 1949, p. 2).
Additionally, a student must be willing to commit to developing in a robust perspective, not
solely academically or socially, but both and everything in between this spectrum. He or she is
thought of as a responsible participant in his [or her] own development and not as a passive
recipient of an imprinted economic, political, or religious doctrine, or vocational skill
(Williamson, et. al, 1949, p. 2). Therefore, in order to develop as a student, he or she must
galvanize him or herself to be better and to embrace change.

Research and Assessment

Research and assessment have always existed as key components within the priorities of
student affairs; however, the focus of research and assessment has changed over the years. As of
The Student Personnel Point of View, 1949, research was geared towards the developmental
character of higher education (Williamson, et. al, 1949, p. 12), meaning that the field should be

Analyzing todays Student Affairs Leadership through Historic Documents Paper

consistently looking to improve its reach to student and its aims in making all students acclimate
and excel in the collegiate environment. Therefore, performing any type of research or
assessment initiative will help to see where student affairs in higher education has come, and
where it should endeavor to go. According to Envisioning the Future of Student Affairs, 2010,
the assessment movement in higher education is several decades old, but it has primarily
focused on aspects of teaching and learning traditionally considered the purview of the faculty
and academic affairs all student affairs practitioners, regardless of functional area, must
approach their work with the assumption that all aspects of it must be supported by evidence
gathered through accepted modes of assessment and consistent with the research about college
student success (Torres, et. al, 2010, p. 10). In looking at the focus of Envisioning the Future of
Student Affairs, 2011, research has never been more important of an aspect of student affairs
initiatives. Specific themes within research and assessment include: returning student veterans;
student mental health; student development and evolving student populations; cost of higher
education; student affairs in community colleges; emerging technologies; sustainability and
viability; globalization and internationalization; social justice; history of the profession; student
success and persistence; student affair leadership, administration, and organizational
management; quality of work life; characteristics and structures of student affairs divisions;
student affairs perspectives on students; and career goals and career paths of student affairs
practitioners (Segawa, et. al, 2011, p. 8).
Within the development of these historical documents, student affairs has developed from
student excellence by way of academic integrity, towards academic and personal excellence,
therefore encouraging student affairs professionals to value the overall understanding of students

Analyzing todays Student Affairs Leadership through Historic Documents Paper

in higher education, not just from the academic perspective a holistic paradigm. According to
A Perspective on Student Affairs, 1986:
The agenda for higher education has never been more challenging. Colleges and
universities must reflect the values of a pluralistic society, provide a forum in which these
values can be tested, and seek solutions to persistent issues and problems. Higher
education also is expected to provide leadership in responding to perplexing dilemmas
facing society excellence and access, stability and change, freedom and responsibility,
individual interests and the common good (Albright, et. al, 1986, p. 14).
Additionally, it is the task of colleges and universities to assist the student in developing to
the limits of his potentialities and in making his contribution to the betterment of society
(Amos, Bradshaw, Bridgman, Brumbaugh, Cowley, Crawford, Elliot, Fowler, Gardner, Hawkes,
Hopkins, Kelly, Lee, Lloyd-Jones, Paterson, Wrenn, Marsh, Shank, & Zook, 1937, p. 39), while
also placing emphasis upon the development of the student as a person rather than upon his
intellectual training alone (Amos, et. al, 1937, p. 39).
Furthermore, there is a new balance being struck within higher education between the
student affairs perspective and a business administration perspective. Examples of areas in
which this balance is rapidly occurring are student loans, dormitories, dining halls, scholarships,
student organizations, athletic management, deferred payments of fees, and student participation
in business management of institution (Amos, et. al, 1937, p. 44). This profession, and its
ambassadors, need to distinguish the balance and proportion between the two this can be
different for every institution.
Working in student affairs requires professionals who can remain flexible in shaping
students and their experiences, so that students may

Analyzing todays Student Affairs Leadership through Historic Documents Paper

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Acquire an appreciation of cultural values, the ability to adapt to changing social

conditions, motivation to seek and to create desirable social changes, emotional control to
direct his activities, moral and ethical values for himself and for his community,
standards and habits of personal physical well-being, and the ability to choose a vocation
which makes maximum use of his talents and enables him to make appropriate
contributions to his society (Williamson, et. al, 1949, p. 3).
Professionals must always remember that he [or she, the student of higher education] is
constantly affecting society; and society is constantly shaping him [or her] (Williamson, et. al,
1949, p. 3), and that student affairs staff should be expected to be experts on students and their
environments (Albright, et. al, 1986, p. 11). Therefore, professionals must seek to be calm,
collected, and professional, so that they can be ready for any type of question or crisis with
which students may approach them.
The Student Personnel Point of View, 1949 additionally highlights the initiatives of
student affairs professionals of the time: the student achieves orientation to his or her college
environment, succeeds in studies, finds satisfactory living facilities, achieves a sense of
belongings to the college, learns balanced use of his or her physical capacities, progressively
understands himself or herself, understands and uses his or her emotions, develops lively and
significant interests, achieves understanding and control of his or her financial resources,
progresses toward appropriate vocational goals, develops individuality and responsibility,
discovers ethical and spiritual meaning in life, learns to live with others, progresses toward
satisfying and socially acceptable sexual adjustments, and prepares for satisfying, constructive
postcollege activity (Williamson, et. al, 1949, p. 4). Further, in looking at A Perspective on
Student Affairs, 1986, student affairs professionals seek to act based on the following beliefs:

Analyzing todays Student Affairs Leadership through Historic Documents Paper

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Each student is unique Each person has worth and dignity Bigotry cannot be
tolerated Feelings affect thinking and learning Student involvement enhances
learnings Personal circumstances affect learnings Out-of-class environments affect
learnings A supportive and friendly community life helps students learn The freedom
to doubt and questions must be guaranteed Effective citizenship should be taught
[and] Students are responsible for their own lives (Albright, et. al, 1986, p. 9).
With these rules in mind, student affairs professionals can better serve their students in
whatever capacity they may seek to better themselves. It is with this initiative that the profession
can expand to do more for its students and to become a better resource for both professionals and
students alike.
In conclusion, while the traditional purposes of higher education are to preserve,
transmit, and create knowledge; to encourage personal development; and to serve society,
(Albright, et. al, 1986, p. 7). Recent changes in this model have added the need to view students
as just more than academic scholars, and thus a need to view students as a whole. Therefore,
student affairs professionals must also assist students with significant life transitions from
adolescence to adulthood, from dependence to personal autonomy, from one occupation to
another and they must advocate for the common good and champion the rights of the
individual; encourage intelligent risk taking and set limits on behavior; encourage independent
thought and teach interdependent behavior (Albright, et. al, 1986, p. 15).. Furthermore, in
recent development of students affairs values, the aspects of technological advancement,
increased demographics of underrepresented and minority students in the higher education
student population, social justice issues and initiatives, the trend towards the holistic appraisal of
students, and the benefits of research and assessment. While these aspects have been recognized

Analyzing todays Student Affairs Leadership through Historic Documents Paper

as important and necessary for the advancement of the profession, there are other aspects still
need to be addressed, because never has the incentive for change been more powerful or the
consequences for not changing more significant (Torres, et. al, 2010, p. 13).

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Works Referenced

Albright, R. L; Barr, M. J.; Golseth, A. E.; Kuh, G. D.; Lyons, J. W.; Rhatigan, J. J.; & Sandeen,
A. (1986). A Perspective on Student Affairs. American Council on Education Studies:
Washington, D. C.
Amos, T.; Bradshaw, F. F.; Bridgman, D. S.; Brumbaugh, A. J.; Cowley, W. H.; Crawford, A.
B.; Elliot, E. C.; Fowler, B. P.; Gardner, D. H.; Hawkes, H. E.; Hopkins, L. B.; Kelly, F.
J.; Lee, E. A.; Lloyd-Jones, E.; Paterson, D. G.; Wrenn, C. G.; Marsh, C. S.; Shank, D. J.;
& Zook, G. F. (1937). The Student Personnel Point of View. Division of Anthropology of
the National Research Council: Washington, D. C.
Segawa, M., et. al. (2011). A Research and Scholarship Agenda for the Student Affairs
Profession. NASPA Task Force on Research and Scholarship: Washington, D. C.
Torres, V.; Walbert, J.; Alley, K.; Black, D.; Cuyjet, M.; Ester, J.; Jones, B.; McCoy, B.; Mena,
S.; Morgan, M.; Porterfield, K.; Quirolgico, R.; Roper, L.; Stevens, R.; Strong, C.; &
Whitt, E.. (2010). Envisioning the Future of Student Affairs. ACPA College Student
Educators International & NASPA Student Affairs Administrators in Higher Education:
Washington, D. C.
Williamson, E. G.; Blaesser, W. W.; Bragdon, H. D.; Carlson, W. S.; Cowley, W. H.; Feder, D.
D.; Fisk, H. G.; Kirkpatrick, F. H.; Lloyd-Jones, E.; McConnell, T. R.; Merriam, T. W.; &
Shank, D. J. (1949). The Student Personnel Point of View. Vol. 13. Amerian Council on
Education Studies: Washington, D. C.