Helen Vu

Philosophy Statement
April 13, 2015

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Higher education is categorized as the education beyond high school (i.e.,

college or university). This classification has transformed from an option to a necessity
in society. If one does not have certification of completion of higher education, it limits
the opportunities for upward mobility. It is a shame that education is only accessible by
those who can afford it. The purpose of higher education can be valued differently by
individuals; it could be a means for upward mobility in social economic status or
attainment of intellectuality. In any case, higher education prepares and cultivates
minds with tools necessary to be able to experience the real world with
preparedness and ability to adapt. Higher education is the opportunity to immerse
oneself in different experiences to figure out who we are as individuals and figure out
what our purpose is. In higher education, students are treated as adults. Students are
expected to balance the many academic, employment, cultural, and social
opportunities available to them to get the most out of their college experience.
Not every student is the same. Every individual has different capacities and
interests for different intellectual categories: linguistic, musical, logical-mathematical,
spatial, bodily-kinesthetic, and the personal intelligences. For a student to learn, they
need to be in a safe environment that encourages intellectual curiosity and growth.
When high school students are searching for colleges and universities to apply for, they
search for schools that have a similar student body, faculty, and community that they

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Philosophy Statement
April 13, 2015

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are used to growing up with. This can perpetuate a homogenous and exclusive cycle.
This could be explained by xenophobia, the fear of the unknown. With that, people
seek out similar people. For example, students who went to private school may seek
out private institutions. This is why there have been different initiatives to promote
diversity within different institutions, including: race, ethnicity, religion, social economic
status, geographic area, etc. For a student to learn and develop holistically, they need
to be exposed to cultural and social opportunities that they may not have experienced
before. This will allow for students to broaden their perspectives and become more
culturally- and socially-conscious. For all of this to be effective, a welcoming and
nurturing environment needs to be in place for students to actively engage in different
opportunities. Therefore, higher institutions need to provide a wide breadth of
opportunities for students to engage in these different experiences.
A mature and educated person would embody: curiosity in intellectuality, ability
to own their own experience, have a growth mindset, and invest in others experiences.
In curiosity in intellectuality, a student should embody the spirit of a scholar, always
wanting to learn more about the world around them. This will allow the person to
become more educated and more experienced. A person should take responsibility of
their own educational experience which will lead them to own their own experience.
Beginning to cultivate an internal locus of control by recognizing that we are each in

Helen Vu
Philosophy Statement
April 13, 2015

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charge of our own success as well as maintaining our physical and emotional health
throughout will help to enhance our education. Not only taking ownership, but being
able to live a growth mindset will allow us to embrace constructive criticism and seek
new knowledge and experiences from which we grow. Understanding that effort is a
better predictor of success than talent will allow for more opportunities to grow and
develop as an individual. Finally, looking beyond ourselves and investing in others
experience will allow for development of interpersonal skills and appreciation for
others.
Going back to fundamentals, understanding how students learn and develop will
allow educators and student personnel to be intentional with their practices in
effectively engaging students to evolve and become the best version of themselves.
The process of maturation, natural unfolding of DNA, allows for a greater threshold to
retain new cognitive abilities as individuals age. By the time students get to higher
education, their threshold for learning and development is at a prime. At the emerging
adulthood stage in life, students experience a lot all at once; students learn how to be
independent, figure out what they are passionate about, what they want to do
postgraduate, try new experiences, and reshape and define themselves. Therefore,
higher education institutions should invest in creating an inclusive environment with
resources for these developments to happen healthily. When students feel welcomed

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Philosophy Statement
April 13, 2015

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and secure is the optimal time for learning and growth. This process also requires
open-mindedness and willingness to engage and interact from both students and
higher education personnel.
The role of student affairs in higher education is to set the foundation and
structure of the institution, how they envision the institution to look and function. Based
on their interest in assisting with the development and learning experience for
students, student affairs personnel contribute to the maintenance and positive
innovations of the institution itself for the benefit of the students. Moreover, it is the
responsibility of student affairs in higher education to commit to providing necessary
resources for development of the whole person. Although the role of student affairs is
to provide help and assistance to students, it is the students responsibilities to be
proactive in engaging in these resources. Student affairs personnel are the role model
for current college students. College students look to those working in higher
institutions for the most advice and help in determining what they want to do
postgraduate.
Professional student affairs practitioners should embody the competencies of:
owning their own experience, communicate purposefully, invest in others experiences,
live the growth mindset, be intentional, innovate on excellence, exercise agility, and
strive to understand. Owning your own experience is make sure each student

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Philosophy Statement
April 13, 2015

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personnel is held accountable for their role in the greater scheme of things. As well,
recognizing that working hard to meet the expectations of the institutions mission,
goals, and fellow colleagues contributes to the success of the program as a whole.
Communicating purposefully means to express ourselves both verbally and in writing
and tailor the message to the appropriate audience through the appropriate medium.
Furthermore, it is being self-aware of the space we are in and recognize how we affect
other people. Higher institutions are comprised of an interdependent community of
learners, educators, and leaders. Remembering that we all chose and were all chosen
to be there, we put aside our own interests and commit together to our common
purpose is investing in others experiences. With effort and deliberate practice, we
believe we can get better. This is an important competency for student affairs
practitioner to develop; this will encourage others to view challenges as opportunities
to grow. Student affairs practitioners are learning just as students are. Being intentional
means for every challenge, there are set goals, defining a plan, implementation of the
plan, and evaluating the results. Both short- and long-term goals are in mind to
consider the purpose of the institution. Knowing that every moment holds opportunity
will allow for intentional and thoughtful planning. There will be many incidents and
situations that arise in higher education institutions; being flexible and adapt and
improve is key to continuous growth. Finally, student affairs practitioners must

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Philosophy Statement
April 13, 2015

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recognize that others have different experiences and identities which requires empathy
and openness to strive to understand the students they serve and the colleagues they
work with.
A community is built upon the ethical beliefs and standards that are widely
accepted. There is no how-to-handbook for having the perfect student student affairs
practice. The main purpose of student affairs professionals is the idea that they are
responsible for all students throughout their higher education experience in loco
parentis. Parents entrust their children to student affairs personnel that they will provide
and serve to the best of their abilities to raise them in a conducive environment for
learning. Colleges and universities are built and maintained by the communal ontology
they create and supported by those who believe these colleges and universities are
preparing students for the real world in the best way possible.