Running head: STUDENT AFFAIRS: NOT TO REPLACE, BUT TO SUPPORT 1

Student Affairs: Not to Replace, but to Support

Angeline Teresa Jones

Loyola University Chicago

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I find that many of the stories begin to sound the same. Alumni recounting their

experiences during their undergraduate years of positive experiences they had within the sphere

of higher education and student affairs; experiences of leading new students during orientation,

being on executive boards or their respective student organizations, doing great philanthropy

through fraternity and sorority life. In a perfect world, these stories and lived experiences would

be enough to render this conversation moot, however this is not the case. It has been proposed

that my division of student affairs be dissolved within the university system. I will take this

opportunity to guide you through what I feel, are the most relevant reasons why student affairs is,

and will continue to be, a practical field, which has much to contribute to the success of the

universitys students. I will also take this opportunity to impart upon you, the reader, some of the

literature that supports my claims. Beginning with a glimpse into my own personal experience

within student affairs, I will then explore how critical the division of student affairs is to holistic

student development. Expanding on this, I will delve into the ways in which I, as a student

affairs professional propose that my division work alongside the faculty of the university in order

to create the most well-rounded students possible. Highlighting the successes and

acknowledging the pitfalls of my division, I hope to show that through assessment methods and

an exploration on the use of technology, my division of student affairs is crucial in the

development of the whole student throughout their undergraduate years.

The Student Personnel Point of View (1937) states that, One of the basic purposes of

higher education is the preservation, transmission, and enrichment of the important elements of

culturethe product of scholarship, research, creative imagination, and human experience, (pp.

I). These notions of creative imagination and human experience are the two concepts that

resonate well with my personal experience. As a young college student, I experienced a time of
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uncertainty. I was unsure if I had made the correct choice in terms of my major, what I was

pursuing post-graduation, as well as everyday struggles with adjusting to college life. As a first-

year student in classes with mostly other freshman, I felt unsure of where to turn for guidance. It

was not until it was recommended to me by my first-year orientation leader, Gail, that I explore

student organizations and getting involved on campus. Looking back now, it seems as if this

should have been the obvious choice. Starting with my joining of an international womens

fraternity, followed by my joining of the orientation leader team, RU Proud LGBTQ Ally group,

and an on-campus job, I was soon immersed in the world of student affairs and involvement. It

was through these human experiences, that I was able to discover, not only my passion in higher

education, but also decide to pursue a further degree in the field. Reflecting now, as I am asked

to defend my division of student affairs, I will show just how literature and research prove this

field, both practical, and necessary for successful, holistic student development.

As student affairs professionals, we should be confident that we make a difference in

students lives and be comfortable living in the breach between being just a service provider and

a faculty member, (Hossler, 2001 as cited in Consolvo & Arnold, 2015, pp. 99). This breach

that Hossler speaks of is one of the main facets of the student affairs perspective that I aim to

highlight. As both professionals and educators in the field of higher education, we do not seek to

replace the development and growth that students receive inside the classroom. In fact, we most

likely could not, even if we wanted to. Holding faculty in the highest regard deserved, we only

strive to compliment the education that students are getting inside the classroom with lived

experiences outside the classroom. This can be through leadership trainings, serving as residence

assistants, involvement in student organizations, involvement in fraternity or sorority life, on

campus jobs, among a plethora of other co-curricular opportunities. Previously known as extra
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curricular activities, these activities that were to be completed outside of normal course work

were deemed co-curricular, as to not appear to be extra work for students, but complimentary to

their course work, (Harper, 2011, pp. 291). In student affairs, we strive to be intentional with our

words and actions.

Formalizing the co-curriculum is a deliberate and strategic way for individual students

affairs educators who approach their work with intentionality to collaborate with others to

enhance student learning. An effective alternative to offering fragmented programs and

meaningless experiences is the implementation of a curricular model that is constructed

around a set of desired educational outcomes, that identifies the programs and

experiences necessary for the actualization of these outcomes, that strategically

sequences them and assigns responsibility to expert educators in the division that lays out

a multifaceted set of assessment activities to measure student learning and development.

(Harper, 2011, pp.291).

I felt that this was important to note due to the fact that it really gets into the grain of why we, as

student affairs professionals and educators do what we do. By making co-curricular activities a

concept that is held in high regard just as regular curricular activities and assignments, not only

are we adding validity to our field, but also showing that we are a vital part of student

development.

Frost (2010) poses that, Finding common values, goals, and a commitment to student

success is a seamless educational environment can enhance collaboration, (as cited in Consolvo

& Arnold, 2015, pp. 98). Following this lead, we can see how it is absolutely possible that

student affairs and academic affairs can, not only exist together, but work together in a way that

creates a seamless environment for students to thrive in. This is also done by acknowledging and
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respecting the the personal and professional lives of faculty. In student affairs, we value care for

the whole person, and the advancement of the institutional mission. In keeping with this idea of

care for the whole person, Consolvo and Arnold urge us to view each faculty member as an

individual, (pp. 96-97). I find that it is very easy to adopt an attitude of us versus them. In

order to create the seamless educational environment previously mentioned, however, we must

adopt the attitude of we, meaning both academic affairs, and student affairs working together.

Consolvo and Arnold (2015) write that:

To understand the faculty at a particular institution, you must consider the type of

institution, the history, traditions, and culture of that institution, and the socialization

process for faculty (Hirt, 2006). All of the elements coalesce to create a system in which

the expectations that influence how and where faculty devote their attention, including

those associated with tenure or merit, are likely to be quite different from those in student

affairs, (pp. 97).

In keeping with this advice, I propose that both personal and professional gaps be bridged. In

order to create a holistic view of our students, we, as student affairs professionals, must

understand the nature of the faculty whom we are trying to collaborate with, as well as

understand that their goals and views may not always match with ours, however keeping in mind

the end goal of successful, well-rounded students, I feel that the disconnection between the two

divisions can be mended.

In keeping with my goal to highlight the successes of student affairs, I feel that one key

factor in this is the development of socially-aware individuals. While the classroom is where

much of the learning occurs, student affairs is the area where the lived experiences and other

areas of growth occur. American colleges and universities have served as a primary stage for
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the testing of major social issues during the past forty years, writes Sandeen and Barr (2006, pp.

49). These social issues are what have allowed student affairs to serve as a place of growth, over

the years, for students looking to express themselves and their views in a way that would be

limited otherwise, for example, inside the classroom. Beginning with fight for equal access and

equality during the civil rights movement, we are able to see how student affairs has served as

the playing field for students to be able to voice opinions and enact change. The most important

goals were tolerance, understanding, appreciation of differences, and inclusion, (Sandeen &

Barr, 2006, pp. 50). It seems like dj vu now that we are in such a tumultuous time in our

country where these same goals seem to have been necessary again. With the current happenings

such as those University of Missouri, students are seeking platforms where they are supported in

their efforts to create a safer, more accepting, and more inclusive college climate. This support,

for the majority of the time, comes in the form of fellow students, as well as from student affairs

professionals. I make that claim in terms of my current view of the events happening at

universities across our country. When reading over the history of higher education, it is possible

to see that the role of student affairs professionals has varied only just slightly over time. When

referring to the times of the civil rights movements and students fighting for equal access,

Sandeen and Barr (2006) state that:

This time of great societal change presented student affairs with the most daunting

challenges in its history. Student affairs leaders were expected to be peacemakers,

conflict resolvers, mediators, and community builders. In a climate often characterized

by political distrust, social unrest, and radical misunderstanding, student affairs leaders

were expected to help their institutions retain their civility, decrease their bureaucracy,
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and above all, build humane and trusting relationships with students, many of whom felt

alienated from their campuses. (pp.51).

In my opinion, this does not vary much from the role that we are expected to assume now in

current times as student affairs professionals. In keeping with the students as the main

concentration, I wish to refocus on the development and changes during times such as these.

I also wish to reiterate, that this is in no way meant to criticize the role that faculty play in

student development, but instead highlight areas where student affairs has filled a need that had

until this point, gone unmet. Through literature, we are able to see that student affairs has

adapted with the changing needs of students to accommodate changes and create leaders who

were able to embrace diversity. Most important within the student affairs community was the

recognition and commitment to diversity as an extremely important educational goal, (Sandeen

& Barr, 2006, pp. 55). By identifying underserved and underrepresented students as well as their

unmet or ignored needs, student affairs professionals were able to work to make these students

more appreciated on their college campuses. Sandeen and Barr actually refer to this as,

among the most important contributions that student affairs leaders have made to their

institutions, (2006, pp. 57). Recognizing and celebrating diversity are two traits that student

affairs, as a profession, prides itself on. Diversity, as a concept, is something that can be taught

in the classroom, however in order to truly embrace what it means, beyond a mere definition,

must be experienced. Sandeen and Barr (2006) suggest that the best way to teach about

diversity is to gather students from a variety of diverse backgrounds and have them work on a

project with a common goal in mind over time (pp. 61). This allows students to learn more about

one another while also working together to reach a common end goal. While learning about one
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another they are broadening the lens through which they see the world by working with

individuals from backgrounds different from their own.

This recognition and appreciation for diversity is similar to what Pope and Mueller define

as multicultural competence. Defined as, the awareness, knowledge, and skills needed to

work with others who are culturally different from ones self, (2011, pp. 338). This

multicultural competence is a concept that Pope and Mueller expanded on with their

Characteristics of a Multicultural Competent Student Affairs Practitioner model (pp. 338).

This model outlines multicultural awareness, multicultural knowledge, and multicultural skills as

its three components. The first component: awareness, calls for us to recognize attitudes and

beliefs that we may have that may affect the way in which we view others. This can also be

values, beliefs, or assumptions. The second concept: multicultural knowledge, focuses on the

backgrounds of particular groups. Cited as the most important fact of multicultural competency,

this second concept is what is focused on the content knowledge of groups backgrounds. Pope

and Mueller (2001) stated that:

Whether in primary, secondary, or higher education, most individuals are inadequately

exposed to the history, experiences, and realities of various cultural groups, such as

American Indians, Latino/a Americans, African Americans, and Asian Americans. In

addition, there is a lack of accurate information shared about other groups whose voices

are often lost in the mainstream, such as Jews; Muslims; nonbelievers; people with

disabilities; immigrants; and lesbian, gay, bisexual, or transgender individuals. (pp. 339).

As part of our goal in creating well-rounded, whole individuals, student affairs professionals take

it upon themselves to work to create multiculturally competent students. The final concept,

multicultural skills, is the practice of effectively applying multicultural awareness. Central to

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multicultural skills is the ability to communicate across cultural differences and an appreciation

of how culture influences every aspect of verbal and nonverbal communication, (Pope &

Mueller, 2011, pp. 339). All of this information however is useless, if we do not have the

numbers to measure and support our claims. This is where assessment becomes relevant for our

division of student affairs.

Much like faculty use student surveys to review courses at the end of each term,

assessment is a large part of student affairs, and is, an effective way for professionals to become

experts on students and their needs, (Wawrzynski, Brock, & Sweeney, 2015, pp.128).

Wawrzynski et al. (2015) also show us just what the two main points driving assessment in

student affairs are. Student affairs educators engage in assessment for two main purposes:

accountability and the need to improve the co-curricular experiences and for students who use

the programs and services, (pp.122). Assessment can come in the form of formal and informal

manners. When thinking of assessment, one normally thinks of surveys, however assessment

can take multiple forms and can measure multiple areas of learning, both qualitatively and

quantitatively. An example of a qualitative assessment would be a survey in which students are

asked to assess their campus climate. This can be in terms of racial sensitivity, feelings of

acceptance based on gender identity or sexual orientation, or simply attitudes toward the

university as a whole. Qualitative studies can show us, for example, how many students of color

are living in off-campus housing and how many of those students may or may not feel safe on

campus due to their race. A multitude of possibilities exists that can be measured through

assessment. It is also important to note that, Assessment must go beyond developing questions

at the last minute and talking to few students or e-mailing students a Web address to complete a

survey, (Wawrzynski et al, 2015, pp.124). Purposeful, strategic assessments can then be used for
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goal setting or to show accountability as Wawrzynski et al., explained. student affairs

assessment must be a part of student affairs culture, (Wawrzynski et al, 2015, p. 123). An

example of this would be to use assessment to gauge how many students are currently involved

in student organizations, but would like to gain more experience in leadership. By gathering

information such as this, student affairs professionals can then revisit and revise possible plans

and be able to change and adapt their plans with the changing needs of the current student

population. The difference here, where student affairs needs to step in and pick up the lose ends

that faculty is not able to tie, is that our assessments are geared toward, not only showing

effectiveness of programs, but also to show that we have ways of interacting with students in

order to gain information about campus climates; information that may have gone unnoticed

without assessment or may not have been asked about in formal assessments from faculty. In

order for student affairs to remain an essential and relevant piece of the increasingly complex

higher education puzzle, student affairs professionals must consistently convey that they improve

on the work that they do, (Wawrzynski et al., 2015, pp. 128). Wawrzynski et al., (2015) tied

concluded this topic very succinctly. After all, assessment has always been, and continues to

be, a part of the philosophical underpinning of the student affairs profession, for good reasons

to understand and improve the quality of learning, (pp. 140). In order to improve this quality of

learning, we as both faculty and student affairs educators must appreciate the the importance of

meaningful assessment as well as gain a better understanding of the current world we live in and

the ways in which technology affects that.

Living in the info age now, it is as if something is not real or did not really happen, unless

it was talked about on the internet. Living in this very millennial, type of constant connectedness

in society, we must examine the role that technology plays when working with our students.
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Already browsing the Internet by the 1990s, college and university students became more

expert and eager users of technologies than were those who preceded them, (Martinez Aleman

& Wartman, 2011, pp.516). With the current generation of students entering colleges and

universities being the students who grew up with technology their entire lives, it is important to

understand how this can shape their student experience in college, both in side and outside of the

classroom.

The most significant transformation of the sociology of campus communication and

community through technology can ben see in the development and expansion of social

networking sites, especially the now-dominant social networking site Facebook and the

business-oriented, professional social networking site LinkedIn. Social networking sites

like Facebook have unmistakably altered communication on campus. (Martinez Aleman

& Wartman, 2011, pp.516).

This use of Facebook and other sites for social networking also work to produce social capital.

Students measure themselves against one another based on the number of friends they have.

These networks also allow students to disseminate information about their relationships,

friendships, as well as associations with others, all in the hopes of further authenticating

themselves. As part of the previously discussed concept of assessment, we have learned that in

order to engage students, we must take our messages to where they are; the internet. By creating

social media accounts for student groups, or for our office of student affairs, we are able to

engage with students in a way that is meaningful to them, and also measurable for us as

professionals and educators. Students on todays college campuses live their lives in hybrid

environments that include face-to-face as well as online interaction. To students, their behavior

in online communities is real and intertwines with their everyday lives on their brick-and-mortar
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campuses, (Martinez Aleman & Wartman, 2009 as cited in Martinez Aleman & Wartman, 2011,

pp. 522). Connecting with these students in the spaces in which they feel safe, both on and

offline, is a task that student affairs professionals trouble everyday with the changing times.

Martinez Aleman and Wartman (2011) explore this by saying:

One reason that understanding students learning and development in this hybrid context

can be complicated and challenging is that student affairs administrators strive to

consider the development of the whole student (American Council on Education, 1994).

Students may have certain identities that play out more online, and they may also present

different identities to different people depending on the context, such that their identities

appear fragmented. (pp. 523).

As student affairs educators, we are fortunate to be able to view the student experience from the

vantage point of being very familiar with the campus culture and even having a hand in how it is

shaped, but all the while not actually being a student. We have the ability to understand how

students use technology to express themselves as well as the way in which they use these social

media platforms to create communities, all the while keeping in mind that, the most

transformative learning occurs within the active context of students liveswhich includes both

real and online elements, (Keeling, 2004 as cited in Martinez Aleman & Wartman, 2011, pp.

524).

As student affairs professionals, we strive to be intentional with our words and with our

actions. By citing the literature that has been written, backing my claims and beliefs on the

importance of student affairs, I hope that you have gained a greater understanding of what it is

that I, as a student affairs practitioner, do on a daily basis. From the day to day interactions with

students, to the opportunities to work with them in times if great social unrest, working toward
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equality on our own campuses, we strive to be intentional. As a division of student affairs, we

also strive to help develop students to foster a holistic view of the whole person and practice self-

care. A classroom education is a wonderful concept which cannot be done away with, and could

possibly be more than enough than what is needed to graduate successfully, however it is the co-

curricular activities and positions held within the scope of student affairs, that will complete our

students development and make them, whole.

At the end of the day, both faculty and student affairs have the same goal, to create

successful students. In summation, I hope that what I have shared will not be taken lightly. Our

division of student affairs within the scope of higher education fills a need that faculty is unable

to provide, not because they are not competent, but because they are only able to do so much

without help. By working in collaboration with our faculty, however, we as student affairs

professionals are able to continue toward the two main goals of student affairs: care for the

whole person and advancement of the institutional mission, both of which are goals, that I would

hope that my faculty counterparts would share as well. By creating well-rounded students who

are knowledgeable not only in their areas of study, but also competent in terms of the ability to

create diversity and inclusion, we have helped mold individuals to reach their potential as agents

of change following graduation and their depart from our institution.

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References

Consolvo, C., & Arnold, W. (2015). Collaboration with Academic Affairs and Faculty. In M.
Amey & L. Reesor (Eds.), Beginning Your Journey: A Guide for New Professionals in
Student Affairs (Fourth ed., pp. 95-119). Washington, DC: National Association of
Student Personnel Administrators.

Frost, R., Strom, S., Downey, J., Schultz, D., & Holland, T. (2010). Enhancing student learning
with academic and student affairs collaboration. Community College Enterprise, 16(1),
37-51.

Harper, S. (2011). Strategy and Intentionality in Practice. In Student Services (Fifth ed., pp.
287-301). San Francisco, California: Jossey-Bass.

Hirt, J. B. (2006). Where you work matters: Student affairs administration in different types of
institutions. Washington, DC: American College Personnel Association.

Hossler, D. (2001). Reflections on the scholarship of application in student affairs. Journal of

College Student Development, 42, 356-358.

Keeling, R. P. (Ed). (2004). Learning reconsidered: A campus-wide focus on the student

experience. Washington DC: American College Board Personnel Association and
National Association of Student Personnel Administrators.

Martinez Aleman, A. M. and Wartman, K. L. (2009). Online social networking on campus:

Understanding what matters in student culture. New York: Routledge.

Martinez Aleman, A.M., and Wartman, K. L. (2011). Student Technology Use and Student
Affairs Practice. In Student Services (Fifth ed., pp. 515-533). San Francisco, California:
Jossey-Bass.

Pope, R., & Mueller, J. (2011). Multicultural Competence. In Student Services (Fifth ed., pp.
337-352). San Francisco, California: Jossey-Bass.

Sandeen, A., & Barr, M. (2006). Critical Issues for Student Affairs. San Francisco, California:
Jossey-Bass.

The student personnel point of view; (3rd ed., Vol. 1). (1937). Washington, D.C.: [The American
council on education].

Wawrzynski, M., Brock, A., and Sweeney, A. (2015) Assessment in Student Affairs Practice. In
M. Amey & L. Reesor (Eds.), Beginning Your Journey: A Guide for New Professionals in
Student Affairs (Fourth ed., pp. 121-142). Washington, DC: National Association of
Student Personnel Administrators.
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