RUNNING HEAD: Philosophy of Student Affairs

Student Affairs

Jennifer B. Grossman

The Pennsylvania State University

Philosophy of Student Affairs Statement

Mahatma Gandhi once said, “Be the change you wish to see in the world.” I find that this statement can be applied to work done within student affairs. As an undergraduate student, I did not have a strong mentor that truly emulated what a student affairs professional should be like. During my time at Penn State I have been able to formulate a philosophy from which I can work from to be a positive student affairs administrator. There are several people at Penn State from whom I have learned a great deal. I hope I can take what they have given to me and be able to utilize it as I enter the field.

There are two roles in which I aim to play within student affairs; I want to be an advocate and a mentor for students and colleagues. In order to fulfill these roles always keeping the students interests as my first priority is essential. I have observed that the longer people are in the field, the time they focus on what the students want and need tends drop on the list of priorities. No matter how long I plan to be in student affairs, have a student-centered viewpoint or philosophy shall always been at the forefront. I also would like to always have contact with students. I realize it can be difficult for chief student affairs officers to make time for one on one time with students, but I still believe it to be very important. Having a first had perspective on what issues are important to the students is imperative for a chief student affairs officer to do their job. No matter what level of the hierarchy you may be on, being an advocate for students is why you are there in the first place.

Helping students to adjust to the college environment is very important to how I see student affairs. The orientation process is most often the first experience new students have in college. Making a smooth transition from either high school or a prior profession can make the difference between successfully bringing students into the college environment and having students leave the institution early. Nancy Schlossberg’s transition theory includes four components need to make a smooth transition from one culture to the next (Evans, Forney, & Guido-DiBrito, 1998). The four components are situation, self, support, and strategies; I believe that building the sense of self is the most important. The components of self include personal and demographic characteristics and psychological resources. Student affairs professionals can have a big influence on psychological resources such as ego development, outlook, commitment, and values.

An enormous part of making a smooth transition is getting new students involved as soon as possible. The more students are involved the elements of a positive sense of self are strengthened and are a large part of a students’ development in college. I draw a great deal of my passion of getting students involved early is from Alexander Astin’s involvement theory. Astin’s research has proven that if students are involved with their institution the chances of students reaching graduation are increased.