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Definition of Student Affairs: Aditi M Sengupta, Eastern Michigan University Introduction: Student affairs Professionals are responsible for academic advising and support services delivery at colleges and universities in the United States and abroad. The division is an integral part of higher education system that seeks to serve the needs of the student. The Staff is responsible for program development and research techniques that benefit the student as a whole. They are also responsible for incorporating professional values through campus activities, counseling and resources (McClellan, G.S. & Stringer, J. 2009). Good practices in student affairs includes: 1.Engaging students in active learning. 2.Helping develop students’ coherent values and ethical standards. 3.Setting and communicating high expectations for student learning. 4.Using systematic enquiry to improve student and institutional performance. 5.Using resources effectively to achieve institutional missions and goals. 6.Forging educational partnerships that advance student learning. 7.Building supportive and inclusive communities. Purpose of Student Affairs : The primary purpose of the student affairs program is to complement and enhance the college’s central educational mission. The student affairs philosophy is based on self governance i.e. students assume responsibility for themselves and their actions. A concurrent goal is to develop an effective support community within each residence hall that reflects and addresses the broad range of student experiences, life within a rigorous academic environment and concerns for the future. Professional staffs of student affairs fulfill an important role in helping students in making transitions and empowering them to make decisions. The structure of self governance includes the student affairs, student government, the committee on student life, the housing committee, the judicial system and the hall councils. A true teaching system is a practiced teaching philosophy by itself (McClellan, G.S. & Stringer, J. 2009). The questions that can be asked while defining Student Affairs: When asking about the Philosophy of education, the questions that commonly come to mind are: What do you believe about teaching? What do you believe about learning? How does that play out in classroom? How does student identity and background make a difference in how you teach? What do you still struggle with in terms of teaching and student learning? These are often the questions that come up to mind while teaching the philosophy of higher education based on idealism, realism, neo-theism, pragmatism and existentialism (Amey, M. J., Reesor, L. M. 2002). Philosophy of Student Affairs: The search for student affairs philosophy goes on. The importance of maintaining a philosophical heritage in student affairs and higher education is for the formulation of policy and programming. An autonomous philosophy of education has four subdivisions: analytical, clarifying the understanding of educational concepts and terms, metaphysical, stating the reality that lies behind the facts of education, ethical or normative justifying statements of recommendation in education and epistemological providing a theory of knowledge for education. The breadth and depth of Higher education Institutions in United States are unique. Higher Education in United States is reflected according to the dynamic changes that happened in the American society over time including the abolishment of slavery, the emancipation of women, the civil rights movement, overseas conflicts and wars and other factors. The main stay of Higher education philosophy has been adherence to the fundamental principle originally founded to support the academic mission of the Institution accepting the diversity based on the commitment and development of the student as an individual person(MacKinnon, F.J.D., & Associates 2004). Perspectives on Student Affairs: The first publication of “The Student Personnel Point of View” of 1939 published its fiftieth anniversary in 1989 focused on assumptions and beliefs to shape the works of Student affairs. In the present state of Higher Education these beliefs and assumptions are the foundations of the philosophy that guides the work of Higher Education. In addition to the mission and diversity of the Institution concerned, the new additions included the environment, the communities, common good and rights of the individual, set limits on behavior, intelligent risk taking and encouragement of independent thoughts and teaching. Hence the new philosophy is a guide to the individual student and the Institution (Amey, M. J., Reesor, L. M. 2002). Values and Ethics of Student Affairs: Rentz’s book on the critical issues of Student Affairs has mentioned the set of principles that embodies the ideals of student affairs profession. The main theme of the values as mentioned in Rentz is “the mission of student affairs flows from the mission of the Institution.”, based on the civil and the legal discourse of the Institution, communication and diverse assumptions in the learning community. The underlying concepts that support the profession focus on the administrative and management role of the Student Affairs Professional(Amey, M. J., Reesor, L. M. 2002). The ethical dimensions of Student Affairs are the cornerstone of the Profession. The five simple but powerful ethical principles as stated in Rentz’s : The Foundation of student Affairs, include: respecting the autonomy of the Individual and the Institution, doing no harm, helping others, being just and being trustworthy. These are the stronger foundations of the ethical principles that are applicable to individual students, student groups and Institutions. The main skills of the student Affairs Administrator is the balance of the individual rights of students and does common good to the educational enterprise (Amey, M. J., Reesor, L. M. 2002). Theoretical Foundations of Student Affairs: The theoretical groundwork for student affairs assist the student affairs practitioners from a wide variety of disciplines, include psychology, sociology and education( Amey, M. J., Reesor, L. M. 2002).The student development theories can be generally classified into five categories:Psychosocial (Chickering’s vectors), Cognitive-structural (Perry’s cognitive model), Typological, Person-environment interaction models, and the Student development process models , Organizational theories. Psychosocial theories include theories of life-long issues that tend to occur in sequence and are correlated to chronological age, concentrating on individuals’ progress through various life stages by accomplishing certain deeds. The cognitive structural theories address how student perceives, organizes and reasons about their experiences. Person environment theories address interactions between conceptualizations of the college student and college environment, looking at behavior as a social function of the person and the environment. Humanistic existential theories concentrate on certain philosophical concepts about human nature about freedom, responsibility, self-awareness, and self actualization so that education and personal growth is facilitated. The organizational models are more focused on individual growth and development as compared to organizations of the higher education The model that has been cited in Rentz’s book about organizational models are the rational model, bureaucratic model, collegial model and the political model(Amey, M. J., Reesor, L. M. 2002). Student Affairs Administration Framework: Successful operation of an educational Institution requires competent administrators. Student affairs administrators direct and coordinate the student services. Vice president of Student affairs or student life, Dean of Students and Director of Student Services direct and coordinate admissions, foreign student services, health and counseling services, career services, financial aid, and housing and residential life, as well as social, recreational, and related programs. The framework of Student affairs administration includes academic advising, career services, counseling, discipline and judicial affairs, multicultural affairs, orientation, residence halls, student activities, student financial aid and student health. All the education administrators hold leadership positions with significant responsibility (Bureau of Labor Statistics, 2008-09). Financial challenges in Student Affairs: Distribution of limited financial resources is an important challenge in all organizations. In student affairs managing the Institution’s budget often involve program performance evaluation, policy analysis, operational and financial plans, funding initiatives, and conformance with established procedures, regulations and organizational objectives. According to Budget of the US government “$95 billion in loans and grants are provided to help 10.9 million students who pay for college” (Budget of the US Government, 2009) which has brought a ray of hope to the Student affairs financial aid services of Institutions of Higher Education. In recent years as limited funding has led to downsizing and restructuring of the different aspects of Institutional budget, the role of student Affairs supporting the Financial resources are seeing their role broadened(Bureau of Labor Statistics, 2008-09).There is a always a provision of the financial challenges in the student affairs profession to expand. My goal in life concerning a career in Student Affairs: As an initial commitment to the career of a Student Affairs profession, I want to encourage, support and prepare students to assume leadership positions in higher education to achieve greater talents in their future ambitions. The points of view which I would like to see in myself as a student affairs administrator are expertise in leadership skills, public speaking, establishing goals, making contacts, fundraising, intent, strategy and planning as well as a grass root activist as an educator to encourage undergraduate and graduate students in their advocacy and advancement of higher education principles ( Jennifer Byler Institute, 2010). Conclusion: Student Affairs Profession is a challenge of professionalism and scholarly practice to show that simple activity and hard work are not enough. There is a continuous reflection, commitment, learning, growth that is acceptable to the students and Institutions. This requires an active participation in a professional community and continual learning and development to provide excellent service to students (Carpenter & Stimpson, 2007). References: 1.Archibald, R. B., & Feldman, D. H. (2008). Explaining increases in higher education costs. The Journal of Higher Education, 79 (3), 268-295. 2.Ardaiolo, F. P., Bender, B. E., & Roberts, G. (2005). Campus services: What do students expect? In T. E.Miller, B. E. Bender, & J. H. Schuh (Eds.), Promoting reasonable expectations:Aligning student and institutional views of the college experience (pp. 84-101). San Francisco: Jossey-Bass. 3.Carpenter, S.& Stimpson, M.T.(2007).Professionalism, Scholarly practice and Professional Development in Student Affairs. NASPA Journal, 44(2). Retrieved on January 8th, 2009 from: http://publications.naspa.org/cgi/viewcontent.cgi?article=1795&context=naspajournal 4.Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Student development in college. San Francisco: Jossey-Bass Publishers 5.Hirt, J. B., Amelink, C. T., & Schneiter, S. (2004). The nature of student affairs work in the liberal arts college. NASPA Journal, 42(1), 94-110. 6.MacKinnon, F.J.D., & Associates (2004). Rentz’s Student affairs practice in higher education (3rd ed.)(pp1-27) Springfield, IL: Charles C. Thomas Publishers. 7.McClellan, G.S. & Stringer, J. (2009) The Handbook of Student Affairs Administration (3rd ed.). (pp 1-250).San Francisco: Jossey-Bass. 8.Occupational Outlook Handbook (2008-2009).125 years Bureau of Labor Statistics. Retrieved on December 3, 2009 from: http://www.bls.gov/oco/ocos007.htm http://www.bls.gov/oco/ocos003.htm 9.Pope, R. L., Reynolds, A. L., & Cheatham, M. E. (1997). American College Personnel Association strategic initiative on multiculturism. Journal of College Student Development, 38, 62-67. 10.Rogers, J. L. (2003). Leadership. In S. R. Komives, D. B. Woodard, Jr., and Associates. Student services: A handbook for the profession (4th ed.) (pp. 447-465). San Francisco: Jossey-Bass. 11.Taub, D. J, & McEwen, M. K. (2006). Decision to enter the profession of student affairs. Journal of College Student Development, 47, 206-216. 12.Tull, A. (2006). Synergistic supervision, job satisfaction, and intention to turnover of new professionals in student affairs. Journal of College Student Development, 47, 465-480. 13.Waple, J. N. (2006). Assessment of skills and competencies necessary for entry-level student affairs work. NASPA Journal, 43(1), 1-18.
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