My Student Affairs Philosophy

I became involved in the Student Affairs world when I was in my first year of college at Willamette University. In my journey since then, I’ve come to learn that I feel most fulfilled when my work directly connects to supporting students in their development. Ensuring that students’ most basic needs are met equitably, teaching student leaders new skills, and amplifying the voices of students who hold identities that have been historically and contemporarily marginalized are three undertakings which I find to be immensely valuable. As both a human and professional, I feel strongly that these are integral aspects of the Student Affairs profession as a whole. 

 

If a student’s most basic needs are not achieved, then students will not be able to truly grow and become successful. Students need to have access to safe and secure housing, to food, to physical and mental healthcare, and to support systems and resources. I work to advocate for these needs above all else. When it comes to working with students, I am especially interested in working with student leaders. This is because they develop critical skills, from conflict-management, to programming, to resource referring, and more, which they can then pass on to their peers. As a former student leader, who has evolved into a professional, I feel that teaching these skills is an important responsibility. I also believe that it is my obligation as a person who holds a number of privileged identities to work hard as I can to make more equitable and accessible as many of the components of higher education as I can, and student leaders are vital proponents of and contributors to this work. 

 

This philosophy of mine is based on my overarching belief that higher education is a place where students come to truly know who they are as individuals, and that I must do everything in my power to help students to develop in these ways and to create meaningful connections. Student needs are constantly shifting, and Student Affairs professionals must do so as well. This requires dedication and continued evolution, and I strive to embody these characteristics in all the work that I do. 

 

Philosophy-Based Action:

 

Meeting Student Needs

• As a professional in the Housing and Residence Life functional area, I actively work to assess the stability, safety, and culture of my campus residence halls. 

• I understand and utilize campus resources, and I communicate with campus partners. 

• I seek out and respond to constructive feedback. 

• I maintain close relationships with staff such as custodial staff, dining staff, tutoring staff, and counseling staff.  

 

Teaching Leadership Skills

• I train and coach students in a variety of skills. 

• I try new techniques, and share outcomes with students. 

• I approach teamwork and collaboration as opportunities for growth. 

• I act as a role model through leading by example. 

 

Advocating for Access & Inclusivity: Positive & Innovative Change

• I maintain a careful focus on news and trends related to inclusion, equity, and empowerment (issues or positive practices). 

• I seek out opportunities to implement and assess strategies which are evidence-based, and designed for students of diverse identities and backgrounds. 

• I trust and support student leaders when they present ideas or raise concerns. 

• I continue to educate myself by participating in training sessions, taking classes, reading, and consuming informative media.