Values, Philosophy and History (VPH)
Level: Proficient
I developed in the following areas related to this competency:
“Describe the foundational philosophies, disciplines, and values of the profession” (p. 18).
“Describe the roles of faculty, academic affairs, and student affairs educators in the institution” (p. 18).
"Through critical examination, explain how today’s practice is informed by historical context" (p. 19).
"Engage in service to the profession and to student affairs professional associations" (p. 19).
Academic Experience
EAF 462 Campus Research Project:
During my EAF 462 Organization & Administration Student Affairs Functions in Higher Education class, our class broke into groups and were assigned a semester-long project where we selected, researched, and presented on a specific kind of campus that we had little experience with. My group and I chose Bradley University, a comprehensive institution, to present to our class. Our research included a virtual campus tour where we met and interviewed with the senior student affairs officers, staff members, and students of Bradley University. Our research also included looking at the values, history, and mission of Bradley University through library and online resources. During our group presentation, we introduced the student affairs work within Bradley and shared what we learned through our virtual interactions with the staff and students from different areas of the campus. Additionally, we included how our findings supported or differed from EAF 462 course readings and discussion. Our group concluded that Bradley University fared similarly to what we learned about comprehensive institutions in our course readings. This final project demonstrates how we were able to describe the roles of faculty, academic affairs, and student affairs educators within our selected institution.
EAF 462 Class Readings:
The required texts of our EAF 462 included Joan Hirt’s Where you work matters: Student Affairs Administration at Different Types of Institutions, which worked alongside our Campus Research Project. Hirt’s book paints a very multifaceted portrait of the student affairs profession by presenting data and commentaries from more than 1,100 practitioners, and explaining how their experiences varies by institutional type. The different institutions Hirt outlines include Community College, Comprehensive, HBCUs, HSIs, Religiously Affiliated, and Research. This text demonstrates how I am able to describe the roles of faculty, academic affairs, and student affairs educators.
Hirt, J. (2006). Where you work matters: Student affairs administration at different types of institutions. University Press of America.
EAF 428 On-Line Reflections:
Within my EAF 428 Foundations of Student Affairs Practice class, I was responsible for summarizing and reflecting on historical student affairs philosophy statements. My reflections summarized the statements, considered their importance to student affairs work, and discussed the implications for their practices. By providing specific examples from my graduate assistantship and additional resources to support my ideas, these reflections allowed me to continuously think about how student affairs philosophy in the past connects to the work I am doing/experiencing today, and what relationship it has to my future practice. Additionally, My reflections and responses demonstrate how I have come to understand the foundational philosophies, disciplines, and values of the student affairs profession, and identify how today’s practice is informed by historical context.
Work Experience
- Illinois Valley Community College, Heartland Community College and Millikin University Learning Experience:
In addition to my pre-graduate experience at Illinois Valley Community College, the CSPA Program at Illinois State University requires its students to hold graduate assistantships throughout the Fall and Spring semesters (Heartland Community College) as well as a practicum position during the Summer semester (Millikin University). My experience in these positions have not only allowed me to engage with services at different types of institutions and campuses, but they also allowed me to interview, collaborate, and work closely with different student affairs offices, professionals, and students. Additionally, spending time working at different institutions have enabled me to learn and articulate the principles of the professional practice.
Reference:
ACPA: College Student Educators International & NASPA − Student Affairs Administrators in Higher Education (2015). Professional competency areas for student affairs practitioners. Washington, DC: Authors.
Retrieved from http://www.naspa.org/images/uploads/main/ACPA_NASPA_Professional_Competencies_FINAL.pdf