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Foundations of Student Affairs
When I reflect on this outcome, I can’t help
but think of the history of my own functional area. Although it doesn’t
necessarily represent or encompass the historical, philosophical, and
contextual foundations of Student Affairs in its entirety, I believe it
parallels the profession and higher education history pretty well. I understand
this learning outcome to be a historical perspective with a look towards our
future as professionals. I understand the history, routes, and origins of the
profession from the first Professors and Deans to the complex organizational
structure and Divisions that we have currently. I understand Student Affairs’
role within higher education, as evidenced by the three institutions with which
I have experience. I wouldn’t say that I have an understanding generally,
because I am limited by my exposure, but I can say with confidence that I have
experience-based evidence of at least understanding multiple functional areas
within Student Affairs. This differentiation is because although I have only
been employed by three institutions, my exposure to individual offices
increases that exposure exponentially.
This learning outcome focuses on three things: where we originated, where our profession stands currently, and in what direction we hope to head. I’m not sure I have grasped “current” understandings, as contemporary issues in student affairs seem to fluctuate, but I believe the understanding in itself is a process simply because of the dynamic nature of student affairs; contemporary simply means constantly evolving. Having a basic understanding of this outcome really facilitated my transition to Columbia. I understood the implications of an organizational structure, where my internship fit among other functional areas, I understood jargon that was now commonplace, what the message of Student Affairs was sending to the student body, what was valued and what was not, and so on. All of this created clear pictures of how Student Affairs differed there versus my previous two institutions.
As an undergraduate student I worked in my Dean of Student’s Office (DSO), interacting with multiple functional areas simultaneously. As an employee I had to understand certain policies and protocols. As a student, I was involved with almost every single one of the functional areas housed within the D.S.O. and gained an immeasurable amount of knowledge that was then coupled with my employment experience. Now, I work in the HUB, the center of Campus, I am closer to other offices, able to utilize others expertise e.g. student activities and see differences. It has also provided me with social capital opportunities. Networking has been a great benefit when programming for my own office, all because of my physical location and thus “value” within Student Life.
In addition to my experiential learning, much in-class learning has occurred to enhance my understanding of this outcome. Organization and Administration assisted in my understanding of organizational charts and structure. When went to Columbia I created my own because none was available for my internship. The course also assisted in my understanding of Columbia not having Residence Life, but just having housing, The Intro to student affairs course had various assignments that covered understanding a variety of functional areas, Student Affairs at other campuses, and professionals/experiences both historic and contemporary that provide an understanding of this outcome. The course in addition covered the role of student affairs in broader context of higher education, allowed us to gain an understanding of how student affairs developed, and provided us with a basis for our learning.
This learning outcome focuses on three things: where we originated, where our profession stands currently, and in what direction we hope to head. I’m not sure I have grasped “current” understandings, as contemporary issues in student affairs seem to fluctuate, but I believe the understanding in itself is a process simply because of the dynamic nature of student affairs; contemporary simply means constantly evolving. Having a basic understanding of this outcome really facilitated my transition to Columbia. I understood the implications of an organizational structure, where my internship fit among other functional areas, I understood jargon that was now commonplace, what the message of Student Affairs was sending to the student body, what was valued and what was not, and so on. All of this created clear pictures of how Student Affairs differed there versus my previous two institutions.
As an undergraduate student I worked in my Dean of Student’s Office (DSO), interacting with multiple functional areas simultaneously. As an employee I had to understand certain policies and protocols. As a student, I was involved with almost every single one of the functional areas housed within the D.S.O. and gained an immeasurable amount of knowledge that was then coupled with my employment experience. Now, I work in the HUB, the center of Campus, I am closer to other offices, able to utilize others expertise e.g. student activities and see differences. It has also provided me with social capital opportunities. Networking has been a great benefit when programming for my own office, all because of my physical location and thus “value” within Student Life.
In addition to my experiential learning, much in-class learning has occurred to enhance my understanding of this outcome. Organization and Administration assisted in my understanding of organizational charts and structure. When went to Columbia I created my own because none was available for my internship. The course also assisted in my understanding of Columbia not having Residence Life, but just having housing, The Intro to student affairs course had various assignments that covered understanding a variety of functional areas, Student Affairs at other campuses, and professionals/experiences both historic and contemporary that provide an understanding of this outcome. The course in addition covered the role of student affairs in broader context of higher education, allowed us to gain an understanding of how student affairs developed, and provided us with a basis for our learning.