WK2 – 504 – DQs
As a student affairs professional, my role is to foster an environment where all the students attain their personal and academic goals and at the same time ensure that there is a cohesion or mutual relationship between the students and the lecturers. Moreover, my role is to make sure that understand how to raise issue either positive or negative ones in a way that is peaceful and cohesive for solutions. Additionally, is to ensure that moral and ethical values are taught and their rights while studying in the university are observed to make the environment conducive for learning. Consequently, I will ensure that every raised concern in the university is well investigated for the sake of justice and creation of balance especially for the studies and other activities (Dugan, 2006).
For the students who want to rename a particular area in the campus because of unethical or immoral actions, I will first of all appreciate them for the fact that they want a change for the system and also for the fight against immoral behaviors in the campus. Moreover, I will ensure to them that the administration is currently in the matter and very soon the issue raised will be solved (Ehrenberg, 2012). Therefore, from there I will take the matter and put it under investigation to find out the root of the situation. Therefore, based on the principles and the value of the student affairs I will try to uphold justice on either side ‘’ administration and the student’s affairs’’ and to seek for response actions through an effective communication that is balanced and focused on making the cohesive decision and solving a problem. I will ensure that the matter raised is taken into consideration through peaceful conversations (Rentz, 2009).
The core values are, student centered mechanism, the educative role of the surrounding context, uphold social justice, responsibility to the society and integrity (Helfgot, 2005). These values are very crucial because they form the major part of the mission of the profession. Ideally, the student affairs philosophy has significantly influenced my achievement in relation and fight for the rights of the students amicably through skills that I learn from the profession such as maintaining a cohesive balance for conversational matters. Through the profession, I have learned several matters like the risk management in the higher education that has greatly influenced how I counteract concerns based on the risk factor capabilities within the campus.
Ideally, I have had a good time working with the students and also the administration as well. I have faced tough challenges like the rape case issues among the students and some staff in the campus and several unethical behaviors in the social concert of the campus (Stripling, 2012). Therefore, the profession has strengthened my problem-solving skills especially on the reaction to the unethical situations and immoral happenings at the college. The anticipated work with the students was well informing and educative on the matters of social relationships through tactful methods that can be understood through a factor of research and findings to a clear conscience based on the facts. The campus social environment in upholding a clean society has been one of the clear missions of many students for creating a learning conducive community that solstice the unity and peace between the students and the administration (Suzuki, 2002).
Dugan, J. P. (2006). Involvement and leadership: A descriptive analysis of socially responsible leadership. Journal of College Student Development, 47(3), 335-343.
Ehrenberg, R. G. (2012). American higher education in transition. The Journal of Economic Perspectives, 26(1), 193-216.
Helfgot, S. R. (2005). Core values and major issues in student affairs practice: What really matters?. New Directions for Community Colleges, 2005(131), 5-18.
Rentz, A. L. (2009). Student affairs practice in higher education. Charles C Thomas, Publisher, 2600 South First Street, Springfield, IL 62794-9265 (cloth: ISBN-0-398-06658-2, $69.95; paperback: ISBN-0-398-06675-2, $54.95)..
Suzuki, B. H. (2002). Revisiting the model minority stereotype: Implications for student affairs practice and higher education. New directions for student services, 2002(97), 21-32.
Stripling, J. (2012). Survey finds a drop in minority presidents leading colleges. The Chronicle of Higher Education, 03-23.