Essay On Opening Retreat

As a student affairs practitioner I believe I am a cornerstone of the higher education experience. I have made it my mission to help students be the best version of themselves for the benefit of not only them, but of society at large. I work to help create not only educated students, but also engaged members of a global society.

My passion towards working with students every day has led me to the decision of pursuing a doctoral degree in Student Affairs in Higher Education at Miami University. I have chosen this program to prepare myself for a future role as a professor or a senior level college administrator. This program will allow me to become more proficient within the students’ educational experience and therefore better engage students in active learning.

After reading Sonja Ardoin’s (2014) “the strategic guide to shaping your student affairs career” book, I read a variety of important content that has allowed me to reflect not only in my fieldwork position, as an Advising Assistant for the Puente Program, but also my current status as a graduate student in the Educational Counseling program.

The three purposes and missions of higher education are education, research, and public service. The first one to be addressed is education. In his paper, “Goals: The Intended Outcomes of Higher Education,” author Bowen (1977) has stated education is “not only the academic curricula, classes, and laboratories, but also all those influences upon students flowing from association with peers and faculty members and from the many and varied experiences of campus” (p. 24). Educating students is an important mission for higher education, but educating students is not limited to their academics. The mission for higher education involving education can be categorized as cognitive learning, affective development, and practical competence (Bowen, 1977, p. 27). While cognitive learning is based on expanding on students’ knowledge, affective development and practical competence are based on the overall being of the student. The intent of affective development is to help enhance

This paper is separated into two parts that are connected. The first part will cover my beliefs about higher education focusing on my Student Affairs philosophy while integrating theories and work from current or previous successful Student Affairs professionals. The second part will also discuss my beliefs, foundation of my faith, my strengths, my challenges, my beliefs, my values, and my goals.

In my senior year of high school, I became the student body Vice President and discovered what it means to be an influential leader on campus. This experience exposed me to develop an array of qualities that can be utilized in the role of being resident assistants (RA). I have gained insightful knowledge of the intricate details necessary to be a productive leader who guides in an encouraging and supportive way. A gift that I posses is my ability to organize creative and innovative ways to build camaraderie among the people I serve. This is crucial and beneficial because it ensures for a safe and welcoming environment where everyone feels confident to seek assistance when needed. As a representative of this university and myself, I bring a dedicated intensity about infusing change by vocalizing the wants, needs, and concerns of the students to make my school resilience to an environment conducive to learning.

The Vision of Student Affairs is to empower USF students for lifelong success. Their mission is to cultivate student engagement,

Student affairs is charged with finding the resources needed to better services, programs, student learning experience, and the teaching of technology to students (Jones, et all, 2011, p.539). In 1890 LeBarron Russell Brigs was appointed dean of men, the first dean appointed. Briggs’s duties as the first dean of men was dealing with student issues. As colleges developed into more than just a place for students to learn the dean of men’s role had changed, the role became focused on helping students to become more rounded in not only education but, help them to become better citizens, and to teach students to have a better social and moral foundation. There are several major roles of student affairs, helping in retention of students, learning

With outreach from student and academic affairs and the creation of “Blue Ribbon” committees (Zhang, 2010) institutions are well underway to addressing the issues mentioned above. These issues are on every campus regardless of Greek life. (Glindemann, & Geller, 2003). Long (2012) recommends that student affairs staff “establish and enforce quiet hours and create quiet study spaces in chapter houses, inform members with deficient grades about resources to improve their academic standing, and add workshops on developing study skills and career-related abilities” (p.

On October 20, 2017, the Student Government Association (SGA) conducted a survey to students at the University of Mary Washington about President Paino’s draft of An Investment of Hope for the Future: A Strategic Vision for the University of Mary Washington. The purpose of the survey was to gather student feedback about Goal 1: Promoting the values of service and social justice, Goal 2: Reconstituting the liberal arts for the digital age, Goal 3: Immersing our students in applied, impactful learning experiences, Goal 4: Creating a diverse and inclusive community as an essential requirement for academic excellence and academic success, and the actions steps supporting each goal.

Collaborations are present in learning communities and first year experience programs, but school leaders have to move beyond the norms and work seemingly together to create an environment of success for the students. First year experience programs are prominent on many university campuses but are optional on others. However, these departments utilize career placement counselors, academic advisors, testing coordinators, mentoring options, and academic success centers to increase the likelihood of students progressing from freshman year through graduation.

I deeply value the spirit of collaboration that exists at Columbia, allowing some of the best young minds in the country work together to learn, research, and change the world. The Common Core curriculum is a major part of what makes Columbia such a closely-knit community. Because the entirety of the diverse student population takes a set of the same courses, they all have shared experiences to connect over. The Common Core promotes deep intellectual discussions which bring out the unique perspective of every student, allowing them to learn from each other. The advising system at Columbia also contributes to this culture of collaboration. One’s fellow students can also be his or her mentors or advisers, supporting him or her and helping him and her learn, grow, and find new opportunities. The small class sizes contribute to this culture as well, by helping students to form closer relationships both among themselves and with their professors.

My work in student affairs provides significant opportunity to contemplate, implement and assess initiatives related to student success and retention. My current research is connected to peer education and the 1st year experience and I have active and growing experience in the needs assessment and

The Academic Affairs Division comprise of STEM (Science, Technology, Engineering, and Math), Business, Liberal Arts, Social Science, Health Careers, Learning Commons, and the Brunswick University Center. Dr. Janice-Taylor Heard is the Dean of Academic Affairs. I currently report to Dr. Taylor-Heard as the Interim Assistant Dean/Director of the Learning Commons and Academic Support Services. The Academic Affairs objective is to strategize and implement initiatives that geared towards student success, faculty development and adjunct services. Included in its objective is to develop an academic support system for students with tutoring and technology.

Student personnel point of view encompasses the student as a whole. The concept of education is broadened o the student’’s well rounded development- physically, socially, emotionally and spiritually as well as intellectually. (sppv) Student affairs not only emphasize on academic excellence but to shape each individual as a unique human by providing a holistic learning and living environment. Student Affairs professionals play a pivotal role in the development of the students. By applying different theories in student development, they can foster student learning to help them shape their identity. Student affairs staff members must view themselves as educators to refute the belief that learning is held only in the classroom. (contested issue, 29). Learning does not only occur in the classroom but through out of class activities as well. Student affairs staff should talk about student learning and development to enhance the multiplicity of growth areas for students in higher education. These learning and development experiences do not simply happen to students. They happen with their active involvement. There are numerous branches of fields in student affairs that attend to the unique needs of each individual. Residence Director trains Residence assistance to cater to the needs of first year students who are new to the college environment. RA plays a major role of introducing the life of college through building relationships and community to help them develop their sense of