Personal Statement of Mission · 2019. 8. 27. · a personal statement of mission, which will serve...

StatementofMission 1

Running Head: PERSONAL STATEMENT OF MISSION

CSP 605 Personal Statement of Mission

Alexa A. Andersen

Bowling Green State University


CSP 605 Personal Statement of Mission Introduction

In today's ever-changing and dynamic society, many factors influence and guide

individuals in a variety of ways. One of the most prominent factors that influences an individual

is a belief or a value. Values are defined as an abstraction referring to one's sense of what is good

or right (Strange, 2009). Values are meant to be demonstrated through and guide not only one's

personal life, but also one's professional life. No matter what field one works in, knowing what

one believes or values is key. Before I begin my journey as a student affairs professional, I find it

important to explore, articulate, and express the core values, beliefs, and commitments that shape

who I am as an individual and as a professional in this field. This will lead to the development of

a personal statement of mission, which will serve as a guide throughout my career.

Learning about and understanding what I value helps others know what commitments are

likely to be realized from me, as well as what to expect from me in terms of my involvement and

contribution to an institution of higher education. To begin introducing myself and what

constitutes my value core as an individual and as an emerging professional, one can first begin

by understanding my goals and objectives.

Goals and Objectives

At this juncture in my life, I have elected to prepare for a career in higher education and

student affairs work. This path was arrived at in a rather surprising and unexpected way.

Throughout my life, the only career aspiration I ever had was to be a physician. From a very

young age, I was extremely interested in science, especially the human body, and was always

reading medical books and watching surgeries on the television, as well as begging my father to


take me to the University of Michigan's campus museum, located in Ann Arbor, Michigan, so

that I could explore and play with the plastic replica of a human body the contained light-up

body parts and veins. My interest in studying medicine and the human body continued

throughout grade school and into high school, despite having no real experience in this field. I

also very much wanted to help and work with others, something that I experienced throughout

my numerous extracurricular activities.

This led me to enroll in a residential living-learning program focused on studying the

natural sciences at Michigan State University (MSU), located in East Lansing, Michigan. In the

fall of 2003, I began my freshman year at MSU and was prepared to begin my pre-medical

studies. During the first semester, I dealt with a variety of situations that I could have neither

expected nor been prepared. Experiencing new health issues, a roommate who was suffering

from bipolar disorder, and the unexpected separation of my mother and stepfather, I believe all

led to struggles with my classes (despite earning straight A's in and graduating as valedictorian

from high school) and did not allow me have a very successful semester. In fact, had I earned

one grade lower in just one class than what I actually received, I would have most likely been put

on academic probation. This is certainly something that I never would have expected to happen

my first semester of college, even though I did try to begin my collegiate experience with the

idea that life would not be the same as it was in high school (for example, that I may not earn

straight A's).

When I began the second semester of my freshman year, I was still committed to entering

into medical school and becoming a physician. I began to visit medical schools and speak with

current medical school students, as well as current physicians, to gain a greater understanding of

what working in the medical field involved. Although truthfully not related to my relatively poor


performance in academics the first semester, I realized that working in medicine was not exactly

what I wanted for my future. As I was coming to this realization towards the end of the year, I

met with my academic advisor where I expressed my concerns and thoughts. I explained that I

knew I wanted to help and work with others, and that I have always enjoying being involved in

student organizations. I also explained how I enjoyed taking on leadership roles, and how I felt

being involved and developing skills outside of the classroom were important. She then

mentioned the field of student affairs, which was the first time I had ever heard of such a field.

Before the end of the year, I decided to change my major to psychology despite it being a

very common major and one that may not necessarily prepare one for the work force

immediately after graduation (instead typically requiring graduate work). During the summer of

2004 (after my freshman year), I worked for MSU's Academic Orientation Program (AOP),

which was an absolutely wonderful experience. This is when I decided to commit myself to

working with students participating in higher education, or, more generally, the field of student

affairs. Besides just enjoying the work I was doing, I truly wanted students to feel welcomed at

MSU and have a successful college experience (however they may define this). I also wanted

students to be informed about the opportunities and services available at MSU, something that I

wish I had known more about as I experienced the life-changing situations I did during my first

year (such as where to go for academic assistance, personal issues, roommate difficulties, etc.).

Although a fairly premature decision (as I did not really know what was involved in the field), I

fervently began researching the field and talking with current student affairs professionals to gain

a better understanding. I actively sought experiences in a wide variety of student affairs areas

including admissions, orientation, residence life, and student activities in order to not only more


fully understand the field, but also confirm my desire to work in the field. Also, I continued to

work for AOP for the following three summers (four consecutive summers in total).

After graduating from MSU in the spring of 2007, I immediately entered into the College

Student Personnel (CSP) graduate program in the fall at Bowling Green State University

(BGSU) located in Bowling Green, Ohio. During my two years spent in the CSP program at

BGSU, I worked as an instructor for a first-year experience program called Springboard. I also

completed three practica (at the Office of Academic Enhancement and the Office of Campus

Activities at BGSU, as well as the Women's Center at Florida International University (FIU)

located in Miami, Florida), all of which I tailored towards the first-year experience. Also

continuing on my desire to learn more about orientation programs, I served as a National

Orientation Directors Association intern at Bradley University, a small, private institution

located in Peoria, Illinois. To further comprehend and solidify my learning with these

experiences, I had the opportunity to take many required and non-required courses, all of which

prepared me with a strong theoretical background and understanding of student development and

the processes that allow an institution of higher education to function.

As I near graduation from the program, I hope to work for an office or program that

focuses on the first-year experience, such as through a first-year experience or orientation

program, or even possibly through an academic advising position. Although my desire to work

with first-year students originally came from a great time I had with a summer job, I truly enjoy

working with students at this developmental level. I believe that providing quality, appropriate

programs and services to first-year students is essential to the college experience. I feel

comfortable and confident with my understanding of student development theories, especially


those levels and stages that may apply to first-year students (and not just traditional-aged, first-

time entering college students).

As I also became so directly aware during my graduate preparation program (as I was not

fully aware of as a first-year student myself), this time in one's college experience is full of

identity development and learning about and understanding others who may be different from

you. During my undergraduate experience, I became aware of and passionate about many social

justice issues. I actively sought to learn more about social justice issues during my time at MSU

and through working in the Women's Center at FIU and at the Lesbian, Gay, Bisexual, and

Transgender Resource Center at BGSU during my graduate experience. Although ideas or plans

about the future often change (whether one wants them or not), I hope to continue working

specifically with first-year students of all types (whether traditional or non-traditional), as well as

helping students, especially first-year students, become more aware and competent of social

justice issues.

Personal Values and Commitments

Throughout my life, various artifacts, experiences, and individuals have contributed to

the development of my character. Through understanding these various factors, one can learn

much about my personality and what I believe and am committed to. To further introduce myself

and what constitutes my value core as an individual and as an emerging professional, one can

next understand my personal values and commitments. As I prepare for a career in higher

education and student affairs work at this juncture in my life, I can clearly articulate five

personal values that I use to lead my life. One personal value, and also the most important in my

life, is the value of faith or religion. Although some may choose to state either the term faith or


religion as a value, I see and often use both terms simultaneously (although I do believe both

terms differ from the term spirituality as I believe one can be spiritual but not necessarily

religious). As an infant, I was baptized into the Eastern Orthodox Church. Although my father

was Catholic and actually practiced his religion, my mother wanted me to be baptized into her

church, despite the fact that she was not a practicing Orthodox. As a child and a teenager though,

I only ever attended Catholic masses, usually only on holidays too (such as Christmas and

Easter).

Religion did not really interest me much until I reached high school. My dance instructor

was Catholic and extremely religious, and I began to talk with her about religion in general (I

also had discussions with my friends who were practicing a religion). I began to read about as

many religions as I could, began to attend mass at the local Catholic church (largely as this is

where my dance instructor and one of my best friends attended), and also joined a Christian

dance group that performed at various ceremonies and masses.

I continued to increase my understanding of various world religions into my college

experience, and eventually, came to believe that Christianity, and more specifically Catholicism,

seemed to make sense to me (not that other religions did not make sense; I just really felt

comfortable with the overall meaning and beliefs of Catholicism). I attended mass weekly at

MSU's Catholic parish, and officially became Catholic before graduation. My religion is still

very important to me and influences my daily life. My husband (who is also Catholic) and I

attend a church service every week and make it a point to continue to learn more about our faith

and what it means in our lives.

For me, having faith or a religion means many things. Not concerning the specifics on

Jesus Christ and his life and afterlife (where differences account for the variety of Christian


religions), I first and foremost view my religion as a way of life, or more specifically, a way to

guide or lead life. Like many religions, my religion stresses a variety of different characteristics

and qualities to possess all of which center around the idea of respect, which includes being

conscientious, courteous, and kind to others, regardless of whether they act the same way

towards you. Being honest, patient, and respectful are also important, as well as helping or

serving others.

Although these are characteristics and qualities I tried to have in my life anyway,

declaring a religion to follow and practice helps keep them in perspective in my life more

visibly. I have been able to witness others who practice Catholicism and what this allowed them

to accomplish in their lives, including having a sense of purpose and helping them stay calm and

focused during trying times. For example, my dance instructor’s husband, who was relatively

young, was diagnosed with cancer. By staying involved with her religion, she was able to remain

focused on the other aspects of her life during this difficult time.

A second personal value is the value of relationships. Although I may not have realized

this until a later age, having and maintaining intimate and meaningful relationships is extremely

important and essential in my life. My father and mother divorced when I was around three years

old, and both parents quickly remarried. My father was only remarried for about one year,

although he did have another child who is my half-brother. Unfortunately, I have only met him

once in my life (when I was around six years old), and up until a few years ago, I was unsure as

to whether he even knew who his father was, or even that he had a half-sister. My mother

remarried my stepfather who brought three sons into this second marriage (my stepbrothers, one

of which passed away when I was a freshman in high school). When I began college, my

stepfather left my mother, and they soon became separated and eventually divorced.


As a child, I did not have many children my age to play with as we lived in the country

and as my stepbrothers were much older (although I did spend a lot of time with them and my

stepfather driving around dirt bikes and snowmobiles and learning how to fix random

mechanical toys). I also did not see my father much, nor my six still living grandparents (as most

lived a distance away). I moved to Frankenmuth, Michigan in the sixth grade, leaving behind a

totally different way of life (farm living to city living). This is when I first began to realize the

value of relationships in my life.

Throughout my childhood, I kept in contact with distant friends through written letters.

As a teenager, I communicated with friends through the Internet and spoke on the phone almost

every evening with a friend, often to work on schoolwork. Many of my friendships were

established and maintained through close proximity in the activities I participated in (such as

band, cross-country, dance, and track). Not until I essentially lost my home in Frankenmuth (due

to my parents separation and divorce) did I realize the importance and value of relationships.

Although I was fortunate to have developed and maintained many great friendships and

relationships with a diverse group of individuals throughout my lifetime (due to the number of

opportunities my parents provided me with and those I took on myself), I truly did not realize the

value until college.

Thankfully, I developed many close, healthy relationships with colleagues, friends,

mentors, and peers while in college that I still maintain to this day. Many of these relationships

helped me get through the difficult situations I was faced with during my freshman year, as it

was not until my junior year that I feel as though I really began to accept what had happened. I

truly learned the value of having strong relationships, and how I needed to care for others at all

times and what I needed to do to maintain these relationships. For example, at one point in my


undergraduate career, I was working four jobs while also taking classes and being involved in

too many student organizations to recall. Not only did I have my own personal relationships to

consider (my best friend, boyfriend/now husband, and friends), but also the relationships I had

established with co-workers, supervisors, and the students I served (such as the residents living

on my floor).

This is the time in my life when I finally learned that sometimes, I just needed to not

worry about completing an assignment that was due or finishing a reading at that very moment

when something was more pressing, such as consoling a friend who just ended a relationship

with her boyfriend or talking with a resident who had not done well on an exam. Even though I

have always been quite adept at managing my time and would never hesitate to put my own

needs aside for another, I did not always provide as much time as I now believe I should have to

these activities, even when the situation did not seem really important in my view. I realized how

much having friendly and loving relationships with others really meant to me, and how these

fueled my life and provided me with the great amount of energy that I possess. Now, I am

committed to developing and maintaining relationships. I seek to know as much as possible

about others, and I am always asking questions. I want others to know that I truly care about

them and their well-being.

A third personal value is the value of enthusiasm. I view enthusiasm as having an

optimistic or positive attitude or outlook on life, as well as being open-minded and excited about

what one is doing and involved in (whether this means activities, relationships, or situations one

chooses or those one has no control over). I also see enthusiasm as being happy or having

happiness. Although I cannot recall a time in my life where I was not maintaining an enthusiastic

attitude, I did not particularly define this as a value in my life until my college years.


After the challenging and difficult freshman year I had at MSU, there were times when I

felt quite scared, lost, and defeated. I felt though that if I was still going to gain new experiences

in college to help me grow and learn, as well as to eventually graduate, that I needed to be

enthusiastic and positive about my situation, even though it was not necessarily what I wanted it

to be. Even though my first year had been rough, my goals of graduating and attending graduate

school were still with me. I decided to not let my negative first-year experiences destroy the rest

of my college experience, and instead, to determine what I could learn from them and how they

may have helped shape my life in a better way than I had originally planned. This is when I truly

began to realize how I value enthusiasm in my life, and to this day, I maintain committed to this

value.

A fourth personal value is the value of learning. Like religion, learning means many

things to me. Learning to me means having knowledge, obtaining an education, and seeking to

understand beliefs, cultures, ideas, and values, as well as those individuals exhibiting them, that

may differ from yourself. This means learning to value diversity and how diversity influences

your personal beliefs and values. Learning also means not only understanding others, but also

understanding yourself and being able to articulate your ideas and thoughts to others in a clear,

concise way that can lead to deep, thought-provoking conversations (therefore leading to further

learning). This is about taking risks and being excited about the unknown through asking many

questions, through thinking and reflecting, and through processing often. Learning can be

accomplished in a variety of ways such as through attending school, reading, talking with others,

and traveling.

I also view learning as having been accomplished through being creative, or using

creativity. I used to view creativity as just referring to artistic endeavors. Although a few years


ago I would have stated that my worst quality is my lack of creativity, I have come to realize that

being creative does not just mean being able to draw or paint well (although I certainly cannot

draw or paint much). I now view creativity as using one's imagination to create original ideas,

which, on occasion, can refer to artistic endeavors (such as drawing and painting). Having an

original idea or thought is being creative. Creativity is something that can drive or inspire one to

create anything new and improved. Being creative allows one to explore many avenues and

express beliefs, feelings, ideas, and thoughts in a variety of ways. This could be through writing,

playing an instrument, giving a speech, dancing, or creating something that no one has ever seen

before. I began dancing at the age of six and continued until graduating from high school and

also began playing the trumpet in the fifth grade and continued until graduating from high

school. I realize how I used these forms of art to express my feelings on a daily basis, all of

which influence how I processed information and learned new things. Also, I truly enjoy having

thoughtful conversations with others where we both discuss new ideas, which in turn helps one

learn.

From an early age, learning has been a value I have possessed, even though I may not

have realized it at the time. Both my father and mother attended college, and my mother also

attended graduate school. My parents provided me with many opportunities to learn about

myself, including ways to express my creativity such as through studying dance and music, as

well as about my family history through talking with my grandparents (all of whom emigrated

from Macedonia or Turkey). They also allowed me to learn about others, including about

teamwork through playing sports, as well as about others and diversity through taking trips

throughout the country and other countries. I was, and still am, a very curious individual who

always asks a lot of questions, especially when it comes to learning about others and what


interests they have. Although I believe I came to value learning at an early age, it was not until

my high school years that I was able to define this as a value that guides my life.

Learning, as I defined it, was something I actively and knowingly sought starting in my

teenage years. I believe this desire to learn truly began after my first experience traveling abroad.

In the summer of 2000, I was a member of the Blue Lake Fine Arts Camp International

Symphony Band that toured throughout Europe for approximately three weeks. During this time,

we stayed with seven different host families throughout Austria, France, and Germany, as well as

visited Belgium, Luxemburg, and the Netherlands. After this experience, my desire to learn

about others and travel greatly increased, as did my level of confidence and independence. I

wanted to attend college to learn more, which has solidified my desire to be a life-long learner. I

love to learn, and I love thinking critically and in new ways.

A fifth personal value is the value of justice, especially as it relates to social justice.

Justice to me means being fair and responsible, especially as it relates to legal issues. Once

justice is achieved, I believe that so has equality, which means that all are treated fair and in the

same way. I view justice as reaching or striving for equality among all aspects and individuals in

society, regardless of ability, age, color, education, ethnicity, gender, race, religion, sex, or

socioeconomic status. Achieving this equality is an issue that involves many different facets of

society, including education, politics, and religion. Focusing on social justice concerns many

ideals such as ableism, heterosexism, racism, and sexism.

Not until my first year in college did I consciously begin to think about the injustices and

inequalities facing individuals in society today. I cannot even remember hearing the term social

justice until my sophomore year when I enrolled in my first women’s studies course. In my first

semester though, one of my good friends first came to me to share that she was a lesbian.


Although I did not really have any particular feelings or impressions about gay and lesbian

individuals, I did not know much about the community, let alone what LGBTA (lesbian, gay,

bisexual, transgender, and ally) stood for. I began to attend the weekly meetings of a LGBTA

student organization with my friend, a group in which I was a member for all four years. I also

became involved with two other organizations in my hall: the Holmes Hall Black Caucus and the

Lyman Briggs School Multiracial Alliance.

Not only did my interactions with other students and friends start me on a path of deep

reflection of these issues, but also did my sociology and women’s studies courses. Throughout

my experience in such courses and in various student organizations focused on justice and

equality, I truly came to value justice as an important issue in my life. This was the first time in

my life that I first became truly aware of these issues. Once aware, I desperately wanted to learn

and do more to rid our society of these injustices and inequalities, which led to my involvement

in many student organizations related to social justice issues, as well as my continued passion to

be involved and seek justice for these groups. Valuing justice and equality is something that I try

to be aware of on a daily basis through being actively involved and informing others of these

issues when possible.

Together, these five values help to form a coherent, whole philosophy and approach to

my life. My religion and the characteristics and qualities that it encourages one to possess impact

my other four values of relationships, enthusiasm, learning, and justice. Being courteous to,

honest and patient with, serving of, and respectful to others positions me to function well with

the value of relationships. Learning about myself and others can also position me to function

well with the value of justice in that being more knowledgeable can lead to greater

understandings. Enthusiasm strongly serves to direct or influence my experience with the other


four values. By keeping an enthusiastic attitude (optimistic, open-minded, and excited), I am

better able to stay committed to my other values of religion, relationships, learning, and justice.

Although remaining faithful to these commitments has involved making many choices and

decisions throughout my lifetime, I always try to make the appropriate choices in life in order to

remain faithful to these commitments as I try to live and portray these values in daily life.

Professional Values and Commitments

Professionals are guided and motivated by a philosophy and a set of values. Professionals

not only love what they are doing, but also know what they are doing. As a professional, one

needs to be able to clearly articulate what is important and worthwhile in terms of their work and

what they are doing. Understanding that the field of student affairs is a people-oriented field

means that work done is accomplished to assist others in some way, especially in terms of their

learning, development, and growth. Student affairs professionals seek to create conditions that

enhance student learning and personal development (American College Personnel Association,

1994). Student affairs professionals must integrate their roles as educators, leaders, and managers

to meet the needs of students and institutions (MacKinnon, Broido, & Wilson, 2004).

In addition to my personal life, another important aspect is my professional life. To

continue introducing myself and what constitutes my value core as an individual and as an

emerging professional, one can next understand my professional values and commitments. As I

prepare for a career in higher education and student affairs work at this juncture in my life, I can

clearly articulate five professional values that I plan to utilize as a student affairs practitioner,

many of which are related to my personal values. Values defined by the area of education and

higher education, or more specifically, the field of student affairs, are what influence my own


professional values (as I am a soon to be professional working in the field).

One professional value of the field in my view, and also the most important in my

opinion, is the value of service (Young, 1997). I define service as the action of helping or doing

work for another. In the field of higher education, or more specifically student affairs,

professionals of the field exist to serve students at their respective institutions of higher

education. This service should be altruistic in nature, meaning that work is done to primarily help

others in need and for no particular personal reasons and instead, is a selfless act (Young, 1997).

As professionals, service should be provided through supporting the educational interests, rights,

and welfare of students in accordance with an institution’s mission (Komives, Woodward, Jr., &

Associates, 2003).

In my experience, I have seen how service is important in achieving the goals and

purpose of student affairs work. Not only have I seen this through my own experiences, but also

through the examples of current student affairs professionals. This service being provided must

be respectful in nature. Professionals must be conscientiousness about the work they do. They

must be committed, communicative with others, cooperative, dependable, flexible, friendly,

honest, kind, loyal, open-minded, professional, punctual, responsible, and trustworthy. They

must have integrity, keep a positive attitude or outlook on situations, use an appropriate tone in

conversations, and not make assumptions about someone or something without appropriate

information. Being aware of and maintaining these characteristics and qualities in student affairs

work can help accomplish goals more easily and successfully (as I have seen through my own

experiences and the examples of current student affairs professionals). As one can see, this is

somewhat related to my personal value of religion.

A second professional value of the field, in my view, is the value of community (Young,


1997). I define community as having a sense of belonging or connection among a group of

individuals. This sense of belonging can be established through developing and maintaining

relationships with others, which may also lead to the development of friendships. For students,

developing interpersonal relationships, such as with other students, is important in developing a

sense of belonging at a college (Evans, Forney, & Guido-DiBrito, 1998). Developing

relationships with mentors or role models can also help students as they navigate their college

experience and make decisions about their future. For emerging student affairs professionals,

having mentors and role models is also important for this reason. Also, promoting a sense of

community among all areas of the campus by working cooperatively with students, faculty, staff,

and others outside the institution to address the common goals of student learning and

development is key (Komives, Woodward, Jr., & Associates, 2003). Without relationships, one

cannot establish a community.

In my experience as an emerging student affairs professional, I have seen how developing

a community and maintaining relationships is important in achieving the goals and purposes of

student affairs work, as well as in sustaining a comfortable, successful work environment. Not

only have I seen this through my own experiences, but also through the examples of current

student affairs professionals. Showing true interest and concern for students and those you work

with is important as it allows others to know that you are truly interested and concerned in not

only their professional lives, but also their personal lives. This in turn can make them more

comfortable with having open and honest conversations, as well as sharing their true ideas and

thoughts, leading to the development of a stronger community. Also important is the creation of

solid, working relationships to lead to a greater increase in collaboration, cooperation, and

teamwork among those with whom I interact and work. Having such relationships with others


provides me with much of my energy and drive to continue working on a project or

accomplishing a goal. As one can see, this is similar to my personal value of relationships.

A third professional value, which is also a personal value, is the value of learning.

Learning is the key to the field of education. Student affairs professionals exist to help students

learn on a variety of levels. Student affairs professionals help students learn about themselves

through examining their own personal beliefs and values, as well as through learning about

others. Student affairs professionals want students to experience growth and development in

terms of their learning and in understanding their identities and others (Evans, Forney, & Guido-

DiBrito, 1998). In my experience, I have seen how learning is important in achieving the goals

and purpose of student affairs work. Not only have I seen this through my own experiences, but

also through the examples of current student affairs professionals. While working in residence

life at MSU, a former supervisor of mine would require our staff to list the intended learning

outcomes of the activities and programs we developed. She wanted us to be intentional about the

work we did, as well as begin to learn about the values of the field of student affairs.

Also, as an emerging student affairs professional, having knowledge of a variety of

disciplines, not just higher education and the college environment, is important. Student affairs

professionals should seek to be knowledgeable of not only the area of student affairs within

which they work and student affairs in general, but also fields within and outside of the

university community. Educating yourself through attending an institution of higher education,

exploring new things, speaking with someone of a different language and background, traveling

to a foreign country, and critically thinking are all ways of educating yourself. Student affairs

professionals should seek to not only provide students and parents with opportunities to learn,


but also to provide themselves and those they work with many opportunities to develop and grow

in terms of their professional development.

A fourth professional value, which is also a personal value, is the value of justice (Young,

1997). Young (1997) defines justice as having fairness in legal and moral dimensions and also

defines equality as having fairness inherent in the treatment of others. Valuing justice is an

important issue in a student affairs professional’s role as an educator. Student affairs

professionals must understand justice and equality issues in today’s society, especially as they

relate to education, in order to more fully understand the experiences of students and staff they

work with. Justice concerns following ethical behaviors and having standards, even though one

will be faced with challenges. Student affairs professionals must be fair and impartial and show

equal consideration to all individuals regardless of status or position, and individuality must be

respected (Komives, Woodward, Jr., & Associates, 2003).

Through my experiences, I have seen how issues of justice and equality can influence

students’ college experience. Many issues of justice surround some sort of identity, such as an

ethnic, gender, or sexual orientation identity. As students move through the college experience,

they begin to develop the many layers of their identities (Evans, Forney, & Guido-DiBrito,

1998). These experiences with injustices and inequalities may influence the development of their

identities. For example, in my experience with the LGBTA student organization, I saw many

students in the gay, lesbian, and bisexual identity theory developmental stage of identity pride in

which they feel pride in things that are “gay” and anger in things that are “not gay”, which

propelled them into activism and confrontation with an oppressive society (Evans et al., 1998).

Being familiar with not only such theories, but also such social justice issues students may be


dealing with can assist one when working with such a student in order to meet them at the stage

they are at in their identity development and lives.

A fifth professional value, which incorporates others values of the field, is the value of

professionalism. Professionalism concerns learning, doing, and contributing (Komives,

Woodward, Jr., & Associates, 2003). As identified by Komives, Woodward, Jr., and Associates

(2003), professionalism consists of six main factors within the field of student affairs. First,

professionalism concerns intentionality, meaning that, “Professional practice is intentional,

theory- and research-based, carefully considered, and evaluated.” Second, student affairs

professionals must value scholarship and possess a certain amount of knowledge including

knowledge of theory and research of college students, technical knowledge, and operational and

contextual knowledge. Third, they must value collaboration and community. Fourth, student

affairs professionals must be knowledgeable of and practice ethical behavior, which can be

guided by the ACPA (American College Personnel Association) Statement of Ethical Principles

and Standards and NASPA (National Association of Student Personnel Administrators)

Standards of Professional Practice. Fifth, they must be involved in their own career development

through participation in professional organizations, contributing to research and scholarship, and

by continually developing and learning in any way possible. Sixth, student affairs professionals

must keep their professional identity in perspective, which concerns being aware that this is only

one identity that makes up an individual.

Professionalism is something that I have not only witnessed from current student affairs

professionals and those working in higher education, but is also something that I have been

taught through my graduate preparation program. Being intentional, being knowledgeable of

practices and continually seeking knowledge, and working together is something that has been


apparent and even stressed in many work environments I have experienced. These have also

been discussed and stressed as essential to working in the field by my graduate program. As one

can see, this value is related to other values of the field, which in turn are related to my own,

personal values.

My ideas about what the field values (i.e., these five values) have been influenced by my

own experiences, as well as by observing others who have modeled such behaviors and upheld

such values. Together, these five values help to form a coherent whole philosophy and approach

to higher education and student affairs work. Service and its many qualities address my other

four values of community, learning, justice, and professionalism. Being conscientious,

dependable, friendly, loyal, and trustworthy positions me to function well with the value of

service. Learning about myself and others can also position me to function well with the value of

justice in that these understandings of myself and others can lead to a greater understanding of

the inequalities faced by others. By keeping a professional attitude, I am better able to stay

committed to my other values of community, service, learning, and justice. Although remaining

faithful to these commitments has involved making many choices and decisions throughout my

lifetime, I always try to make the appropriate choices in life in order to remain faithful to these

commitments as I try to live and portray these values in daily life.

Whole Person and Whole Profession

My graduate school experience has been an exciting, meaningful adventure with many

unexpected twists and turns. Although I came into the program with a variety of different

experiences within the field of student affairs, I knew very little about the history of the field and

the student development theories used to guide our work. I also could not clearly articulate the


effects of a college environment on all those involved in an institution or what the intended

outcomes of a college experience are and should be. Although I came into the program with a

firm idea of what area within the field I sought to pursue a career in (orientation and first-year

programs), I spent time thinking about my true calling and purpose in the field and sought a

variety of experiences to more fully understand what I really want to do in this field. I still feel

compelled to begin my career in this field, despite the personal health situation I have had to deal

with in my second year of the program (which has impeded my progress in terms of experiences

untaken). As I near the completion of my graduate school experience, I still believe I want to

work specifically with first-year students, although this may change in the future (especially

considering my health situation).

Throughout my experience in the program, I have come to understand and value the field

of student affairs in ways I could not have imagined. My experience has helped me determine

that this is the field that will fulfill both my personal and professional needs and values. In many

ways, what I personally value aligns with what the field of student affairs values as well. My

professional values in many ways also reflect the values of higher education, or education in

general. As an emerging professional, I largely seem to fulfill the sense of purpose and calling in

this field, at least in my view. I am quite compatible with the field in many ways, which allows

me to remain committed to both my personal and professional values. My fit between me as an

individual and as a student affairs professional is very congruent. This field allows me to pursue

my values of developing close relationships with others, increasing my knowledge base,

showcasing my creativity, and working towards justice and equality. At this point in my life, I

feel comfortable and confident with my decision to enter into the field as my personal values to

which I have demonstrated my commitment align with the values of the field.


Although this field will allow me to pursue these values, these values may in fact conflict

with the field and the work to be done. For example, developing relationships is something that

truly requires effort from both sides. From what I have experienced so far in the field, student

affairs professionals sometimes spend more time focusing on their own, personal work rather

than developing relationships with those they serve and work with. Although my value of justice

and the idea of equality are important in the field of higher education, I have seen that many

professionals and offices are not always purposefully including this in their missions or

programs. For example, although students with disabilities are present on BGSU’s campus, many

activities and programs put on by student organizations do not consider the accommodations that

may be needed by some students (something that advisors of student organizations may want to

be addressing with their groups). Although aspects of my personality and my values may not

perfectly align with the values of the field of student affairs, I do feel that my fit with the field is

quite satisfactory. My comfort and commitment to the field is still strong, and I look forward to

helping others learn and develop in their journey throughout college, as well as helping myself

and those I work with develop and grow into the individuals they seek to be.

Conclusion

Choosing one’s values is not a simple task. One must make a commitment to and work

towards staying true to these values. Sometimes, one’s values will conflict and put one in the

middle of difficult choices, and although one cannot control what happens in life, values can help

compel one’s actions and behaviors. Values can help one feel comfortable or whole after making

a decision, even with the most difficult choices. Although being committed to a set of values

does not mean that things will be easier or work out more often, the commitment alone is there to


show one is willing to work towards their values, whether those be personal or professional

values.


References

American College Personnel Association (1994). The student learning imperative: Implications for student affairs. Washington, DC: Authors.

Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Student development in college:

Theory, research, and practice. San Francisco: Jossey-Bass.

Komives, S. R., Woodward, Jr., D. B., & Associates (2003). Student services: A handbook for

the profession (4th edition). San Francisco: Jossey-Bass.

MacKinnon, F. J. D., Broido, E. M., & Wilson, M. E. (2004). Issues in student affairs. In F. J. D.

MacKinnon & Associates, Rentz’s student affairs practice in higher education (3rd ed., 387-402). Springfield, IL: Charles C Thomas.

Strange, C. C. (2009, Spring). Capstone Seminar in College Student Personnel. CSP 605:

Bowling Green State University.

Young, R. B. (1997). No neutral ground: Standing by the values we prize in higher education.

San Francisco: Jossey-Bass.

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