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History, Philosophy, & Values

Professional development opportunities such as NASPA's annual Region I conference (2014 & 2015, above) give self-dubbed introverts like me a chance to connect more meaningfully with regional professionals!

References

 

ACPA & NASPA. (2010). Professional competency areas for student affairs practitioners. Washington, DC: Authors.

 

Bagnato, K. (2004). Report: Disabled students must self-advocate. Community College Week, pp. 2.

 

Thelin, J. R. (2011). A history of American higher education (2nd ed.). Baltimore, MD: Johns Hopkins University Press. 

The transformative nature of higher education throughout the history of the profession is fascinating, and crucial, to study in order to gain a more comprehensive understanding of today's influences and realities. In EDU 723: the History of Higher Education, I learned about the shifting values, access, and overall evolution of higher education from the colonial era until today. Most notably, I found the history of higher education geared towards people with disabilities to be of utmost interest. I studied the history of access for students with disabilities in my access analysis paper, which is attached. I found that the history behind these often disenfranchised students was spanning, and I am now able to accurately capture the systematic exclusion that many students battled, and continue to battle today, throughout the history of higher education. 

 

One specific struggle I have witnessed firsthand at both Framingham State University and MCPHS University office of Disability Services is a lack of self-advocacy and success surrounding disability; Bagnato (2004) asserts that students in high school with disabilities are advocated for, instead of being taught the fundamental act of self-advocacy. Additionally, students often arrive at institutions with the expectation that their academic success will be imminent like it so often was in the days of IEP plans and 504s; in college, this may simply not be the case. Instead, nondiscrimination and equal opportunity is now front and center. The shift from handholding to sink-or-swim mentality is crucial to examine and understand as a student affairs professional. Students who visit the Disability Support Services office at MCPHS University often need clarification of the types of services and accommodations we offer. I must often articulate the principles of our professional practice here (ACPA & NASPA, 2010), due to the fact that values and ideas that are embraced in one setting may not be appropriate in other settings. 

 

Informing myself about the historical happenings of the past has armed me with knowledge and inspiration on how to make the college experience transformative and inspirational for students that cross my path. I am now a more culturally sensitive and open-minded professional because I am able to see where education started: serving the elite, white men; exclusionary; not always purposeful, but for a boost in elite status. I can also see how it has changed dramatically: more diverse; more inclusionary; guided by practice and principle, with much to still be accomplished. Attached you will find my paper on the Yale Report and Morrill Act; both welcomed new educational opportunities, yet also continued to deny those same opportunities to others (Thelin, 2011). What I once took for granted in terms of education is now something I cherish and want to continue to build throughout my profession.

 

To gain a more unique and relevant perspective on the current philosophies and values of higher education, it is crucial to stay up to date on our profession and its frequent advances. I am currently a member of the National Association of Student Personnel Administrators (NASPA) and National Academic Advising Association (NACADA). In November of 2014 and 2015, I was fortunate enough to attend the NASPA Region I conference in Newport, Rhode Island and Manchester, New Hampshire, respectively. Here, I learned more about professional development issues and working with students in innovative and unique ways. Because of my attendance at these conferences, I am able to network more effectively explain the role of student affairs associations more succinctly and accurately (NASPA & ACPA, 2010). Specifically, I have been able to network with fellow professionals and learn about best practices in the areas of Residence Life, Housing, Disability Services, and Academic Support. According to ACPA & NASPA (2010), it is crucial to identify and incorporate emerging values and ideas into one's profession, and conferences are a wonderful way to do so. Attached you will find an artifact from my time spent at the 2014 NASPA Region I conference, where I was able to network with fellow HESA grads, and help recruit possible applicants! 

 

 

 

 

 

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