We visited the St. Cloud State University study abroad program located within the historic walls of Alnwick Castle in Alnwick, England. May 2012.
Christ Church courtyard at the University of Oxford. May 2012. Oxford, England.
The University of Edinburgh seal. Edinburgh, Scotland. May 2012.
We visited the St. Cloud State University study abroad program located within the historic walls of Alnwick Castle in Alnwick, England. May 2012.
To understand one’s role as a student affairs professional it is important to have a historical understanding of how higher education has evolved in the United States and how this has shaped our profession. Throughout my graduate program I have had numerous opportunities to study the history and philosophies of higher education. From taking CSP 6010: Foundations and Functions of College Student Personnel to participating in the UK Study Tour in the May of 2012, I have been able to place my profession within a historical context. To illustrate my understanding of this competency, I discuss my participation in the UK Study Tour and the creation of my Implementation Plan in CSP 6040: Educational Outcomes of American Colleges and Universities.
UK Study Tour
ACPA & NASPA Professional Competencies Snapshot
• Describe the foundational philosophies, disciplines, and values on which the profession is built.
• Articulate the historical contexts of institutional types and functional areas within higher education and student affairs.
• Articulate the history of the inclusion and exclusion of people with a variety of identities in higher education.
• Explain the role and responsibilities of the student affairs professional associations.
• Explain how today’s practice is informed by historical context.
• Explore new philosophical contexts and approaches.
• Articulate the similarities and differences of varying international student affairs philosophies.
During the spring semester of my first year in the CSP program I participated in the UK Study Tour. Designed as a two-week educational tour throughout Scotland and England, we had the opportunity to visit a variety of institutions of higher education in the UK. During our time abroad we visited two U.S. satellite study abroad programs located in Alnwick Castle in Alnwick, England and the Dalkeith House in Edinburgh, Scotland. We also visited Saint Andrews University, the University of Oxford, the University of York, the University of Westminster, and the University of London, Birkbeck. At each institution we visited with students, faculty, and student affairs practitioners to gain a greater understanding of how student services work in the UK as well as to compare their services to our profession in the U.S.
Participating in this tour I gained a greater understanding of the historical roots of the U.S.’s higher education system. Comparing our funding model to the new model that the UK adopted, how students view auxiliary services, and how the University is physically and academically structured helped me to understand our own system, how it developed, and how we have adopted our system. As a result of this first-hand experience I also gained a new lens through which I view student affairs responsibilities and my advising style. For example, I have implemented a more autonomous advising style with my students as a direct result of my interactions with students in the UK. In combination with my studies, I further understand the historical and philosophical foundations of our higher education system.
Click here to read my UK study tour blog posts.
Implementation Plan: Goodrich University
Click here to view Goodrich University.
ACPA & NASPA Professional Competencies Snapshot
• Describe the various philosophies that define the profession.
• Describe the roles of both faculty and student affairs educators in the academy.
• Articulate the principles of professional practice.
• Articulate the history of the inclusion and exclusion of people with a variety of identities in higher education.
• Explain the public role and societal benefits of student affairs and of higher education generally.
• Explain how the values of the profession contribute to sustainable practices.
In CSP 6010 and the UK Study Tour I had the opportunities to develop a greater understanding of the historical context of higher education in the United States. In CSP 6040: Educational Outcomes of American Colleges and Universities I was able to synthesize this understanding and integrate it into the creation of my own university, Goodrich University. Integrating coursework from all classes,
developmental and environmental theory, multiculturalism, and history and professional philosophies I created a cohesive University environment with research-based academic and residential programs.
The creation of Goodrich University, its traditions and history, and its academic and student affairs programs, allowed me to acknowledge and demonstrate a true understanding of the historical roots, philosophies, and values of higher education. The mission statement explains the role of higher education within the context of my own professional values and philosophies. The integration of academic faculty into my residential programs illustrates an understanding of the roles of both and how they can collaborate to support the University mission. The identification of explicit support systems for LGBTQ student populations, such as affinity housing, acknowledges the exclusion of certain student identities and the need to address them effectively. Ultimately, through this project, I was able to make meaning of the history of higher education and use it to guide practice.