“The History, Philosophy, and Values competency area involves knowledge, skills, and attitudes that connect the history, philosophy, and values of the profession to one's current professional practice. This competency area embodies the foundations of the profession from which current and future research and practice will grow. The commitment to demonstrating this competency area ensures that our present and future practices are informed by an understanding of our history, philosophy, and values.”

I rely heavily on reflection and context in my decision making procedures in both my personal and professional life. Using professional publications in my daily work, tuning into webinars, and upholding the values and philosophy of student affairs work are all essential to my ability to perform as a professional staff member at BGSU as well as in my NODA (National Orientation Directors Association) internship in the summer of 2012. Working to engage others in campus citizenship and pushing students to explore beyond their own campus is something I value about my position as Hall Coordinator. I believe I have room for improvement in this area and so I consider myself proficient in the competency of history, philosophy, and values.

Activity 1: Course Work
By completing course work in CSP 6010 (Foundations and Functions of College Student Personnel) I became familiar with the philosophy and values of student affairs as well as the history of how the field has evolved. Through discussions and readings such as The Student Learning Imperative, Student Personnel Point of View, Learning Reconsidered, and others I have been able to gain understanding of how today’s practice has been informed and shaped by such historical context. Looking at student affairs throughout the years has provided me with context to recognize that the field must continue to grow and evolve as the demographics and needs of students change. This course also required that I interview a faculty member to learn more about the academy as a whole, and determine ways in which student affairs practice may better fit and work towards learning. I also was able to explore a number of functional areas, through the work of myself and colleagues. Learning about different functional areas helped me to recognize how expansive the work of student affairs professionals is, as well as identify current trends and issues in each of these areas. 

Course work in CSP 6040 (Educational Outcomes of American Colleges and Universities) afforded me the time to consider the purpose and values of education, as well as to consider what gains of students in enrolling in higher education. Through two formal papers, one addressing the intended outcomes of higher education and the other on the impact of college, I was able to examine the values that drive the profession and become better equip to discuss the role and benefits of higher education for society. Perhaps the most salient idea from this course was the continuous debate about higher education as a public service or a private good. I can now stand of both sides of this debate intelligently, and will continue to think about this question in my practice as a student affairs professional.

Activity 2: Professional Publication Use
I enjoy staying up to date on issues in student affairs and learning best practices from other institutions to inform my practices. I have found that if an issue is occurring in my building or within my department it is likely happening elsewhere and so looking to learn from others is an intelligent use of resources. Subscribing to list-serves provides me with knowledge both in and out of the functional area of residence life. I am able to hear about new ideas, programs, and issues that relate to my work and the work I plan to pursue in the future by subscribing to various list serves  reading current publications, and staying connected to student affairs associations through online forums and social media.

A direct example of how I have integrated professional publications into my work is related to my work at Drew University in the summer of 2012. After reading several article publications about social media and college campuses I came across the work of Eric Stoller, avid blogger and contributor to inside higher ed, on digital identity. Working as an orientation intern at the time, I advocated for adding a session on digital identity into the new student orientation schedule. I pitched my idea based on current research and statistics about the prevalence and impact of social media on college campuses. I was very excited to have supervisors who were receptive of the idea and contacted Eric Stoller directly. I believe that staying abreast current publications and engaging campus constituents in discussions around current publications will help me to best serve students for generations.