I believe that compassion and guidance are fundamental to student success. My motivations to enter higher education administration began with the feeling of personal fulfillment I found when I worked in undergraduate student affairs roles as a tour guide, orientation leader, resident assistant, and academic course registration advisor. I felt the positive impact that I, a more experienced student and mentor, had on others. As I have gained an understanding of the history of higher education and our role as counselors, advisors and educators, I have come to recognize that the co-curricular work we do as student affairs practitioners is crucial to academic success.

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     The values, skills and competencies that I believe to be essential to student affairs are communication, flexibility, professional development, and interpersonal skills. In order to adequately assist students, administrators must be able to communicate well. Intercultural fluency and the ability to communicate with students across backgrounds and identities is critical to facilitate growth for all students.. A practitioner’s ability to be flexible will assist them in adjusting programs to meet the needs of their students and contributing to institutional growth. Keeping up with the constantly shifting culture of higher education, whether related to institutional goals or social issues, demands flexibility from administrators and is necessary to support the ever-changing student body. Similar to flexibility, regular professional development and a practitioner’s drive to pursue growth related to student affairs is necessary to understand changes in the field. The interpersonal skills to show compassion and offer guidance from from a growth mindset are fundamental to student success.

 

     The primary purposes of higher education administration are rooted in educating students, but they expand to include preparing the next generation of leaders and assisting students in formative experiences during their time at a college or university. Student affairs practitioners supplement students’ academic learning and guide co-curricular development. 

The personal identities I hold that may influence my work as a higher education administrator primarily include my Appalachian upbringing, my exposure to socioeconomic inequities, and relationships that have inspired social justice work on behalf of LGBTQ+ students and other underserved or minoritized populations.

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     My overarching professional focus is to help students discover and pursue their passions. My experience and strengths specifically lead me to pursue positions in student involvement, academic advising and first-year experiences. As an academic advisor, I would be eager to assist students in building a plan to complete their degree and maximize their college experience while also furthering their identity development. In the future, I hope to work on developing first-year programming related to orientation or pre-college programs. In my own work as a graduate assistant working with incoming student programs and student involvement, I felt a strong connection with students entering college. Orientation programs were where I felt the greatest challenge, but also where I felt I had the greatest impact on students, and I would embrace the opportunity to serve as a student affairs professional in first-year programs and to guide students in their transition to college.

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     At the end of my career in higher education, I hope to look back and recognize that I contributed to improved access to higher education. I would like to explore transitional and first-year programming and how foundational programs carry on through retention and professional accomplishment after graduation. I am excited to be a part of a field that is committed to helping students and I hope to bring my interest and dedication to furthering student success.

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