Values, History, and Philosophy

The Values, Philosophy, and History (VPH) competency revolves around one’s understanding of both the encompassing VPH that exists within the student affairs profession and how that relates to the institution and demographics that are being served (ACPA & NASPA, 2015). As a student affairs professional, it is imperative to have the foundational knowledge of the history of this profession to further inform one’s work within the field. Consider what communities have benefited from this profession and which communities may have been harmed. Acknowledging student affairs’ triumphs and downfalls can inform one’s understanding of what fuels the values and philosophies of an institution and the student affairs world. Pairing current and past values and philosophies with comprehensive historical context can enhance a professional’s ability to serve the populations within an institution (ACPA & NASPA, 2015).

This competency area places necessary emphasis on one’s ability to specifically articulate explanations of student affairs values, philosophy, and history (ACPA & NASPA, 2015). Reflecting upon my experience with the outcomes listed for this competency, I can confidently say that I am within the foundational proficiency level. I can thoroughly articulate the history of institutions and student affairs professions from my previous coursework within HEA616: American Higher Education, specifically learning about the histories and disparities that communities faced during the beginning of higher education in the United States. A direct example of my understanding and mastery of this outcome would be my ability to explain the Morrill Acts and its connection to Land Grant Universities and Historically Black Colleges/Universities (HBCU) while also distinguishing that the Federal Government did not establish HBCUs despite there being several of these institutions under the Second Morrill Act. This knowledge then furthers my ability to connect current VPH within HBCUs and student affairs practices within those institutions. Additionally, the Morrill Act subject I learned through HEA616 would also serve to justify my mastery of the outcome to describe the history of inclusion and exclusion of certain identities and communities within higher education settings (ACPA & NASPA, 2015). My work within HEA650: Assessment in Higher Education is a strong attribute for my understanding surrounding the outcome of understanding and describing the research, philosophies, and scholars that work to define and refine this profession (ACPA & NASPA, 2015). Within my HEA650 course, I was tasked with presenting the history and information surrounding the Higher Education Research Institute (HERI) and its various surveys (CIRP Freshman Survey, Your First College Year, and College Senior Survey). When presenting this to my peers, I explained how institutions utilize these surveys to inform their vision and philosophies when strategic planning, and that HERI emerged due to the increased realized value of retaining historical records and assessments for future institutional success.

To progress my mastery to advance further into the intermediate level of understanding, I believe that I would need to focus on learning to articulate the principles of professional practice and deepen my knowledge of the foundational philosophies, disciplines, and values of the profession (ACPA & NASPA, 2015). These outcomes are important to being able to articulate the histories and contexts of why these practices are so important. The historical facts will also place the profession within the context of the populations it serves; in other words, this will further inform my work as a professional, allowing me to better serve these communities. This course, HEA624: Supervised Practice, and HEA618: Student Affairs Administration will work together to provide me with a better understanding of the foundations and principles of this profession to push me toward the intermediate level of this competency. Engaging through the coursework while finding the direct connection to these outcomes will further my understanding and development of this competency area, adding to the success of my professional goals.

References
American College Personnel Association & National Association of Student Personnel Administrators. (2015). ACPA/NASPA professional competency areas for student affairs educators. Washington, DC: Authors. Retrieved from: https://www.naspa.org/images/uploads/main/ACPA_NASPA_Professional_Competencies_FINAL.pdf