Running head: CULMINATION PAPER 1

Culmination Paper

Corrie S. Hawes

CCSD 595: Capstone Project in College Student Affairs

Professor Jeannine Kranzow, Ph.D.

February 21, 2019

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Introduction

When I initially began my journey in the College Counseling and Student Development

(CCSD) program, I felt a bit like a fish out of water. I was slightly disoriented at orientation as I

heard those around my table using vocabulary that was foreign to me. Functional area?

Programming? Student learning outcomes? I was confused and slightly questioning my

last-minute decision to enter the program. However, a few weeks prior to orientation when I

pursued a mid-level administration position at a university and was told that I needed more

education in student affairs, I felt propelled to move forward. I had been researching the program

for over a year and it was time to take action. But most importantly, I felt a specific calling—the

drive to help students succeed.

The following discussion will aim to synthesize the comprehensive learning I have

experienced through the CCSD program. Through analyzing how my understanding of student

affairs has changed throughout the course of this program, examining the influential ideas,

theories and perspectives that have guided my practice and considering my future personal and

professional student affairs growth plan, I will attempt to capture the way in which CCSD has

guided my path and perspective of student affairs.

Understanding of Student Affairs: Change Throughout Program

My comprehension of student affairs changed throughout the course of the CCSD

program through learning about and exploring how a student affairs professional exemplifies

attributes of being a Collaborator, Educator and Counselor.

Collaborator

Within the first few weeks of beginning the program, my entire perspective opened up

and began shifting. Through my first course, ​Introduction to Student Affairs,​ I began to
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understand the vast world that student affairs encompassed. Learning about and exploring each

functional area was not only exciting, but provided me with the opportunity to dream about

pursuing various functions that aligned with my strengths. Additionally, I began to understand

how the work that I do as a professional matters to student learning and success. However, I also

began comprehending that the success of students is dependant upon their holistic care.

Education is an interdependent experience in which every area of a student’s life can impact

another—including academic life: “All aspects of education are interdependent—one cannot be

accomplished without the others being in place” (Carpenter, 2011, p. 19). I have learned that as a

professional in higher education, I will seek not only to provide students with support and

resources across cocurricular facets, but to further extend the notion that support in areas

including the social, residential, vocational and emotional care of student’s holistic identities will

assist in creating optimal success within the academic learning environment.

In order to accomplish this high level of holistic support, a foundation of collaboration

related to the institutional mission is key for the field of student affairs. This core value of

institutional collaboration is embodied within today’s student affairs professional as he or she

has the opportunity to interface between a particular institution and the academic and student

development departments on campus. With the mission of the school at the forefront, student

affairs can build upon the institution’s foundations to foster and develop, “…a caring and

intentional institution in which all parties [are] working toward a positive learning setting”

(Carpenter, 2011, p. 22). This framework of collaborative and inclusive institutional support is a

core value of student affairs.

Educator

The meaning of student affairs continued to unfold as I learned about various student
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populations and how to support diverse student populations as an educator. Foundational student

affairs theorist Alexander Astin (1993) designates that matters of diversity have been one of the

most deep-seated subjects related to the college experience over the years. In the course, ​The

Role of Diversity in Student Affairs Practice​, I discovered the depth of diversity issues through

implementing a multicultural action plan with international students. I began to see how student

affairs professionals can be more aware of even small ways that non-traditional students can be

supported. My perspective of diversity within student affairs began to shift to see how

non-traditional students need support, care and individualized resourcing. In other words,

students need guidance from a student affairs educator.

Educators share a common goal: to communicate expectations and teachings clearly;

student affairs professionals should be no exception. As professionals of student affairs provide

clear communication, students can begin to learn about their personal role within education and

society, as well as be encouraged, inspired and ignited with motivation. As an educator, student

affairs professionals should also be ready, able and willing to communicate about resources to

students even beyond his or her own functional area. For example, a career consultant at a

university can communicate about resources that the counseling center offers if a student is

experiencing turmoil at home. According to ​The Student Personnel Point of View​, student affairs

professionals should be knowledgeable in order to educate students and support institutional

collaboration in order to assist students across various dimensions: “As educators, our attention

should be focused upon the social forces on the institution itself, which also provides learning

experiences for the student” (American Council on Education, 1949, p. 111). Gaining and

understanding institutional knowledge regarding resources and communicating clearly to

students is a vital role of student affairs educators.

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Counselor

My understanding of student affairs continued to widen more through learning about

ways in which student affairs professionals can positively affect students through honing their

counseling skills and techniques. I quickly began to see tangible shifts during career counseling

sessions when I applied skills learned in the course, ​Counseling: The Helping Relationship,​ such

as better listening skills, asking probing questions and implementing Sanford’s (1962) theoretical

framework of steadily challenging and supporting students. I began comprehending that

professionals in the field of student affairs are essentially categorized as helpers within a

counseling role (Reynolds, 2009). It is through counseling that I have seen students in crisis,

struggling to handle the many pressures of what it means to be a college student. During those

times of crisis, I have been able to support students through referring them to more resources or

helping them find other ways to be supported through their hardship—such as collaborating with

other departments, colleagues or resources.

Student affairs without the soul of a counselor displays dissonance to the historical and

current competencies and heart of the profession. That counseling frame of mind is crucial in

order to delineate the identity of a college student. I believe that every student should be viewed

through a perspective of individuality, and be given the opportunity to independently make

decisions. According to the American Council on Education (1949), college students can be

defined as “…individuals, rather than entries in an impersonal roster” (p. 110). The concept of

viewing a student as an individual allows the opportunity for him or her to not only make

independent choices, but encourages his or her personal uniqueness. A student affairs

professional has the honor within his or her practice to use this historical perspective of unique

individuality to motivate students through being a counselor and helper.

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Influence of Student Affairs: Ideas, Theories and Perspectives

Throughout the CCSD program, there have been many ideas, theories and perspectives

that have influenced my understanding of student affairs and the salient issues that college

students face. However, concepts of spirituality and faith development and the theory of

self-authorship have profoundly influenced my philosophy of college student development.

Spirituality and Faith Development

The importance of examining personal spirituality has been an integral perspective

throughout the CCSD program. The various aspects of the CCSD retreat near the beginning of

the program not only demonstrated ways in which spiritual exploration is important to

development, but also how the developmental stages that college students are in is a key window

for exploration. According to Love and Talbot (1999), “By failing to address students’ spiritual

development in practice and research we are ignoring an important aspect of their development”

(p. 362). This concept applies to student affairs professionals as they have the distinct

opportunity to engage in developmental conversations with students. Ignoring topics of faith may

be ignoring a key aspect of a student’s development.

When examining college students of today, one can see spiritually diverse students who

are authentically exploring issues of meaning and truth. As a student affairs professional, it is

key to set a goal toward upholding standards for diversity, multiculturalism and inclusion. For

example, my Christian spiritual perspective leads me to reflect upon each person and student as

someone with an individualized identity. I greatly value and believe in the idea that each human

has been created exceptionally, ingrained with unmatched distinctiveness. I believe that

diversity—including spiritual diversity—is intrinsically part of each person’s identity. When a

person takes time to listen to and value individualization among others, he or she is valuing
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diversity. This not only honors the worth of someone, but acknowledges and respects his or her

individual diversity and distinctiveness.

Treating students with respect through listening well creates a safe and considerate space

for real conversation to take place. Additionally, simply acknowledging that concepts of faith

and spirituality are vast, immeasurable and sometimes difficult to grasp can help create a place of

agreement in the midst of differences. Love and Talbot (1999) describe spirituality as “…an

intangible and pervasive power or essence that exists beyond human existence and rational

human knowing” (p. 371). Therefore, it is our calling as student affairs professionals to allow an

outlet for development and discussion regarding these deeply spiritual topics among

undergraduate students and our own peers and colleagues. As agents of stability and support,

participating in spiritual discussion and development throughout our education and vocational

future is vital to any student affairs professional (Love & Talbot, 1999).

Theory of Self-Authorship

Throughout the CCSD program, I’ve learned that an integral part of the college

experience for any student is self-development and how independence affects relational growth.

By using a theoretical framework, one can identify ways in which independence and

relationships impact the student experience. Student affairs theorist, Marcia B. Baxter Magolda

(2004), established the theory of self-authorship which addresses a college student’s sense of

independence and how it relates to relational interaction. She states that establishing internal

independence is key to learning to engage with others as you grow as an adult: “Humans have

the capacity to internally define their own beliefs, identity, and relationships. Developing this

internal capacity is the necessary foundation for mutual, collaborative participation with others in

adult life” (Baxter Magolda, 2004, xvi). Her theory includes six guiding assumptions related to
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student salience, as well as four phases of growth that define progression into adulthood.

Through studying this theory throughout the program, I found that the third phase,

becoming the author of one's own life, was one that I truly related with as a practitioner,

primarily because I experienced this phase through my personal collegiate experience. Baxter

Magolda (2004) identifies how establishing independence as it relates to those around you

(peers, family, friends, etc.) helps a student’s identity development during college and

throughout adulthood. As a student affairs professional, I consider it an honor to help support

students as they explore concepts of self-authorship ​(establishing integrity, problem-solving

skills, growing independence, etc.) while engaging relationally with those around them (learning

about the surrounding world and how one fits into it, working alongside others, etc.).

Future in Student Affairs: Personal and Professional Growth Plan

As I near the end of my time in the CCSD program, I desire to continue to implement the

many things that I have learned into my personal and professional life. By using the base of

learning from each program course, I will outline my future goals for the coming years. Each

goal is inspired by the different program courses themselves, as well as by the various

assignments that I was tasked with completing. By writing down these goals, I am more likely to

accomplish them. I plan to post these goals in my office and set a calendar reminder to review

the document each week.

CCSD 551 | Introduction to Student Affairs

● Personal (Daily): ​(Inspired by the self-care journal) Implement small efforts of self-care
into my routine (mindfulness app, walking breaks, weekends away, etc.).
● Professional (Monthly): ​(Inspired by my first informational interview) Set a goal of
regularly reaching out to a cohort-mate or other student affairs professional.
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CCSD 567 | The Role of Diversity in Student Affairs Practice

● Personal (Monthly): ​(Inspired by multicultural action plan) Reach out to someone who
comes from a different cultural, ethnic or religious background to share a meal.
● Professional (Annually): ​(Inspired by course) Find one way (project) to grow diversity
initiatives in my workplace and partner with director to implement.

CCSD 563 | Counseling: The Helping Relationship

● Personal (As needed): ​(Inspired by meaningful experience assignment) When I feel an
personal issue arising, I commit to be bold and make the choice to go to counseling.
● Professional (Daily): ​(Inspired by course lectures) Always implement non-verbal
listening skills as much as possible (SOLAR).

CCSD 571 | Student Learning in the Co-curriculum

● Personal (Monthly): ​(Inspired by observing events) Hang out with friends! Now that
graduate school is done, it is time to relax more and regularly socialize.
● Professional (Monthly): ​(Inspired by programming assignment) Do not hesitate to pull
out printed Bloom’s Revised Taxonomy (2019) for every event I plan for SLO creation.

CCSD 581 | Foundations of Higher Education

● Personal (Monthly): ​(Inspired by course) Spend time with extended family and invest
more time into my nuclear family!
● Professional (Annually): ​(Inspired by historical perspective assignment) Research or ask
someone about a historical aspect of the institution I am working at.

CCSD 552 | Process of Adult Development

● Personal (Daily): ​(Inspired by course) Continue to invest into my health. This includes
eating healthy and being more active.
● Professional (Monthly): ​(Inspired by course) Practice applying a theory I learned in the
program into my daily work.
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CCSD 573 | Career Counseling & Development

● Personal (Daily): ​(Inspired by course) Commit to daily time of reflection (prayer,
devotional, etc.) in order to have regular spiritual renewal.
● Professional (Annually): ​(Inspired by course) Perform a mock interview in order to keep
up with the industry standards and combat nerves.

CCSD 583 | Counseling Issues & Practice

● Personal (Weekly): ​(Inspired by course) Get involved in a weekly Women’s Bible study
now that I have time to do so.
● Professional (Quarterly): ​(Inspired by course) Seek out mentorship with those in my
field that I respect and what to get to know more.

CCSD 543 | Legal & Ethical Issues in College Student Affairs

● Personal (Weekly): ​(Inspired by course) Continue to be a mentor to those that are
younger than me.
● Professional (Daily/Weekly): ​(Inspired by course) Subscribe to and keep up with news
within the field of higher education.

CCSD 553 | Administration in Student Affairs

● Personal (Weekly): ​(Inspired by budget assignment) Consistently revisit budget goals
with my husband. Then stick to them!
● Professional (Quarterly): ​(Inspired by frames assignment) Challenge myself to examine
the four frames within my current work environment and projects.

CCSD 562, CCSD 575, CCSD 592 | Research Courses

● Personal (Annually): ​(Inspired by course) Travel and visit a new place! I love
researching far off places, so now it is time to actually visit them.
● Professional (Annually): ​(Inspired by course) I desire to set a goal each year to do
research and writing, especially in collaboration with colleagues.
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Resources 

 
American Council on Education, & Williamson, E.G. (1949). ​The student personnel point of

view​, 108-119.

Astin, A. W. (1993). ​What matters in college? Four critical years revisited.​ San Francisco, CA:

JosseyBass.

Baxter Magolda, M. B. (2004). ​Making their own way: Narratives for transforming higher

education to promote self-development​. Stylus Publishing, LLC..

Bloom’s Revised Taxonomy (2019). Retrieved from:

teachthought.com/critical-thinking/taxonomy-tree-blooms-revised-taxonomy-graphic/

Carpenter, S. (2011). The philosophical heritage of student affairs. In N. Zhang & Associates (4​th

ed.), ​Rentz’s student affairs practice in higher education​ (pp. 3-29). Springfield, IL:

Charles C Thomas Publisher, LTD.

Love, P., & Talbot, D. (1999). Defining spiritual development: A missing consideration for

student affairs. ​NASPA Journal, 37 (​ 1), 361-375.

Reynolds, A.L. (2009). ​Helping college students: Developing essential support skills for student

affairs practice.​ San Francisco, CA: Jossey-Bass.

Sanford, N. (1962). ​The American college​. New York, NY: Wiley.