By taking a look into the philosophies of student affairs you have essentially embarked on a journey through history. To understand the roots of the profession in American scholars must dig deep into the past to understand the present. Student Affairs developed from a need to mobilize a group of professionals at the collegiate level to meet the needs of students. The philosophies provided a framework and guidelines to unite student affairs professionals under a common cause. It challenged them to be intentional and think critically about the issues and needs students were facing at various times in history. Student Affairs professionals realized there was an intense need to focus on the students learning experience outside of the classroom.
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It was a follow up to the SPPV philosophy of 1937. History is a critical factor to analyze in the development of this philosophy. During this era World War 2 had a large impact on the nation and on higher education. The country was just beginning to become involved in world politics, so the need to establish patriotic and conservative values was forefront (Evans & Reason, 2001). The GI bill also came out this era which allowed more access to higher education and diversified the field (Evans & Reason, 2001). Harry Truman called for the expansion of access to higher education which pushed student affairs professionals to reevaluate the field. The American Council on Education brought faculty and student affairs professional together to revise the original SPPV 1937 due to the growth of the profession (Evans & Reason, 2001). Students were beginning to be viewed as individuals and there was value in their decision making ability so more opportunities were created to foster development in that area. The political climate had begun to shape a new direction in higher education, strengthening the foundation for the …show more content…
Thus A Perspective on Student Affairs (1987) came into cognition. It was meant to “stimulate greater understanding of students affairs among leaders in higher education” (Evans & Reason, 2001). During this period, higher education was going through a transitional period because the nation appeared to be in turmoil. Drugs, poverty, crime and mental illness were plaguing society around this time (Evans & Reason, 2001). There was also a lack of trust in higher education after the political uprising of the previous decades. Funding was sparse and many universities lacked the funding desperately needed to operate their programs. Access to higher education was now available to people it was traditionally not in the past such as, minority students and adult students (Evans & Reason, 2001). Judith Chambers convened a committee of professionals to create a new statement to address a much needed change in the work of student affairs professional to ensure the success of higher
It was a follow up to the SPPV philosophy of 1937. History is a critical factor to analyze in the development of this philosophy. During this era World War 2 had a large impact on the nation and on higher education. The country was just beginning to become involved in world politics, so the need to establish patriotic and conservative values was forefront (Evans & Reason, 2001). The GI bill also came out this era which allowed more access to higher education and diversified the field (Evans & Reason, 2001). Harry Truman called for the expansion of access to higher education which pushed student affairs professionals to reevaluate the field. The American Council on Education brought faculty and student affairs professional together to revise the original SPPV 1937 due to the growth of the profession (Evans & Reason, 2001). Students were beginning to be viewed as individuals and there was value in their decision making ability so more opportunities were created to foster development in that area. The political climate had begun to shape a new direction in higher education, strengthening the foundation for the …show more content…
Thus A Perspective on Student Affairs (1987) came into cognition. It was meant to “stimulate greater understanding of students affairs among leaders in higher education” (Evans & Reason, 2001). During this period, higher education was going through a transitional period because the nation appeared to be in turmoil. Drugs, poverty, crime and mental illness were plaguing society around this time (Evans & Reason, 2001). There was also a lack of trust in higher education after the political uprising of the previous decades. Funding was sparse and many universities lacked the funding desperately needed to operate their programs. Access to higher education was now available to people it was traditionally not in the past such as, minority students and adult students (Evans & Reason, 2001). Judith Chambers convened a committee of professionals to create a new statement to address a much needed change in the work of student affairs professional to ensure the success of higher