The Values, Philosophy, and History (VPH) competency highlights the importance of applying the foundational ideals of the student affairs realm to current day practices of the profession (ACPA & NASPA, 2015). Professionals are encouraged to know the ideologies and perspectives that helped shape the profession into what it is today. Moreover, student affairs professionals should be able to analyze the origins of the field and how the profession has evolved. Individuals in the profession should be well versed and informed in the new ideologies and practices concerning the profession. Student affairs professionals well advanced in this competency can identify how the evolution of the field and its literature has impacted professionals, students, institutions, and society as a whole. The VPH competency promotes tenacity and the ability to learn on the job as well as pass down the information to others. Furthermore, professionals who navigate through the levels of this competency will be able to further promote civic engagement and leadership practices in campus communities (ACPA & NASPA, 2015). 

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    The VPH competency is divided into historical foundations; theoretical foundations; campus and civic engagement; social/cultural context, and professional service (ACPA & NASPA, 2015). The historical foundations section promotes being knowledgeable of the student affairs history and how it can be applied to today’s practices. Professional service encourages professionals to apply theoretical works and scholarly publications to their work. Professionals are to seek opportunities for further learning, professional development, and leadership, within or outside of their institution. Campus and civic engagement tie into professional service because it entails the personal practice of the professions’ principles and ideals. The social/cultural context section outcomes suggest that individuals be critical and analytical of international practices and institutions. The values, philosophy, and history competency encourages student affairs educators to reflect on the foundation and ongoing evolution of the student affairs field. Professionals who use this competency become active members of their institutions by using scholarly practices in their work, analyzing theories, and inspiring their peers to become exemplary professionals (ACPA & NASPA, 2015). 

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    Since I have just begun my graduate studies in student affairs, I consider myself to be at the foundational level of the VPH competency. I am currently learning theories, philosophies, and student affairs history through HEA 617 (student development and learning) and HEA 618 (student affairs administration). I can dissect and criticize the applicability of the foundational theories presented in the classroom. I have found myself questioning the representation of sample sizes; the impact of social media; along with student religion, sexual identity, ethnicity, and cultural background; the use of technology; and socioeconomic circumstances, when evaluating how the theories can be applied to current institutions. My course load has also shed light on the importance of student affairs professionals. Student affairs professionals are an essential part of institutional functionality and student development. Motivated by a commitment to student engagement, student affairs professionals create valuable learning opportunities that highlight institutional values and foster optimal living environments for students.     

 

    As a marginalized individual, it was not surprising to learn that the foundational perspectives of student affairs did not include a narrative to which I could relate to. Moreover, as an evolving professional, I can analyze foundational theories and perspectives to see how they lack representation for marginalized, minoritized, non-able bodied, LGBTQ+, and non-traditionally aged student populations. It is important to understand the concepts and ideas that paved the way for the student affairs field to become what it is today. For example, as a professional, I must read and understand works like the Student Personnel Point of View. Nonetheless, it is crucial to also understand the sociohistorical circumstances in which the work was written, to then recognize how the field has evolved from this perspective while trying to maintain its foundational ideals.

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    I will continue to grow in this competency as I learn student affairs theoretical frameworks and historical background in my graduate courses. As a professional who would like to progress in this competency, I intend to recognize which values and philosophies are applicable today, and which ones need to be expanded for the sake of evolving student populations. As a growing professional, I intend to use the VPH competency as a guide towards becoming an involved, scholastically motivated, intentional, and analytical professional in the student affairs field. I hope to promote civic engagement in my future employer institutions. I will continue to apply and analyze the theories I will learn. Thus allowing me to become a professional guided by research and theoretical frameworks so that I can make educated decisions throughout my practice. 

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