Graduates should possess a well-defined personal moral, ethical, and spiritual compass that provides grounding and direction. This “compass” should include:
- personal moral, ethical, and spiritual commitments that are reflected through honesty, truth-telling, and servant-oriented approach to leadership;
- an ability to articulate a Christian worldview that reflects the values, ethics, and principal teachings of the Christian faith; an understanding of
- and commitment to the codes of ethics guiding the various student affairs professional organizations.
Ethical Dilemma in the Work Place
During one of my assistantships, I was challenged by the behavior of my supervisor. The timing of the incident took place during the campaign of several California propositions. My supervisor strongly felt that this proposition should not be passed and posted a sign against this proposition in our office. I felt it was inappropriate to post the sign for several reasons: 1) not everyone in the office agreed with the stance; 2) promoting and imposing your political opinion upon students can create walls with students of differing opinions; and 3) I could not reside in the office that clearly promoted something that my beliefs and faith did not. I asked my supervisor what rights she had to post a political siding in our office, especially when not everyone agreed with the statement, including myself. Upon further action the sign was eventually taken down.
CAS Standards for College Admission
In CSA 592, Program Evaluation for College Student Affairs, I evaluated the Office of Admission of a private university by utilizing the CAS standards and guidelines. Most of the office standards complied with that of the CAS guidelines, with the exception of a few in which suggestions for further improvement and increased investigation were provided. The Council for Advancement of Standards in Higher Education (CAS) publishes its standards and guidelines that are recommended for use in the industry of higher education. The handbook provides various guidelines for a number of services and programs typically provided by an institution.
I attended the Interfaith Dialogue at University of the West for an afternoon full of panels and dialogues discussing not what faith is correct, but how different faiths can get along. As Fowler’s faith development theory explains, faith is not an object, it is an action. It is composed of more than just believing. At this dialogue a number of religions displayed their actions through song, dance, chanting, dress and other ways. Keynote speaker Dr. Robert Lawrence Kuhn, creator and host of KCET’s Closer to Truth took a scientific and philosophical approach to try to answer the question “how did ‘something’ come to exist?.” He has traveled the world and interviewed more than 120 theologians, scientists, cosmologists and philosophers. There were also panels included “Compassion on Youth” and “Compassion in Practice.”
Hosted at a Buddhist college with faiths including Hinduism, Islam, Christianity, Judaism and others, the conference itself was an excellent idea. As the first year of the dialogue, there is much room from improvement, and from what I can see, it can turn into a much larger and well-attended event. Although I embrace diversity of all aspects, spiritual diversity is one I have not explored in depth. I am more appreciative of others’ faiths and am still respectful of their practices. If I am able to understand various faiths in more depth, I will be able to understand some of my students’ values more and be able to connect with them on a deeper level.