In these uncertain times, it is essential when dealing with student activism that faculty and staff base their actions on foundational assumptions and beliefs representing best professional practice that serve the multiple purposes of higher education. To set a context for his arguments, the author draws on a recent example from the field. The untenable circumstances in which an exemplary campus practitioner found herself can happen to anyone at any college or university. Then, the author briefly re-visits a set of guiding assumptions and beliefs put forward in "A Perspective on Student Affairs" (1987) that are relevant to dealing with the challenging tasks at hand. The author closes with four suggestions that have the potential to help convert these principles about our professional obligations to today's students and institutions into educationally purposeful campus action.