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Higher education necessitates an understanding that students cannot be confined to the classroom, as a large part of their curriculum comprises extracurricular activities to educate intellectually, in spirit, and body. AS a result, community building, advising, and career development became a part of the traditional routine of student affairs. This article explores the role of student affairs in a newly formed university in a conflict zone ravaged by war and terrorism for decades. The datadoi:10.5281/zenodo.1035965 fatcat:2tmnr4czbzhe5fakdrmr2rxlem