SA Voices From the Field

SA Voices from the Field shares the voices and stories from student affairs professionals from around the world. This podcast provides you with practical advice to help you be the best student affairs practitioner you can be, no matter where you are in your career.

Trailblazing Leadership and the Future of Student Affairs: Dr. Doris Ching’s Legacy 06/12/2025

Trailblazing Leadership and the Future of Student Affairs: Dr. Doris Ching’s Legacy Season 12 of “Student Affairs Voices from the Field” concludes with a remarkable episode featuring , an iconic leader whose influence continues to shape the student affairs profession. Whether you’re a veteran administrator or just starting your higher education journey, this episode is an inspiring listen that traces the arc of Dr. Ching’s extraordinary career, explores the evolution of student affairs, and points to a future built on inclusion, mentorship, and student-centered vision. Dr. Ching, emeritus Vice President for Student Affairs at the University of Hawaii and the first Asian American and first woman of color to be elected President of NASPA, shares how her journey began as an eighth-grade English teacher and evolved—often unexpectedly—into a series of leadership roles that allowed her to champion student success at every level. Her story is a testament to the power of passion, humility, and saying 'yes' to opportunities that may, at first, feel intimidating. One of the central themes of the episode is mentorship: Dr. Ching credits her achievements to the many mentors and colleagues who believed in her, and she emphasizes the importance of supporting and uplifting new leaders within the profession. She also reflects on her commitment to rewriting the rules—literally rewriting job descriptions—to ensure her roles always centered on improving institutions for students and colleagues. Her advice to current professionals: if you’re offered a leadership opportunity, take it, and make it your own. The episode also highlights Dr. Ching’s advocacy for greater representation and support for Asian American and Pacific Islander professionals—work that led to the founding of NASPA’s API Knowledge Community and established enduring community and visibility for AAPI leaders. Her legacy is honored through NASPA awards that bear her name and continue to encourage excellence and diversity in the field. As Dr. Ching and host discuss the past, present, and future of student affairs, listeners are challenged to consider how the profession can remain relevant and impactful, especially by ensuring student affairs always has a seat at the executive table. This season finale brims with insight, perspective, and heartfelt encouragement—don’t miss the chance to learn from one of the field’s most influential voices. Listen to this episode to feel reinvigorated about your impact and to honor those paving the path for the next generation of student affairs professionals. Copy /episode/index/show/naspastories/id/36931660

The Enduring Power of Professional Friendship and Authenticity in Student Affairs Leadership 06/05/2025

The Enduring Power of Professional Friendship and Authenticity in Student Affairs Leadership If you’re searching for inspiration, wisdom, and a genuine look behind the scenes of student affairs, the latest episode of Student Affairs Voices from the Field is a must-listen. This unique episode features () and ()—two lifelong friends who started as undergraduate orientation leaders and now serve as senior student affairs officers at major public universities. Their candid conversation, hosted by , brims with hard-earned lessons and reminders about what truly matters in higher ed leadership. The Power of Professional Friendship Matt and Andy’s journey together is a testament to the sustaining impact of having trusted peers in student affairs. They first connected as student leaders at Southern Illinois University in the early 90s, and even as their careers took them to different institutions and roles, their friendship became a sounding board through every professional triumph and challenge. Their story highlights how vital it is to have a confidante outside your own campus—someone who understands the pressures of the job, offers honest feedback, and helps keep your feet on the ground. Authenticity in Leadership A recurring theme in the episode is the importance of authenticity, especially when pursuing leadership roles. Both Matt and Andy recall instances of competing for the same position but emphasized that being true to themselves—not just chasing titles—was key to personal success and lasting friendship. Their advice? Let your genuine self shine through at every stage of your career journey, and remember that every search process is an opportunity to learn and grow, regardless of the outcome. Evolving Student Affairs in a Changing Landscape Listeners will also appreciate the episode’s examination of current challenges in student affairs: from navigating volatile policy environments and advancing staff compensation, to advocating for student engagement in a post-pandemic world. Both guests speak to the increasing synergy between student and academic affairs, the need for robust data to demonstrate impact, and practical strategies for supporting staff well-being. Despite pressures and shifting expectations, Matt and Andy’s passion for student success and commitment to inclusive, student-centered leadership truly shines. Why You Should Listen Whether you’re new to the field or a seasoned professional, this episode offers not just career advice, but heartwarming stories, candid reflections, and practical strategies you can apply right away. Tune in to be reminded of the enduring value of mentorship, honest connection, and the purpose that brings us to the field in the first place. Listen now, and let Matt and Andy’s journey encourage and energize your own path in student affairs. /episode/index/show/naspastories/id/36816720

Abolitionist Perspectives on Sexual Violence in Higher Ed: Building Community and Healing 05/29/2025

Abolitionist Perspectives on Sexual Violence in Higher Ed: Building Community and Healing In the latest episode of Student Affairs Voices from the Field, host sits down with and , two of the three authors behind the ground-breaking new book, Thinking Like an Abolitionist to End Sexual Violence in Higher Education. This episode dives deep into not just the book, but the lived experiences, philosophies, and activism shaping how we address sexual violence on college campuses today. The conversation is rich, personal, and thought-provoking from the outset. Both Dr. Grimes and Dr. Karunaratne share their journeys into higher education and research, rooted deeply in addressing systems of violence, healing, and examining the needs of minoritized students. Their experiences as scholar-practitioners and their commitment to transformative justice is palpable throughout the discussion. At the heart of the conversation is the bold theme of “abolitionist thinking.” Rather than viewing abolition solely as dismantling harmful systems, the authors draw on the work of Ruth Wilson Gilmore and others to frame abolition as the presence of care, community, and healing. They challenge the carceral and compliance-driven frameworks that have dominated Title IX and other campus responses while calling for practices that actually meet the needs of survivors and communities—not just adhere to federal mandates. Dr. Grimes highlights how compliance cultures, rooted in white supremacy, often stifle creativity and community, leading to approaches where “business as usual” takes precedence over true prevention and healing. Dr. Karunaratne adds the importance of local, grassroots efforts and "1,000,000 experiments"—encouraging institutions and individuals to try new approaches, fail, learn, and grow together. Throughout, both assert the transformative power of centering healing—for survivors and for communities as a whole. Perhaps most refreshing is the authors’ call for those in higher education to move beyond compliance as the ceiling of their work, to instead use it as the bare minimum "floor" from which innovation, accountability, and holistic care can grow. They urge practitioners to honor their own strengths, invest in their healing and that of students, and build community from the ground up. If you are a student affairs professional, educator, or simply care about safer and more just campuses, this episode will challenge and inspire you. Listen now to hear new perspectives on building communities where all students can thrive beyond the constraints of the current system. Listen to the episode and rethink how we approach prevention, healing, and justice in higher education. Your campus could be the next place where abolitionist thinking takes root. TRANSCRIPT Dr. Jill Creighton [00:00:01]: Welcome to Student Affairs Voices from the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed professionals wherever you happen to be. This is season 12, continuing our journey through the past, present, and future of student affairs. I'm Dr. Jill Creighton, she, her, hers, your essay voices from the field host. Welcome back to another episode of essay Voices from the Field, where today we're featuring two of three authors of a brand new book, Thinking Like an Abolitionist to End Sexual Violence in Higher Education. Our first guest is Dr. Niah S. Grimes, who received her doctorate from the University of Georgia in Education with an emphasis in College Student Affairs Administration with a certificate in Diversity, Equity, and Inclusion. Dr. Jill Creighton [00:00:48]: Dr. Grimes was the recipient of the Mary Frances Early College of Education's Research Award and spent her tenure at the University of Georgia investigating campus sexual violence and systems of domination to begin eradicating violence and oppression from higher education. As an assistant professor in the Higher Education and Student Affairs program in the Department of Advanced Studies Leadership and Policy, Dr. Grimes focuses her scholarship and teaching on spirituality and healing, examining the experiences of people on campus with multiple minoritized identities, and eradicating violence and systems of oppression in higher education and beyond. Our second guest is Dr. Nadeeka Karunaratne, and she's a postdoctoral research associate in the McCluskey Center for Violence Prevention at the University of Utah. In her research, she employs power conscious frameworks to understand issues of sexual violence in higher education, focusing on interrupting harm and promoting healing for minoritized survivors. Nadeeka's background in student affairs, specifically her work in campus cultural centers and with university violence prevention efforts, influences her scholarship and teaching. Dr. Jill Creighton [00:01:48]: She's also a trauma informed yoga instructor programs on college campuses and in the community. Welcome to SA Voices, Niah. Dr. Niah Grimes [00:01:56]: Hi. My name is Niah Grimes. Welcome. I'm happy to be here. Dr. Jill Creighton [00:01:59]: And Nadeeka, welcome. Dr. Nadeeka Karunaratne [00:02:01]: Hi. Thanks for having me. Dr. Jill Creighton [00:02:03]: We've got a coast to coast situation today with Naya coming to us from Maryland and Nadeeka coming to us from California. So I'm very glad we were able to make the time zones work out to have this very rich dialogue ahead. We're talking about your book today, which we'll get into in a moment. But before we do that, we always love to start our show by getting to know our guests and how you got to your current seat. So Naya, let's start with you. How did you become an assistant professor? Dr. Niah Grimes [00:02:26]: Wow. How to sum up such a long journey? I never really saw myself in this role at all. I I actually even in getting the college, I was first gen. I wasn't even considering that, like, the professors teaching me that that was a job available to me. And then at the time, I was at George Mason. They were in r two on the road to r one. So they had a ton of funding that they were pouring into undergraduate research. So I never thought about research, but my professors saw something in me just in my criticality, I think. Dr. Niah Grimes [00:02:59]: And I'm really just a problem solver, like, I like to solve problems. And so I was studying sociology, equity, and social change, and my professors were pushing me into research. So I was able to start taking qualitative research classes at the undergraduate level. I had an honors thesis where I did a qualitative dissertation level of work, but I interviewed 12 people, men specifically around their experiences retrospectively in high school, how they were taught to learn about sex. There was so much in the literature then almost blaming women for unintended pregnancy. And I'm like, where is the other perspective? And, you know, this is such a larger issue. So that's where I started my work in research, but I didn't believe in the power of research. I felt like we were doing all of this good work, but it wasn't reaching the people I cared about, my community members. Dr. Niah Grimes [00:03:51]: And so I started to do work more in the community, and I got into mental health counseling. I was doing work with survivors of violence, domestic violence, partner violence, neglected, unhoused youth, and I was working on the suicide switchboard nationally. And I recognized early on that, like, for some reason, I had a capacity to handle some of the harder things. And I leaned into that. One of my supervisors was a counselor, and I admired the relationship she built with the people we were serving. And I was like, I wanna do that. I feel like that's where my time should be spent. So I spent all this time getting a counseling degree, and I ended up counseling mostly in student affairs because I really loved undergraduate students, students in that before 25, the brain fully closed, like, area. Dr. Niah Grimes [00:04:42]: They just were so open to change and transformation. And as a transdisciplinary scholar, that is what sort of, like, ignites me is where can we make the most transformation towards healing so that people can meet their needs, so that people can live wholly. And from that work, I realized in working mostly with marginalized students, it wasn't them. It was systemic. And so I was like, okay. So now I need to generate power to really try to change structures and culture and community. And the best way that me personally with the identities that I hold to do that, not having any generational wealth, was to go back and get a PhD. So that's how I ended up at UGA with Chris Linder, and it's all really synchronous. Dr. Niah Grimes [00:05:29]: Right? Because without all of these things along the way, I would have never met doctor Linder. Through Chris is how I met Nadeeka through the Spencer. We did a symposium through Spencer together around sexual violence. And doctor Linder was really like, you have the capacity to really do assistant professor tenure track work. And, again, I I was like, well, I think I really need to practice. At the same time, my disability was getting worse and worse. So I was like, okay. I think that this is really spiritual and that, you know, I can try to work and be disabled. Dr. Niah Grimes [00:06:04]: It's still challenging, but still do transformative, like, transdisciplinary, equitable work that I love. So that's how I ended up here. Specifically, I work at Morgan State University, which is a HBCU in Baltimore, and I just think that I'm primed for that institutional type. Like, I love how authentic I get to be in my work. Dr. Jill Creighton [00:06:23]: Thank you for sharing that journey with us, Naya. You referenced doctor Chris Linder, who is the other author on the book. So we're glad to get two or three of you today. Again, we'll talk about the book more in a little bit. And Zika, same question to you. How did you get to your current seat? Dr. Nadeeka Karunaratne [00:06:38]: So I currently work as a postdoctoral researcher. I work with Chris Linder at the University of Utah's McCluskey Center for Violence Prevention. So right now, I'm doing kind of most of my work is research, and I love it. And similarly to Naya, I when I started on my kind of post undergraduate professional journey, I never thought that I would be doing research at all, let alone full time. I didn't foresee a PhD on the horizon, but I pursued my master's in student affairs administration at Michigan State. And I had some really incredible mentors, shout out to Dr. Krista Porter and Dr. Ginny Jones' boss, who were like, hey, do you know about research? Do you know about this side of student affairs and higher education practice and academic programs? And so after I finished my master's, I worked a lot of my research is informed by my work as a student affairs practitioner. Dr. Nadeeka Karunaratne [00:07:27]: So I worked in doing violence prevention education. I worked at a cultural center, racial equity work. And a lot of the questions that I still pursue in my my research and scholarship are from a lot of the experiences I had and things I witnessed as a practitioner, particularly with working with survivors, working with students of color, other minoritized students, and seeing how a lot of the things that we, and myself included, were doing, particularly in the context of anti violence work, weren't working. They weren't serving students. They weren't leading to preventing violence. And they in particular weren't serving the needs of minoritized students like women of color. And so that led me to go back to graduate school to do my PhD at UCLA, where I studied the the healing experiences of women and femme students of color and really to continue to dive into this research and scholarship to, as Naya talked about, seeing what kinds of change and transformation is needed and is needed, especially by students, to better address their needs and to more effectively respond to violence and also importantly prevent violence in higher education. So say much of my current work is informed by my experiences as a student affairs practitioner. Dr. Nadeeka Karunaratne [00:08:37]: I also will say I teach as a trauma informed yoga instructor, and I think that space and that training and experiences teaching really informs how I show up in all kinds of spaces, including in a research context, including in a classroom, including in my student affairs work. And so that's a big philosophy and framework that influences me. Dr. Jill Creighton [00:08:56]: The book we're talking about today is Thinking Like an Abolitionist to End Sexual Violence in Higher Education. Again, you are two of the three authors of this work. And I think hearing your foundations both as scholar practitioners really helps inform the work. It's a bold title, and I love it. Can we start with how did we arrive at this as the right time, the right moment for this piece right now, especially knowing knowing that I'm imagining from when you began to write the piece to now that it's published have shifted quite a bit. Dr. Nadeeka Karunaratne [00:09:27]: Yes. It is a old title, a title that we spent a lot of time talking through and thinking about. I guess I'll share a little bit about how the book came to be, which you're right. Given the publishing timeline and the process, this was a couple years ago that actually Chris Linder brought the three of us together based on kind of our individual and collective work that we had been engaging in and the kinds of conversations that we've been having in as scholars and scholar practitioners around, again, things that we have experienced working with students, have seen, have read, have seen the state kind of of sexual violence in higher education research. And she brought us together to dream and to create something that encapsulated kind of all of our different really brought together all of our different views and work on the area. So for me, I'll say my journey into being a student of abolition is it really started actually as a practitioner. And when I was working as a violence prevention educator, I started to learn about frameworks of carceral feminism by scholar activists like Mimi Kim and Mariame Kaba and learning about the ways in which at large the mainstream anti violence movement, so not just in the context of higher education, but at large, had really aligned itself with carceral or punitive structures and practices and starting to think about the ways that we in higher education have done mimic some of those systems that are outside of higher education. So I will say when we talk about carcerality, we talk about logics or practices of control, of punishment, and surveillance, and how those practices have become really integrated with, again, mainstream anti sexual violence work and also in the context of higher education. Dr. Nadeeka Karunaratne [00:11:04]: And so for me, that's kind of when I started learning about these, these frameworks and how they might be applied into the context of my work in higher education, doing violence prevention work and how maybe these frameworks might in particular serve the needs of minoritized survivors as students of color, queer and trans survivors, survivors with disabilities. And so that's a little bit about kind of my journey into this. And then as I continue to work with students and engage in research, I found more and more of the ways that, again, especially minoritized survivors, we're talking about often say things like, I don't want to see the person who harmed me punished. I just want them to stop. I want them to stop what they're doing. I don't want them to hurt me or to hurt anyone else. And the ways in which they are talking about whether or not they're using the language of anti carcerality or logics of surveillance control punishment, but they're really speaking about their needs as being outside of these systems that we have, have created. So the last thing I'll say is a little bit around the title. Dr. Nadeeka Karunaratne [00:12:04]: So we use the phrase, I think it's oh, it's an I always want to make a point to say that we use the phrase thinking like an abolitionist because I think it's important that, instead of using a phrase like abolition, to end so we we use that thinking like an abolitionist to to try to, to name that true abolition would require abolishing higher education as we know it. And so we really want to be cautious around how, we're use we're talking about employing these frameworks, that scholars and organizers have have created and developed for years that, to not be appropriating that into the context of higher education, but rather thinking about what are the the larger overarching lessons, and ways of being and doing that we might be able to bring into our work. And so that's where kind of that phrase thinking like an abolition comes in. Dr. Jill Creighton [00:12:57]: You mentioned carcerality a couple of times. It's also a big theme in the book. Now I think from my conduct officer hat and my deputy title nine coordinator hat, I would think of it more of a retributive framework or align with retributive justice as opposed to restorative justice, which is something that we've been kind of moving towards in higher education for a long time, looking at harm and repair versus crime and punishment and institutions being stuck in systemic structures that require a crime and punishment model in order to be in compliance with what the government has required from us historically. And so it's an interesting tension between that community aspect, that healing aspect for what survivors need and and also what respondents and perpetrators might need in order to change behavior in many circumstances. But I also wanna dig into your definition of abolitionist because I like the way that you frame it in the book. We historically think of abolition as the absence of something, which you reference right up top in that chapter. But I'm gonna read this quote here. And while abolition is certainly abolishing harmful practices, we also subscribe to Ruth Wilson Gilmore's idea that abolition is about presence, not absence. Dr. Jill Creighton [00:14:03]: We believe that by working together to build what we need to thrive, we can build futures that do not include surveillance, control, punishment, and policing. We work in a higher education environment where these things are quite common and quite present, especially kind of the monitoring, the control and monitoring of how universities, have managed sexual misconduct in the past. And I would say a lot of that was earned by watching institutions not handle these as well as they could over the course of time. But now we're in a bit of a different space where the government is taking, swiftly different actions. We're recording this in April of twenty twenty five, so we don't really know what the future of Title nine, the Clery Act, Campus Save, VAWA, what those look like in the next session and what might happen through executive order. But one of the things you all focus on is systemic change in the way that we handle these things in higher education. Can you talk a little bit more about what an ideal approach would look like in terms of a campus community? Dr. Niah Grimes [00:15:05]: So I think you covered a lot there, and I definitely don't wanna speak for Nadeeka or Chris. But I will say, I think what really, like, a major theme of our book is that higher education is so compliant in white supremacy culture, which connects and leads to the carcerality and the lack of community. Like, I directly believe we can blame white supremacy culture for the lack of community and even I feel like what's been taken from us because we've inherited such an oppressive world is how to even build community in true ways.... /episode/index/show/naspastories/id/36744740

Sustaining and Celebrating Student Affairs: Inspiring Stories from the NASPA Annual Conference 05/22/2025

Sustaining and Celebrating Student Affairs: Inspiring Stories from the NASPA Annual Conference In the most recent episode of Student Affairs Voices from the Field, recorded at the 2024 NASPA Annual Conference in New Orleans, host invites us into a vibrant tapestry of real stories from practitioners at every level of higher education. The episode centers around a powerful question: Can you share a moment or experience in student affairs that you feel embodies the spirit of this profession? The result is a chorus of voices revealing the deep, often unseen impact student affairs professionals have on their campuses and on each other. From directors and deans to graduate students just starting their journey, one theme rings clear: student affairs is about people. Stories of mentorship, community, and personal growth abound. Many professionals recounted full-circle moments—guiding undergraduates, only to see them return years later as colleagues or even scholars in the field. Listening in, you’ll hear how those simple, day-to-day interactions—a word of encouragement, honest conversation, or helping hand in crisis—can change a student’s path or even their life. Community and connection surface as vital throughlines. The NASPA conference itself becomes a symbol—a place where hugs, laughter, and candid discussions help professionals recharge, collaborate, and remember why this work matters. There’s a raw honesty, too: several speakers acknowledge the unique challenges facing higher education today. Yet, in the face of adversity, they highlight the unwavering spirit of resilience, support, and advocacy that defines student affairs. Listeners will also appreciate the emphasis on equity, inclusion, and the holistic development of students. Whether it’s empowering first-generation scholars, supporting students in crisis, or building bridges across functional areas, the profession’s commitment to fostering belonging and success shines bright. What elevates this episode is its authenticity. These are not scripted testimonials: they're person-on-the-street interviews, each voice echoing with genuine passion and care—for students and for one another. It’s an episode that will remind you of your “why,” whether you’re a new grad or a seasoned pro. If you’re seeking inspiration, camaraderie, or simply a reminder of the everyday magic in student affairs, tune in to this episode. It’s a celebration of the profession’s heart—and a call to keep showing up, for our students and for each other. Listen now and let these stories rejuvenate your passion for student affairs! TRANSCRIPT Dr. Jill Creighton [00:00:01]: Welcome to Student Affairs Voices from the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed professionals wherever you happen to be. This is season 12, continuing our journey through the past, present, and future of student affairs. I'm doctor Jill Creighton, she, her, hers, your essay voices from the field host. Hey, SA voices. We are back with our third and final episode from this year's annual conference. This is our third person on the street style interview, and we're so thankful for those of you who chose to share your voice with us. Today's question was on theme three, which was sustaining and celebrating the student affairs profession. Dr. Jill Creighton [00:00:44]: We asked you, can you share a moment or experience in student affairs that you feel embodies the spirit of this profession? Once again, thank you so much if you shared your voice with us today. And for those of you who are unable to attend annual conference, we hope that these three episodes plus our three interviews from the conference gave you a bit of a taste of what was going on, in New Orleans. And if you were at the conference, we hope that this reenergizes you and brings you some of that joy and passion that we get when we are able to be together in community. Thanks so much, and enjoy your conversations. Eileen Hentz [00:01:14]: Hello. My name is Eileen Hentz. I am the program director of academic and student services at the University of Maryland Department of Aerospace Engineering celebrating sustaining student affairs profession. I think a moment that I can remember that I feel embodies the spirit of the profession is just through mentoring. I remember meeting a student their very first semester as a first year student and not knowing they'd had no idea what they wanted to do or where they wanted to go. And I'm kind of working with them all throughout their time as an undergraduate student. And at some point, they kind of recognized that they wanted to do something that I did. They wanted to go into student affairs, and now they have gone through both their master's program. Eileen Hentz [00:01:50]: They have really done a fantastic job with their work, and they're now even a PhD student going all the way through with their PhD in student affairs. And we have been in contact every single moment of the way, and I'm really proud of them. And they've, you know, of course, said thank you to me for helping them find their way professionally, but I really, really put a lot of things in them because they are exactly what helps make me feel passionate and excited about doing the work that we do. We're certainly a team in student affairs. Dr. Alyssa Bivens [00:02:23]: Hi. I'm doctor Alyssa Bivens. I'm representing George Mason University. I'm in their very new graduate division as a graduate career and professional development program coordinator. I'm still pretty new to the profession, but in working with some of my graduate professional assistants, seeing them improve on something that I've mentored them in and and seeing actual growth, I think, is one of the one of the reasons we do this, is seeing that incremental growth in the students around us. Amerette Renieri [00:02:54]: I'm Anurant Ranieri. I'm from Texas A and M University in College Station, Texas. I am currently serve as the associate director of career services for Mays Business School. This is one's a hard one. I've been in the profession now for almost twelve years, and I think, honestly, NASPA has really brought me a lot of joy because I've been able to connect with professionals from all over the all over the, like, country and really finding a space where while I work in career services, I very much identify as a student affairs practitioner in a career services space. Whereas a lot of career services people identify more on the career services side, but I very much view my job as a student affairs educator in a career services world. Amy Law [00:03:34]: Hello. My name is Amy Law. I am a GAP from the graduate associate program with NASPA. I am from California. I currently attend the University of Southern California for my degree in post secondary administration and student affairs with my master's program. I actually, like, just ran into my undergraduate student affairs mentorship team with enough program with NASPA here at the NASPA annual conference. And I had not seen them since undergrad, but I got into the field of student affairs in undergrad. And so now as a master's student, being here as a annual conference intern, being in this space as a graduate associate as well, it is such so full circle to see the people that contributed to where I am standing here today in this role. Amy Law [00:04:23]: And I feel like that is what embodies this profession so much because this profession has so much mentorship, so much guidance and support that we don't even realize it until you're standing in this position looking at the people who who had a hand in bringing you here today. Angela Watts [00:04:39]: Angela Watts, the University of Texas Health Science Center in San Antonio School of Nursing. I'm the director for student success. This may be not a very original answer, but for me, commencement is always one of those moments where I am not only proud of the students, but I feel rejuvenated. And because oftentimes, you know the struggles that students have gone through to be able to make it to the point where they're crossing that stage. I mean, you see their families and their friends so excited for them. And so I think that those are moments where I feel like my work has made a difference in someone's life. And not only in their lives, but often in their family's lives and the trajectory of future generations of their families. James Quisenberry [00:05:21]: Asia Jones, associate director at the National Association for Student Affairs Professionals, AKA NASPA. My defining moment in my experience in student affairs was when I came to NASPA. Working on college campuses for the last ten years was great. And I was worried when I first came because I was such a student friendly person. Like, how was I gonna be able to do that work and not be in the face of students? And what defined me is to see that I can do this work, and I'm doing it at a greater and broader level that flows down to the students that create retention and graduation programs for students to be able to excel. And so that has really helped define me that no matter where I go in student affairs, I can find my mission and get it done. Dr. Bernard Little [00:06:07]: I'm doctor Bernard Little, vice president for student affairs at Prairie State College. A moment or experience in in student affairs that embodies the spirit of this profession, I would say one of the best experiences that I've had is attending the new VPSA Institute. And coming from a community college, I was a little nervous about, right, what that would be for me, given I was in the room with some heavy hitters. And it was truly a remarkable experience because I was embraced and was able to really lean into professionals who were not only feeding me, but also learning from me as well. And I think that's just really what student affairs is about. It's just not about the show, really about truly, people and how we can help one another on this journey that we're in together. Camden Doolittle [00:06:52]: My name is Camden Doolittle. I use they and them pronouns. I'm coming to you from the NASPA annual conference in New Orleans, but I am from the University of California Davis in the Sacramento region of California. I think a lot of things two things that stand out to me. One is being consistent. Showing up every day, every month, every year over a career and standing for what you believe in as that evolves and changes. And I think that's that's excellence and that's the spirit of what we do and who we are. And I think the other piece is just resilience. Camden Doolittle [00:07:23]: I went to undergrad at the University of San Diego, a Catholic institution, and I was there right as we were talking about what does it mean to be gender expansive in a Catholic setting. And we put on a drag show and kind of talked about what does it mean to celebrate gender expression. And there was a lot of pushback because it was change. And so it's how do we engage change. And I think that doing that drag show over three to four years really embodied that for me, and that's the spirit I try to bring in my career. That was ten years ago now, but it still stays with me. David Zemoyski [00:07:57]: I'm Charles. Speaker K [00:07:58]: I think if you just look at this conference I did a pre conference yesterday at the Black and African Men's Summit, and there's so many people who are going through the same things everywhere, but we're finding ways to support each other. And I think that's probably the most important thing for me, just finding that community and supporting each other. It doesn't even have to be someone in your school. You gotta find someone, a way that you can just unpack and talk about the things at your that's happened at your university or in your everyday life that you can be unfiltered with. Jessica [00:08:33]: My name is Jessica. I think it's important for conferences like this and other student affairs profession conference for us to connect and network because we are going through similar things either on the state or federal surface. And so it's really important for us to have those connections and making sure that we can lean on each other, whether you are from the East Coast, the West Coast, Canada, Mexico. Higher education impacts us all. And so it's always nice to bounce ideas Clarissa Lau [00:09:01]: off one another as well. Chris Hall [00:09:04]: Hi. I'm Chris Hall. I'm the director of residence life and student housing at Georgetown University Law Center. I would say that daily we have moments in student affairs that embody the spirit of this profession, whether that be something as simple as just helping somebody out, with a simple question that they may have or figuring out a very complex challenge and finding the solution to yes rather than they trying to get to no. I think that's one thing that we believe in very much is how do you get to yes. I think if we keep that and embrace that as a concept, we can do really well for our students. Clarissa Lau [00:09:37]: I am Clarissa Lau. My pronouns are she and her, and I work at the University of Toronto. I work a lot with student data, and I also work a lot with student staff trying to understand student data. And I remember very fondly moments when I was actually leading a set of focus groups with staff, trying student data to improve. And hearing their excitement about that, not only did they share about experiences of how they engage students to understand their student data, but then as well as how they personally feel revitalized, empowered in their work, I think that was a real highlight for me. Speaker O [00:10:18]: My name is Dan Maxwell. I serve as the interim vice president for student success and student life at the University of Houston downtown. I think the way that can sustain and celebrate student affairs is, again, this is about reaching not only our students where they are, but it's also about reaching our staff and our individual staff members where they are and helping them to embrace the moment, think about the future, and have some patience as we navigate sometimes these turbulent waters that we're in. Speaker P [00:10:47]: Dan Balchak, interim dean of students at Harvard Graduate School of Arts and Sciences. Sharing a moment, I can tell you when I was a RA as an undergrad, there was an RD there who I became very good friends with, got very involved with NASPA, was a NASPA president at one point, got me involved with NASPA. I've done a lot of stuff with NASPA, and to me, that's part of the profession, how we mentor young people, we work with young people, and we hopefully learn well. Speaker Q [00:11:14]: Hello. My name is David Chow. I am currently the chair of the technology knowledge community for NASPA. So the moment in experience that's that I really cherish almost every year is attending the NASPA conference. It's a time for me to recharge and just remind myself why I believe in student affairs as a profession and the energy, it just nudges me and just helps keep me going. Dr. Julie Payne Kirchmeier [00:11:33]: My name Speaker S [00:11:33]: is David Zemoyski. I'm senior associate dean of students at Boston University. The most recent example for me is the moment I learned that Betty Simmons is receiving this year's Fred Turner award for outstanding service to NASPA and that Maureen Keefe is receiving the Scott Goodnight award for outstanding performance as a dean. To me, they're two friends and colleagues I have enormous respect and affection for, and what a great moment for the association and the foundation to recognize excellence in this way. Speaker T [00:12:04]: I am doctor Deborah Wright, and I am with the George Washington University in Washington, DC. I love to think about times when students come in to our organizations, to our institutions where they are, for example, first generation students or other students don't have support in helping them navigate college. And as student affairs professionals, we do what we do best, help students gain connection and belonging. We do that well during our orientation programs and just finding ways to especially engage them so that they can feel part of our university communities and cultures. David Zemoyski [00:12:33]: Hi. My name is Diedra Cobb, and I am from Fairmont State University in West Virginia, and I am the student success coordinator. I was hired under the title three grant with the intentions of being, first and foremost, a bridge between academic affairs and student affairs along with other responsibilities such as forming a student success support team and also overseeing a student ambassador program called the student empowerment liaisons. I'm actually hired under academic affairs, but my office is in the student affairs area. So I get to interact with a lot of student affairs professionals as well as academic affairs professionals. So I think that is very important to be able to collaborate and communicate across departments. But I also think one of the best things that has come out of this grant, and embodies the spirit of the profession is actually having that student ambassador program, the SELs, or student empowerment liaisons, because it's a way of having a liaison between the students and administration to get the students' perspective. And absolutely enjoy working with those students and have learned a lot from them, probably as much as they have learned from me. Dr. Julie Payne Kirchmeier [00:13:53]: Hello, everyone. My name is Eddie Martinez. I serve as the associate dean for student affairs at Suffolk County Community College. When I go to NASPA annual conferences and I walk from one place to the other and you just watch all of the hugs, the kisses, and the deep conversations, the light conversations. People from all over the world who just gather one time a year and it is what gives me the goosebumps. It's what gives me joy to come to annual conference every year and just hug people, have conversations, and truly commiserate sometimes and appreciate each other. That's the spirit of our profession, and NASPA provides that venue for us to do it. Speaker V [00:14:37]: My name is Ellie McMillan. I'm the graduate apprentice at the Center for Leadership in Elon University. I use sheher pronouns, and I'm a graduate student in the Master of Art in Higher education program at Elon. So a moment that I feel really embodies this profession is actually something at the NASBA conference. So yesterday, we were kind of going to a opening night reception over at Mardi Gras World, and I actually got to introduce my graduate supervisor with my undergraduate supervisor. And it was just a really, like, full circle moment for me. And I'm originally from the Northeast, So I also was encouraged to move down south for graduate school by my dean of students. And it was really powerful because I actually got to see him again and be like, hey, I'm here, and I'm successful and I'm loving graduate school, in the South. Speaker V [00:15:35]: And so just reconnecting with everyone at graduates at my undergrad institution and having kind of my grad school and undergrad school connect, has been really, really special for me. Speaker W [00:15:48]: Erica Stocks, director of student affairs at Boston University's Henry m Goldman School of Dental Medicine. I think honestly, like, starting, getting involved in a gaps. I mean, this year, I feel like I'm coming full circle because 2015 was my first NASPA conference. It was here in New Orleans, so I feel like I'm back. And it was really where I found, like, a really professional home and really welcoming individuals. And I think that's kind of the spirit of student affairs, right, is we're all welcoming. We wanna interact with students, but also, you know, supporting each other in the work that we do. It can be... /episode/index/show/naspastories/id/36244305

Embracing AI and Technology in Student Affairs: Insights from NASPA Conference Voices 05/08/2025

Embracing AI and Technology in Student Affairs: Insights from NASPA Conference Voices In the latest episode of "Student Affairs Voices from the Field," listeners are treated to an energetic collection of perspectives straight from the annual NASPA conference. This dynamic, "person on the street" episode—hosted by Dr. Jill Creighton—dives into a pressing topic: How can we better leverage technology to meet the evolving needs of students in higher education? What stands out most from these conversations is the profession’s willingness to lean into change, rather than shy away from it. From associate vice presidents to graduate students, professionals across the nation acknowledge that technology—and especially artificial intelligence (AI)—is reshaping student affairs. As Dr. Eddie Martinez puts it, “The bus has left the station … we need to play catch up.” There’s consensus: AI isn’t just a trend. It’s a powerful tool that can streamline administrative tasks, enhance communication, and free up time for the real heart of student affairs—the human connection. But it’s not all enthusiasm and optimism. Many professionals, like Eileen Hentz and Dr. Bernard Little, admit to their initial hesitation and the need for continual learning. The episode encourages honesty about where we’re starting from, and models what it means to be a lifelong learner in higher ed. Just as importantly, ethical use, intentionality, and a focus on access are recognized as essential values as we navigate these new tools. Students themselves are often ahead of the curve, pushing their institutions to integrate technology in ways that feel intuitive and relevant. Yet, as several speakers caution, “simple is better.” Too many platforms can overwhelm students, so thoughtful integration—rather than chasing every shiny new thing—is crucial. Streamlining platforms, as Dr. Will Simpkins urges, helps ensure technology truly empowers rather than confuses our campus communities. This episode is a masterclass in collective wisdom: you’ll hear voices championing data-driven decisions, advocating for AI workshops, and urging a balance between technological innovation and the irreplaceable human touch. The themes are clear—embrace change, keep learning, focus on ethical and efficient solutions, and never lose sight of the student experience. Tune in to hear these fresh perspectives and discover actionable insights that you can bring back to your own work. Whether you’re tech-savvy or just starting your journey, you’ll leave inspired to reimagine how technology can support both you and your students. Listen now and join the conversation! TRANSCRIPT Dr. Jill Creighton [00:00:01]: Welcome to Student Affairs Voices from the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed professionals wherever you happen to be. This is season 12, continuing our journey through the past, present, and future of student affairs. I'm doctor Jill Creighton, she, her, hers, your essay Voices from the Field host. Welcome back to Student Affairs Voices from the Field. We're here with our three conference episodes that feature your voices. Chris and I were able to move about the conference and connected with over 60 of you who shared your thoughts on the three conference themes. We asked you each one question on each theme, and we're going to be bringing you one episode per question. Dr. Jill Creighton [00:00:46]: So today's question will be on theme one, which was well-being and healthy excellence in student affairs. Next week, we'll be bringing you theme two in changing the student affairs profession, and then finally, theme three, which is sustaining and celebrating the student affairs profession. Today's question was, how can student affairs professionals model healthy excellence in their own lives and institutional cultures while supporting students' well-being? If you joined us, thank you so much for sharing your voice, and we hope that you enjoy hearing from your colleagues and peers. Eileen Hentz [00:01:15]: Hello. My name is Eileen Hence. I am the program director of academic and student services at the University of Maryland Department of Aerospace Engineering. Do as I say, not as I do, because I am not I will admit that I am not the best at modeling healthy excellence in my own life, but I really truly believe it's important to do so by having a healthy work life balance and making sure you remember your priorities and trying your best to ensure that you don't lose yourself in your work. I think that's something that I need to do more of, is remembering that I do have an important life outside of work, and it is okay to say no, and it is okay to set boundaries on our time, and still pour as much of our heart and soul into our jobs as possible during the times we should be working and when we should not be working to make sure that we take that time for ourselves and not feel guilty about it. Dr. Alyssa Bivens [00:02:07]: Hi. I'm doctor Alyssa Bivens. I'm representing George Mason University. I'm in their very new graduate division as a graduate career and professional development program coordinator. I think one of the ways that student affairs professionals that we can model healthy excellence in our own lives and institutional cultures is really trying to be the people that we want our students to be. So for example, I work with a lot of graduate professional assistants, and I try to model professional behaviors both with them, treating them how I wanna be treated, and also showing them good work and professionalization skills from organization to just general things that will help them moving forward in life so that they have a model that they can potentially look towards. I try to be, not always. Anurant Ranieri [00:02:53]: I'm Anurant Ranieri. I'm from Texas A and M University in College Station, Texas. I am currently serve as the associate director of career services for Mays Business School. I think showcasing balance of, like, walking the walk and talking the talk. Right? Like, that's really an important aspect of student affairs that sometimes we don't do. We we tell students to take care of themselves, but we're not always taking care of our own selves. And so making sure that we take the advice that we give students most of the time. I know I'm really bad about that, but I sometimes will be, like, check myself and be, like, oh, right. Anurant Ranieri [00:03:26]: What I would tell a student in this moment, I need to tell myself I need Mimi Benjamin [00:03:29]: to get more sleep or I need to do this thing. Anurant Ranieri [00:03:30]: And so I think that's really important. Amy Law [00:03:34]: Hello. My name is Amy Law. I am a GAP from the graduate associate program with NASPA. I am from California. I currently attend the University of Southern California for my degree in post secondary administration and student affairs with my master's program. Especially as student affairs professionals, I feel like we can really model healthy excellence in our own lives and even contribute to that institutional culture by being student facing even as we go into higher levels that are not so student facing. I think maintaining a level of student support and student advisory, like, committees even and leveraging, like, student voices is definitely a perfect way to model healthy excellence because students know best what they need and students know best how to advocate for themselves. And if you are not, you know, in a point where you're at least, like, reaching out or asking them how they need the support, I feel like it's a little bit hard to understand them in that way. Amy Law [00:04:38]: So always making sure that you have another set of eyes, whether it's from a group of students or even just one student, will make such a big difference. Angela Watts [00:04:50]: Angela Watts, the University of Texas Health Science Center in San Antonio School Of Nursing. I'm the director for student success. I think that student affairs professionals can model healthy excellence in their own lives by really small ways in our day to day lives. Simple things like not eating lunch at your desk, taking that time away to rejuvenate during that hour and and really just modeling the behavior that we encourage in our students. When you take time off from work, actually disconnecting as much as possible and just really demonstrating for them how to have as much balance as possible even though we all know that it's impossible to be completely balanced with work life, but just demonstrating as much as possible the healthy behaviors that we encourage in our students. Asia Jones [00:05:39]: Asia Jones, associate director at the National Association for Student Affairs Professionals, AKA NASBA. So I believe one of the ways that we model healthy excellence is resting. Rest is resistance. So many years in student affairs, we've thought we've had to work sixteen and seventeen hour days to get things done. And the way we model in our own lives that healthy excellence is knowing when to take breaks, knowing when to rest, and setting boundaries around that to be able to still get the work done. But if we don't have any rest or any sleep, then we're doing things on a not even a half empty cup, like, maybe three fourths of a cup, and that's not working anymore. And so we've gotta find different ways to to set up boundaries so that within ourselves so that we can be the best to other people. Dr. Bernard Little [00:06:27]: I'm doctor Bernard Little, vice president for student affairs at Prairie State College. I think that one way that we can model healthy excellence in our own lives is being honest about our truths and what we experience. When I took on vice president for student affairs role, I also started therapy, my therapy journey, and it has really enhanced my life both personally and professionally. And I've been open and honest about that with my staff and, with others who work with me. And it has been a refreshing journey to see how they've been impacted by my story and my experience. Camden Doolittle [00:07:04]: My name is Camden Doolittle. I use they and them pronouns. I'm coming to you from the NASPA annual conference in New Orleans, but I am from the University of California Davis in the Sacramento region of California. I think healthy excellence for me looks like, especially in this political climate, owning who I am, all the time and with joy. I'm a trans and non binary person and we have so many of our students who share those same identities. And right now they're under attack. At federally, at all levels of government and society and showing up as a transhuman, that model is healthy excellence and and modeling boundaries. I don't have to be at all things all the time, but I am there for my community. Camden Doolittle [00:07:41]: Show students they can show up and step back as they need to because I think that's all the more important as we move through college and whatever comes next in this world. Charles [00:07:52]: I'm Charles, and we can model healthy excellence in our own lives while taking care of student well-being by finding ways to kinda put our mental health first. Relaxing, taking that time to really unplug, breathe, because you can't pour from an empty cup. So you gotta be ready and able. And Jessica agrees, so we share the same answer here. David Chow [00:08:20]: Right? Yes. Yes. Chris Hall [00:08:23]: Hi. I'm Chris Hall. I'm the director of residence life and student housing at Georgetown University Law Center. I think one of the things that we can do to really help our students is by modeling good work activities, making sure that, you know, we are working reasonable hours. We are, both in terms of daily and weekly, that we are not doing the kinds of things that we don't want our students to do. We don't wanna be, you know, burning the midnight oil or, putting things off to the last minute, things like that. I think that's probably what would help them with their well-being as much as anything. Clarissa Lau [00:08:59]: I am Clarissa Lau. My pronouns are she and her, and I work at the University of Toronto. I think the first is recognizing work life balance, being able to practice that, obviously, model that for students when we try to encourage students to study hard, play hard, and I think that's equally also the role of a student affairs professional. Dr. Dan Maxwell [00:09:21]: My name is Dan Maxwell. I serve as the interim vice president for student success and student life at the University of Houston downtown. When I think about modeling a healthy excellence in my life and the culture at the institution, I would say that I try to be my authentic self wherever I show up. I think by being comfortable with who I am and showing people the comfort of my identities and being in my spaces, I think when we can bring 100% of ourselves into our spaces, then we can do our better work in that way. Dan Balchak [00:09:52]: Dan Balchak, interim dean of students at Harvard Graduate School of Arts and Sciences. We can experience healthy excellence in our own lives by taking care of us and time management. And I can tell you I'm not very good at that. I've been working way too hard, but we really need to make space for ourselves and give ourselves grace to be healthy, to be able to support our students. David Chow [00:10:15]: Hello. My name is David Chow. I am currently the chair of the technology knowledge community for NASPA. So I think student affairs professionals, obviously, we have to take care of ourselves in order for us to effectively take care of our students. It's easy to forget sometimes because we want to serve our students. We wanna be there for them. But if we we don't practice what we preach to them, then we struggle and and our health is damaged and then ultimately we can't help our students. So I think just it's kind of practicing what we preach. Dan Balchak [00:10:41]: My name David Zimoyski. I'm senior associate dean of students at Boston University. This is an uncertain time in the higher education landscape, and I think what I am trying to do right now as best I can is stay calm, stay focused, be thoughtful, display care for others. And in doing so, I feel good about how I am spending my time day to day. And I think that is a, hopefully, a good example for others in my professional community. Dr. Deborah Wright [00:11:13]: I am doctor Deborah Wright, and I am with the George Washington University in Washington, DC. I am doctor Deborah Wright, and I am with the George Washington University in Washington, DC. Deidre Cobb [00:11:24]: Hi. My name is Diedrich Cobb, and I am from Fairmont State University in West Virginia, and I am the student success coordinator. I was hired under the title three grant with the intentions of being, first and foremost, a bridge between academic affairs and student affairs along with other responsibilities such as forming a student success support team and also overseeing a student ambassador program called the Student Empowerment Liaisons. Dr. Eddie Martinez [00:11:55]: Hello, everyone. My name is Eddie Martinez. I serve as the associate dean for student affairs at Suffolk County Community College. I think that we, as professionals, need to continue to honor ourselves. And when we're tired, take that break. When you wake up and you just feel, I need a mental health day, it's okay. That's why we have them. All too often, we in student affairs continue to push, push, push, and it's at the expense of our own health. Dr. Eddie Martinez [00:12:20]: And by default, our students don't get the best of us. So making sure you check-in with yourself, I make sure I do my best to try to check-in with myself. Don't always succeed, but I do try. Ellie McMillan [00:12:32]: My name is Ellie McMillan. I'm the graduate apprentice at the Center for Leadership in Elon University. I use sheher pronouns, and I'm a graduate student in the Master of Art in Higher Education program at Elon. I think modeling well-being is super important because oftentimes, we find that students have a culture of busyness, and we discourage our students from overcommitting themselves or being too busy. But if we want them to kind of model that, we also have to model that for ourselves. So we have to carve out time within within our days. We have to kind of cut down the meetings that we do, limit ourselves to three meetings a day, if that's possible. I think that's a really important first step of, like, we can't be asking our students to be doing things that we can't ourselves do. Erica Stocks [00:13:28]: Erica Stocks, director of student affairs at Boston University's Henry M. Goldman School of Dental Medicine. I think it's really just about when we're where we're speaking to students or we're having interactions. I think particularly in the work that I do is when I'm doing presentations, taking a moment to kind of teach students, okay, let's take a deep breath. Let's all kind of collectively come together to take a pause in a moment. And I think it's also that we're trying to be really intentional about the programming that we're doing, about making sure that students are taking breaks to appreciate the small Dr. Melinda Stoops [00:13:56]: things in life. Erica Stocks [00:13:58]: And that also goes with us to kind of going out and taking breaks from our desk and walking out into the student activities area. And so I think that there's it means so much more that we do. I think that we're thinking about well-being and particularly from a student perspective and also as a professional. Right? It's multifaceted. It's not just, oh, I need to work out. Oh, I need to do this. It's like taking a moment, taking a breath, taking a pause, whatever it might be. Dr. George McClellan [00:14:21]: I'm George McClellan, professor of higher education at the University of Mississippi. So I've been in student affairs in one way or another for about forty something odd years. And one of the things I learned early on in the profession was that you aren't gonna be able to help take care of other people until you learn to take care of yourself. So it's a really important question. And I think one of the keys is being comfortable acknowledging that you're not comfortable. Right? That you need rest, that you need time, that you need to reflect, that you need whatever it is. You need challenge. You need something to pick you up. Dr. George McClellan [00:14:53]: I think it's really important to to, a, to be tuned into yourself in that way, but, b, to be okay saying I need help, I need something, that sort of thing. I think a lot of people, particularly early in their careers, are so concerned that if they acknowledge any need that somehow they're confessing a great sin, but that's simply not the case. As you move through the field, I think what you can do is help the people who report to you. I'm not a I'm not a big fan of those hierarchies, but but to help those people who report to you in an organization know that it's it's okay to say those things. Right? That you can project a signal that says it's okay. And one of the easiest way to do that is for you to when somebody says to you, how are you doing? Just give them the sort of, oh, I'm fine. You know, everything's fine. Right? But it's, you know, I'm having an okay day, but I'm a little rundown today. Dr. George McClellan [00:15:43]: Maybe not enough veggies, but today, I'm a little tired. So I think that's really important. And I think when it comes to institutional culture, it's the advocacy for prioritizing health and well-being. And, you know, we we have a million things going on. And as staffs are cut and there are funding reductions and resource reductions of all various kinds, it's gonna some of the first things that are gonna go if we're not... /episode/index/show/naspastories/id/36235635

Modeling Healthy Excellence in Student Affairs: Insights from the NASPA Conference 05/01/2025

Modeling Healthy Excellence in Student Affairs: Insights from the NASPA Conference Student affairs is a profession built on the foundation of supporting others—walking alongside students as they navigate challenges, pursue growth, and build their futures. But as highlighted in the latest episode of Student Affairs Voices from the Field, modeling “healthy excellence” goes beyond what we say. It’s about what we do, how we set boundaries, and the ways we show up for ourselves and each other. So what does healthy excellence look like in practice? The episode features over 60 voices—new professionals, seasoned leaders, and everyone in between—offering authentic, actionable reflections on how we can care for ourselves while nurturing student wellbeing. A recurring theme is the importance of role modeling. As Eileen Hentz notes, we need to set boundaries, carve out “off” time, and not feel guilty for prioritizing ourselves. This was echoed by many who admitted that while we tell students to take care of themselves, we often fail to follow our own advice. But it’s about more than just taking a lunch or using vacation days. Dr. Bernard Little opened up about seeking therapy and the positive ripple effect it had on his staff. Others, like Camden Doolittle, spoke to the importance of authenticity, especially in representing marginalized identities—showing up as your whole self is, in itself, an act of healthy excellence. Several speakers detailed the need to challenge institutional norms. From rethinking the “ideal worker” who is always on-call, to advocating for organizational culture shifts, this episode calls on student affairs divisions and leadership to normalize work-life boundaries (and yes, actually unplugging at the end of the day). There’s also an emphasis on being transparent with students about our own challenges and the strategies we use to navigate them. As Jamie Haney and others shared, letting students know we are human too makes space for honest conversations about balance, imperfection, and resilience. Most importantly, the episode reminds us that caring for ourselves is not selfish. As the expression goes, “You can’t pour from an empty cup.” By prioritizing our health—mental, emotional, and physical—we become better mentors, leaders, and advocates for our students. If you’re looking for practical inspiration and validation from colleagues across the country, this episode is a must-listen. Tune in for real talk and real strategies that can help you and your institution make sustainable, healthy excellence a reality. Catch the episode and join the conversation on nurturing well-being in student affairs—because thriving professionals create thriving campuses. TRANSCRIPT Dr. Jill Creighton [00:00:01]: Welcome to Student Affairs Voices from the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed professionals wherever you happen to be. This is season 12, continuing our journey through the past, present, and future of student affairs. I'm doctor Jill Creighton, she, her, hers, your essay Voices from the Field host. Welcome back to Student Affairs Voices from the Field. We're here with our three conference episodes that feature your voices. Chris and I were able to move about the conference and connected with over 60 of you who shared your thoughts on the three conference themes. We asked you each one question on each theme, and we're going to be bringing you one episode per question. Dr. Jill Creighton [00:00:46]: So today's question will be on theme one, which was well-being and healthy excellence in student affairs. Next week, we'll be bringing you theme two in changing the student affairs profession, and then finally, theme three, which is sustaining and celebrating the student affairs profession. Today's question was, how can student affairs professionals model healthy excellence in their own lives and institutional cultures while supporting students' well-being? If you joined us, thank you so much for sharing your voice, and we hope that you enjoy hearing from your colleagues and peers. Eileen Hentz [00:01:15]: Hello. My name is Eileen Hence. I am the program director of academic and student services at the University of Maryland Department of Aerospace Engineering. Do as I say, not as I do, because I am not I will admit that I am not the best at modeling healthy excellence in my own life, but I really truly believe it's important to do so by having a healthy work life balance and making sure you remember your priorities and trying your best to ensure that you don't lose yourself in your work. I think that's something that I need to do more of, is remembering that I do have an important life outside of work, and it is okay to say no, and it is okay to set boundaries on our time, and still pour as much of our heart and soul into our jobs as possible during the times we should be working and when we should not be working to make sure that we take that time for ourselves and not feel guilty about it. Dr. Alyssa Bivens [00:02:07]: Hi. I'm doctor Alyssa Bivens. I'm representing George Mason University. I'm in their very new graduate division as a graduate career and professional development program coordinator. I think one of the ways that student affairs professionals that we can model healthy excellence in our own lives and institutional cultures is really trying to be the people that we want our students to be. So for example, I work with a lot of graduate professional assistants, and I try to model professional behaviors both with them, treating them how I wanna be treated, and also showing them good work and professionalization skills from organization to just general things that will help them moving forward in life so that they have a model that they can potentially look towards. I try to be, not always. Amerette Ranieri [00:02:53]: I'm Amerette Ranieri. I'm from Texas A and M University in College Station, Texas. I am currently serve as the associate director of career services for Mays Business School. I think showcasing balance of, like, walking the walk and talking the talk. Right? Like, that's really an important aspect of student affairs that sometimes we don't do. We we tell students to take care of themselves, but we're not always taking care of our own selves. And so making sure that we take the advice that we give students most of the time. I know I'm really bad about that, but I sometimes will be, like, check myself and be, like, oh, right. What I would tell a student in this moment, I need to tell myself I need to get more sleep or I need to do this thing. And so I think that's really important. Amy Law [00:03:34]: Hello. My name is Amy Law. I am a GAP from the graduate associate program with NASPA. I am from California. I currently attend the University of Southern California for my degree in post secondary administration and student affairs with my master's program. Especially as student affairs professionals, I feel like we can really model healthy excellence in our own lives and even contribute to that institutional culture by being student facing even as we go into higher levels that are not so student facing. I think maintaining a level of student support and student advisory, like, committees even and leveraging, like, student voices is definitely a perfect way to model healthy excellence because students know best what they need and students know best how to advocate for themselves. And if you are not, you know, in a point where you're at least, like, reaching out or asking them how they need the support, I feel like it's a little bit hard to understand them in that way. Amy Law [00:04:38]: So always making sure that you have another set of eyes, whether it's from a group of students or even just one student, will make such a big difference. Angela Watts [00:04:50]: Angela Watts, the University of Texas Health Science Center in San Antonio School Of Nursing. I'm the director for student success. I think that student affairs professionals can model healthy excellence in their own lives by really small ways in our day to day lives. Simple things like not eating lunch at your desk, taking that time away to rejuvenate during that hour and and really just modeling the behavior that we encourage in our students. When you take time off from work, actually disconnecting as much as possible and just really demonstrating for them how to have as much balance as possible even though we all know that it's impossible to be completely balanced with work life, but just demonstrating as much as possible the healthy behaviors that we encourage in our students. Asia Jones [00:05:39]: Asia Jones, associate director at the National Association for Student Affairs Professionals, AKA NASBA. So I believe one of the ways that we model healthy excellence is resting. Rest is resistance. So many years in student affairs, we've thought we've had to work sixteen and seventeen hour days to get things done. And the way we model in our own lives that healthy excellence is knowing when to take breaks, knowing when to rest, and setting boundaries around that to be able to still get the work done. But if we don't have any rest or any sleep, then we're doing things on a not even a half empty cup, like, maybe three fourths of a cup, and that's not working anymore. And so we've gotta find different ways to to set up boundaries so that within ourselves so that we can be the best to other people. Dr. Bernard Little [00:06:27]: I'm doctor Bernard Little, vice president for student affairs at Prairie State College. I think that one way that we can model healthy excellence in our own lives is being honest about our truths and what we experience. When I took on vice president for student affairs role, I also started therapy, my therapy journey, and it has really enhanced my life both personally and professionally. And I've been open and honest about that with my staff and, with others who work with me. And it has been a refreshing journey to see how they've been impacted by my story and my experience. Camden Doolittle [00:07:04]: My name is Camden Doolittle. I use they and them pronouns. I'm coming to you from the NASPA annual conference in New Orleans, but I am from the University of California Davis in the Sacramento region of California. I think healthy excellence for me looks like, especially in this political climate, owning who I am, all the time and with joy. I'm a trans and non binary person and we have so many of our students who share those same identities. And right now they're under attack. At federally, at all levels of government and society and showing up as a transhuman, that model is healthy excellence and and modeling boundaries. I don't have to be at all things all the time, but I am there for my community. Show students they can show up and step back as they need to because I think that's all the more important as we move through college and whatever comes next in this world. Charles [00:07:52]: I'm Charles, and we can model healthy excellence in our own lives while taking care of student well-being by finding ways to kinda put our mental health first. Relaxing, taking that time to really unplug, breathe, because you can't pour from an empty cup. So you gotta be ready and able. And Jessica agrees, so we share the same answer here. Chris Hall [00:08:23]: Hi. I'm Chris Hall. I'm the director of residence life and student housing at Georgetown University Law Center. I think one of the things that we can do to really help our students is by modeling good work activities, making sure that, you know, we are working reasonable hours. We are, both in terms of daily and weekly, that we are not doing the kinds of things that we don't want our students to do. We don't wanna be, you know, burning the midnight oil or, putting things off to the last minute, things like that. I think that's probably what would help them with their well-being as much as anything. Clarissa Lau [00:08:59]: I am Clarissa Lau. My pronouns are she and her, and I work at the University of Toronto. I think the first is recognizing work life balance, being able to practice that, obviously, model that for students when we try to encourage students to study hard, play hard, and I think that's equally also the role of a student affairs professional. Dr. Dan Maxwell [00:09:21]: My name is Dan Maxwell. I serve as the interim vice president for student success and student life at the University of Houston downtown. When I think about modeling a healthy excellence in my life and the culture at the institution, I would say that I try to be my authentic self wherever I show up. I think by being comfortable with who I am and showing people the comfort of my identities and being in my spaces, I think when we can bring 100% of ourselves into our spaces, then we can do our better work in that way. Dan Balchak [00:09:52]: Dan Balchak, interim dean of students at Harvard Graduate School of Arts and Sciences. We can experience healthy excellence in our own lives by taking care of us and time management. And I can tell you I'm not very good at that. I've been working way too hard, but we really need to make space for ourselves and give ourselves grace to be healthy, to be able to support our students. David Chow [00:10:15]: Hello. My name is David Chow. I am currently the chair of the technology knowledge community for NASPA. So I think student affairs professionals, obviously, we have to take care of ourselves in order for us to effectively take care of our students. It's easy to forget sometimes because we want to serve our students. We wanna be there for them. But if we we don't practice what we preach to them, then we struggle and and our health is damaged and then ultimately we can't help our students. So I think just it's kind of practicing what we preach. Dan Balchak [00:10:41]: My name David Zimoyski. I'm senior associate dean of students at Boston University. This is an uncertain time in the higher education landscape, and I think what I am trying to do right now as best I can is stay calm, stay focused, be thoughtful, display care for others. And in doing so, I feel good about how I am spending my time day to day. And I think that is a, hopefully, a good example for others in my professional community. Dr. Deborah Wright [00:11:13]: I am doctor Deborah Wright, and I am with the George Washington University in Washington, DC. I am doctor Deborah Wright, and I am with the George Washington University in Washington, DC. Deidre Cobb [00:11:24]: Hi. My name is Diedrich Cobb, and I am from Fairmont State University in West Virginia, and I am the student success coordinator. I was hired under the title three grant with the intentions of being, first and foremost, a bridge between academic affairs and student affairs along with other responsibilities such as forming a student success support team and also overseeing a student ambassador program called the Student Empowerment Liaisons. Dr. Eddie Martinez [00:11:55]: Hello, everyone. My name is Eddie Martinez. I serve as the associate dean for student affairs at Suffolk County Community College. I think that we, as professionals, need to continue to honor ourselves. And when we're tired, take that break. When you wake up and you just feel, I need a mental health day, it's okay. That's why we have them. All too often, we in student affairs continue to push, push, push, and it's at the expense of our own health. And by default, our students don't get the best of us. So making sure you check-in with yourself, I make sure I do my best to try to check-in with myself. Don't always succeed, but I do try. Ellie McMillan [00:12:32]: My name is Ellie McMillan. I'm the graduate apprentice at the Center for Leadership in Elon University. I use sheher pronouns, and I'm a graduate student in the Master of Art in Higher Education program at Elon. I think modeling well-being is super important because oftentimes, we find that students have a culture of busyness, and we discourage our students from overcommitting themselves or being too busy. But if we want them to kind of model that, we also have to model that for ourselves. So we have to carve out time within within our days. We have to kind of cut down the meetings that we do, limit ourselves to three meetings a day, if that's possible. I think that's a really important first step of, like, we can't be asking our students to be doing things that we can't ourselves do. Erica Stocks [00:13:28]: Erica Stocks, director of student affairs at Boston University's Henry M. Goldman School of Dental Medicine. I think it's really just about when we're where we're speaking to students or we're having interactions. I think particularly in the work that I do is when I'm doing presentations, taking a moment to kind of teach students, okay, let's take a deep breath. Let's all kind of collectively come together to take a pause in a moment. And I think it's also that we're trying to be really intentional about the programming that we're doing, about making sure that students are taking breaks to appreciate the small things in life. Erica Stocks [00:13:58]: And that also goes with us to kind of going out and taking breaks from our desk and walking out into the student activities area. And so I think that there's it means so much more that we do. I think that we're thinking about well-being and particularly from a student perspective and also as a professional. Right? It's multifaceted. It's not just, oh, I need to work out. Oh, I need to do this. It's like taking a moment, taking a breath, taking a pause, whatever it might be. Dr. George McClellan [00:14:21]: I'm George McClellan, professor of higher education at the University of Mississippi. So I've been in student affairs in one way or another for about forty something odd years. And one of the things I learned early on in the profession was that you aren't gonna be able to help take care of other people until you learn to take care of yourself. So it's a really important question. And I think one of the keys is being comfortable acknowledging that you're not comfortable. Right? That you need rest, that you need time, that you need to reflect, that you need whatever it is. You need challenge. You need something to pick you up. Dr. George McClellan [00:14:53]: I think it's really important to to, a, to be tuned into yourself in that way, but, b, to be okay saying I need help, I need something, that sort of thing. I think a lot of people, particularly early in their careers, are so concerned that if they acknowledge any need that somehow they're confessing a great sin, but that's simply not the case. As you move through the field, I think what you can do is help the people who report to you. I'm not a I'm not a big fan of those hierarchies, but but to help those people who report to you in an organization know that it's it's okay to say those things. Right? That you can project a signal that says it's okay. And one of the easiest way to do that is for you to when somebody says to you, how are you doing? Just give them the sort of, oh, I'm fine. You know, everything's fine. Right? But it's, you know, I'm having an okay day, but I'm a little rundown today. Maybe not enough veggies, but today, I'm a little tired. So I think that's really important. And I think when it comes to institutional culture, it's the advocacy for prioritizing health and well-being. And, you know, we we have a million things going on. And as staffs are cut and there are funding reductions and resource reductions of all various kinds, it's gonna some of the first things that are gonna go if we're not advocating are taking care of staff. And so we have to advocate for ourselves. We have to be okay doing that. Hallie Vavris [00:16:18]: Hello. My... /episode/index/show/naspastories/id/36235415

The Future of NASPA: Innovation, Advocacy, and Caring Leadership with Dr. Amelia Parnell 04/24/2025

The Future of NASPA: Innovation, Advocacy, and Caring Leadership with Dr. Amelia Parnell The latest episode of Student Affairs Voices from the Field is not only a must-listen for higher education professionals but a rich resource for anyone seeking insight into the dynamic landscape of student affairs. hosts a thoughtful conversation with , the new president and CEO of NASPA, as she reflects on her journey, the evolving challenges facing the profession, and her vision for the organization and the field. Leadership Through Uncertainty One of the strongest themes of the episode is leadership amidst change and uncertainty. Dr. Parnell candidly discusses stepping into her presidential role during a significant period of transition—mirroring the larger flux happening across higher education. She emphasizes the importance of staying calm, understanding the complexities of policy shifts, and making informed decisions, especially as national and state regulations impact campuses at breakneck speed. The Power of Community Dr. Parnell’s gratitude for the NASPA community—its staff, members, and peer associations—shines through. Her message is clear: while the challenges ahead are real and substantial, the strength of student affairs lies in its collaborative spirit and supportive networks. She notes that community isn’t just a buzzword. Whether through regional conferences, association partnerships, or simply reaching out to colleagues, being “in it together” makes turbulent times more bearable and productive. Value and Impact of Student Affairs A recurring point throughout the episode is the critical need to showcase the impact of student affairs, not just in crisis management or engagement, but as facilitators of student learning and success. Dr. Parnell calls for professionals to embrace data, tell their stories, and make a compelling case for the essential role they play across campuses nationwide. She encourages the field to move beyond simply surviving and towards thriving, both individually and institutionally. Looking Ahead Perhaps most inspiring, Dr. Parnell expresses optimism for the future. She predicts ongoing difficulty but also emphasizes resilience, adaptability, and the vibrancy of the student affairs profession. Her practical advice—utilize new NASPA resources, invest in community, focus on continuous learning, and center the student experience—resonates deeply. Tune In for Insight and Inspiration If you’re searching for honest dialogue and encouragement amidst challenging times, this episode is essential listening. Dr. Parnell’s warmth, expertise, and hopefulness will leave you feeling empowered and connected—ready to support your campus and each other as the field forges ahead. Listen to the full conversation and join the ongoing journey with the NASPA community. Your work and your voice matter—now more than ever. TRANSCRIPT Dr. Jill Creighton [00:00:01]: Welcome to Student Affairs Voices from the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed professionals wherever you happen to be. This is season 12, continuing our journey through the past, present, and future of student affairs. I'm doctor Jill Creighton, sheherhers, your essay voices from the field host. Today on essay voices, I'm so pleased to bring you a conversation with doctor Amelia Parnell, our first on the podcast with her in her new role as president of NASPA. We've had doctor Parnell on before in her prior role at NASPA as the VP for research and policy, and I really loved getting to hear her vision for the organization, where we're going as an association. And if you weren't able to attend the annual conference, she also follows up on some of her remarks and her keynote speech. So this is not one to miss. Dr. Jill Creighton [00:00:53]: We're so glad that Amelia was able to make the time to come on the show. A little bit more about Amelia. Doctor Parnell is an accomplished higher ed leader and executive and an internationally recognized thought leader regarding current issues and emerging trends in the field. She's a passionate advocate for higher education as a tool for personal advancement and impact, and she seeks opportunities to partner with organizations and individuals who share her sincere commitment to centering students' needs. In her prior role as VP for research and policy at NASPA, she led many of the association's scholarly and advocacy focused activities and fostered partnerships with college administrators, researchers, grantmakers, and other higher ed professionals. As a frequent keynote speaker at national and regional conferences, Amelia presents on topics related to higher ed, student affairs, college affordability, student learning outcomes, and institutions' use of data and analytics. She's been quoted in The Wall Street Journal, The Chronicle of Higher Education, Inside Higher Ed, and the PBS NewsHour. Amelia recently completed four years of service on the board of directors for EDUCAUSE, where she was the chair of the finance and investment committee and the audit committee. Dr. Jill Creighton [00:01:55]: She's also the past chair of the Higher Education Equity Network or HEEN, a collective impact network representing more than 25 organizations at the forefront of addressing a racial equity in higher ed. Amelia enjoys opportunities to teach, and she's energized by making complex concepts easy to understand. She's had enriching engagements with students and peers as an adjunct instructor and lecturer, and she's the author of the book, You Are a Data Person, which she wrote to encourage all higher education professionals to discover and embrace their unique data identity. Amelia holds her PhD in higher education from Florida State University and master's and bachelor's degrees in business administration from Florida A and M University. Amelia, welcome back to SA Voices. Dr. Amelia Parnell [00:02:35]: Thank you very much for having me. Dr. Jill Creighton [00:02:36]: And we're recording just about two weeks post annual conference. It was lovely to see you in person and living in your element and leading a marching band from opening to Mardi Gras World and welcoming all of us to New Orleans. So we're thrilled to introduce you as NASPA president and CEO for the first time. In the past, we've had you on as VP of policy and research. So as we typically do, we love to open our show by asking you, how did you get to your current seat? Dr. Amelia Parnell [00:03:03]: Well, I should tell you that I got a similar question yesterday in an interview with someone who asked if I'd always knew I wanted to work in associations. And I said, when I was in my, of course, undergrad program, I didn't even know about higher ed associations or higher education as a major. And then when I was doing my doctoral work, I knew about associations, but didn't necessarily see myself there. So I can say it's been a journey, but every step along the way has been part of the preparation. So first I'd say getting to this literal seat is involved a lot of association experience. So, you mentioned it before this role for nine years, I was that VP of research and policy. And then before that, I worked for a few years at another association, the Association for Institutional Research. So, those who know me know that I enjoy data conversations and that kind of helped with that. Dr. Amelia Parnell [00:03:44]: And then prior to that, I spent seven years in state policy in Florida in an office that really felt a lot like the IR office or institutional research office for the legislature. So a lot of association industry experience, and then a lot of other things that fill in the spaces. So served on some other association boards, did some teaching, some writing, some research, public speaking, advisory board service, and all that together in addition to early, early days working on a campus. So I'd like to think that this opportunity now was several, several years in the making. Dr. Jill Creighton [00:04:13]: And just to plug some of your work, if you're a data nerd, Amelia has a great book out on data, so you should check that one out if you're a data and assessment person. Dr. Amelia Parnell [00:04:21]: I think we all are. Dr. Jill Creighton [00:04:22]: Definitely. And I think more so now in the profession than we were, you know, five, ten years ago. Even the data has begun to speak differently than it has before. Mhmm. But you've been in the NASPA presidency just under a year now. So how is it going? Dr. Amelia Parnell [00:04:35]: It's going very well. Now I can say, like many others in higher education, has not all been easy. But I would definitely say it's been more bearable when you're in a welcoming community, and I'm glad to have that. So specifically, the membership has been really welcoming. I had an opportunity to go to almost all the regional meetings, over the past year. This one, the Western Regional, but I'll see them at their meeting this year. The membership in general has been very kind and welcoming. Get a lot of emails. Dr. Amelia Parnell [00:04:59]: The challenge I have is to respond to all of them in a timely way. The board has been very supportive and enjoyed that partnership and looking to build on that. NASPA staff are great. This feels like a commercial, but truly, it it really has been nice. The my neighbor association, some of those CEOs and presidents have immediately reached out. So I feel a sense of community that I was already there, but just feels different in this new role. So it's going really, really well. Dr. Jill Creighton [00:05:19]: I know you're gonna love Western Regional. It's one of my favorite conferences as a former region fiver. So I'll give a shout out to Josie Alquist and Kim Halapa who are the chairs of NASPA Western Regional this year. You're gonna have a great time. Dr. Amelia Parnell [00:05:30]: Okay. Okay. Dr. Jill Creighton [00:05:31]: But as we look at kind of you incoming to the presidency, I kind of think of doctor Lauria White's journey as well. She started her presidency, like, five seconds before COVID hit the world. You started your presidency right amidst a major presidential transition and policy transition. And coming from your policy background, I'm sure that has been maybe some unexpected turns, in your first year. So can you talk about kind of your philosophy behind navigating all Dr. Amelia Parnell [00:05:57]: of it? Oh, absolutely. I don't wanna downplay it and say, oh, I was ready for this. No big deal. That type of thing. But I can say some of my earlier experiences in my career have certainly helped me for this moment. And the first I'll say is that it's never a single person's responsibility. Although being in a role like president, you are asked to make a lot of decisions and that might be a partnership with the border. It might be this is in your scope of influence. Dr. Amelia Parnell [00:06:18]: What are we gonna do? That type of, I'd say, heightened responsibility, I'm not necessarily new to it. I've been able to be a part of, like I said, the NASPA executive team for a while. It's a different role, but it did give me some direct exposure to kind of how NASPA should be able to move and navigate in these environments. In terms of the specific policy angle, that's where my state policy experience in Florida. And if anybody watches the news, Florida has been in the news for a while. And so I worked in Florida policy at a time when, just like now, Florida was in the news, and there were a lot of moving discussions that put me right in the middle of making decisions in a difficult time. So nothing prepares you for the moment that you're in because you've never seen it before. But the environment, one that you could probably say is a little bit uncertain, unexpected, a little bit challenging, I've gotten able to be uncomfortable in those situations. Dr. Amelia Parnell [00:07:02]: So what I would say I've learned is to not panic. It's hard to do, but it's definitely relevant. Try not to panic. We make better decisions when you have a chance to sit and think. Maybe not in abundance of time to sit and think, but, number one thing for me I'd say is make sure you understand everything possible that you can, that you can absolutely absorb and try not to panic because you can make better decisions when you have a clear head. Dr. Jill Creighton [00:07:22]: I think that not panic moment is really important in higher ed right now. I've been in the public policy division space for NASPA for, I think, like three terms now. And I was having a conversation with Gaut Sheehan, who's the outgoing policy chair for us. And he and I gave a presentation, like, a couple of years ago called something like why public policy should matter to higher ed pros. Dr. Amelia Parnell [00:07:44]: Talk about foreshadowing. Dr. Jill Creighton [00:07:45]: And I just remember us being like, how do we get people to understand this is important to their work and how much that has shifted over the last couple of years where we're now in a space where policy is moving at us at what can really only be described as a breakneck pace. And so I'm not asking any of us in the field to agree, disagree, or be undecided about what these policy changes are and mean. What I'm really asking us to do is to take a look at how it's affecting our campuses and our students because regardless of how we personally feel about it, it's happening, and it's happening in ways that affect our campuses. So aside from remaining calm, kind of that keep calm and carry on, what advice do you have for campuses who are trying to keep up right now? Dr. Amelia Parnell [00:08:24]: Yeah. Absolutely. And and before I answer that, let me add on to your point about your session with Scott. I've said this many times, kind of in jest, that I feel prepared for this moment because the the nine years I spent leading the research and policy area, those were two areas that when you say, hey, you know, would you like to sit down and talk about some data? Those people will be like, I don't know. That's my favorite topic. Maybe we'll get back to you and and talk another time. And if it's policy, oh, well, you know, I've got a colleague who does our policy stuff. And so this idea that these two big buckets and they're they're really kind of linked research and policy together were areas that we needed to be paying attention to closely anyway. Dr. Amelia Parnell [00:08:55]: And this feels like the right time to elevate that. So I appreciate your question. And I would say, I see the thing, keep calm. I don't want to say carry on because I feel like that could be dismissive of what it means to be working in the field. But the calm nature means as you are still going through these difficult times, try not to be too overly overwhelmed. I'd say about what's going on. In terms of specifically what we can do, I think I can think of three things. The one I'd say to anybody, this is a great time to learn as much as possible. Dr. Amelia Parnell [00:09:19]: And I know that the news outlets give us news and they give us updates, but there are certainly other opportunities for us to really understand how does a bill become a law? How does the law become a rule? How does the rule turn into policy? What's the difference between the executive order and, act of Congress, things like that. This is the time where if you you're not quite sure, ask somebody, see if you can read up on it. I know we talk about Schoolhouse Rock and the basics. It's okay to go back to the basics because I think in this time now it helps us have deeper conversations about what our options are. Got to understand what's going on. That ultimately will lead to the space of influence, which will be your campus policies or campus decisions. And so it all fits together. I think that's number one. Dr. Amelia Parnell [00:09:55]: Learn as much as you can. In terms of supporting students, I think it means consistency. You know, for as much as things are changing all around us and we as professionals see this, students are still coming. They're still coming to class. They're still going home, still making plans, and they're looking to us to still provide some consistency in how we're going to help them navigate their college experience. I know it's hard, but they, I think, could give us a signal of where we could go to support them. And then I'd say the last, I just got to double back down on the idea of informed decision making. We haven't gotten to that question yet, but I feel like to some extent that that pairs well with not panicking, because if we have an abundance of information about what's been working, where our places of improvement should be, this is a good time. Dr. Amelia Parnell [00:10:33]: And we're being kind of pushed into those conversations, by not rushing. Maybe moving at a faster pace, but not rushing to every quick decision that gives us a chance to take a fresh look at some information and data that we might already have in partnership across the campus. So that's gonna bring us closer together. Dr. Jill Creighton [00:10:47]: I will plug that Schoolhouse Rock piece on YouTube because it does hold up. It's the policy process is exactly the same. And one that I also like to include is the more r rated version by Saturday Night Live, which is about executive orders. So go watch that one. It's definitely not child or office friendly, but in your spare time, go check out that one because it's also pretty much accurate. But we are also in a space where all of the federal personnel that campuses may be used to talking to for investigations or there's currently, you know, we know the list of 60 and things like that going on. How might you advise campus professionals who are trying to do their best to comply with federal regulations knowing that their staff or relationships have all changed, how do you recommend people begin to re navigate this new landscape? Dr. Amelia Parnell [00:11:31]: So that's a specific question I could imagine that impacts those who are used to having an ongoing connection to the department, and that would include me. Before this current administration, the previous administration, we would get invited to have a closed conversation here or convening there or some type of email exchange that would say, this is what we're considering. Can you tell us maybe a perspective of student affairs professionals? And to not have that has been a little, little tough because number one, it gives you access into conversations that might be emerging into something later. But also it kind of gives us a chance to prepare in advance. And so to not have that, it does feel acutely more difficult than previous situations. This is a place where I would say associations can actually support with the membership though. So even though I may not have that direct line to as many department professionals as I previously did, a lot of associations do have connections to the Hill. And so NASPA doesn't do direct lobbying, but we do a lot of advocacy work, which connects us to other associations who have that type of capacity. Dr. Amelia Parnell [00:12:22]: So I think that's a place where associations can help members understand a little bit of what's going on. Now, naturally, we can't share everything that we've heard, especially if some of it is speculative, but it does help us be a little bit ahead and prepared. So some of the things that we're seeing right now, those conversations, I think we, we got a little bit of a heads up of what might happen. And of course we all are speculating to some degree, but we had a little bit of a head start, maybe a few weeks ahead or maybe a couple of months in other cases. So I think in terms of those individuals who might be doing work where they normally would have to engage, maybe you're... /episode/index/show/naspastories/id/36219480

Building Bridges Between Student Engagement and Academic Success with Dr. Richard Walker 04/17/2025

Building Bridges Between Student Engagement and Academic Success with Dr. Richard Walker In the latest episode of NASPA's Student Affairs Voices from the Field, sits down with , President of the University of Houston Clear Lake, to explore the past, present, and future of student affairs in higher education. With over four decades of experience, Dr. Walker brings a wealth of knowledge and unique perspectives, having transitioned from a career in student affairs to the presidency. Here’s a glimpse into the key themes covered in their enlightening conversation. Dr. Walker’s journey to the presidency is a testament to the value of diverse experiences and the encouragement of mentors. Initially set on retiring as a Vice President for Student Affairs (VPSA), Walker’s career took an unexpected turn when he was encouraged to consider a presidential role. His story underscores the importance of being open to new opportunities and the impact of leaders who recognize potential. Once in the presidential seat, Dr. Walker’s student affairs background provided him with a distinct advantage. His approach to leadership is deeply rooted in fostering a holistic view of student success and engagement, emphasizing the importance of seamless support systems that include academic advising, student activities, and mental health services. His tenure at UHCL has been marked by significant achievements, including strategic partnerships with industry giants like Boeing and NASA, enhancing student career readiness through experiential learning. Dr. Walker candidly discusses current challenges, particularly in light of recent legislative changes affecting diversity, equity, and inclusion (DEI) efforts in Texas. He shares the innovative strategies UHCL has employed to comply with new laws while maintaining robust support systems for all students, emphasizing the university’s commitment to providing a welcoming environment despite external challenges. Looking forward, Walker encourages a continued focus on student success, affordability, and the evolving role of student affairs professionals. He highlights the need for institutions to adapt to changing needs, particularly in mental health services and career readiness, ensuring that all students have the support necessary to succeed academically and personally. For student affairs professionals and higher education leaders, Dr. Walker’s insights offer a valuable perspective on navigating the complexities of modern academia. His dedication to student engagement, community partnerships, and strategic leadership is both inspiring and instructive. Tune in to hear more from Dr. Richard Walker about the evolving landscape of student affairs and the vital role it plays in shaping the future of higher education. Whether you’re an aspiring university leader or a seasoned professional, this conversation provides rich insights and motivation to make a lasting impact in your field. Listen now to engage with the full discussion and gather insights that could transform your approach to student affairs leadership. TRANSCRIPT Dr. Jill Creighton [00:00:01]: Welcome to Student Affairs Voices from the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed professionals wherever you happen to be. This is season 12, continuing our journey through the past, present, and future of student affairs. I'm doctor Jill Creighton, she, her, hers, your essay voices from the field host. Welcome back to Essay Voices from the Field where today we're bringing you the third conversation we had live and in person at the NASPA annual conference, this time with one of our keynote speakers, doctor Richard Walker. Richard joined the University of Houston Clear Lake as its sixth president on 05/20/2022, bringing over forty years of leadership experience in higher ed at both public and private institutions. Under his leadership, UHCL has experienced significant success. He led the implementation of the university's strategic plan, Impact 2025 and beyond, transform, translate, transcend, which has been pivotal in transforming student lives through experiential learning and workforce readiness. Dr. Jill Creighton [00:01:03]: This period has seen record breaking fundraising efforts with nearly $2,800,000 raised, surpassing the goal by over a million dollars. Additionally, the successful acquisition of 53 grants has yielded over 7,200,000.0 in funding for various educational and community projects in the twenty twenty two, twenty twenty three period. Under his leadership, the university has marked several notable achievements. During his first year, UHCL graduated its largest class ever with 2,427 students. Additionally, Walker's tenure has significantly increased the institution's economic impact on the local area, contributing $1,100,000,000, which equates to supporting 12,578 jobs in the university's service region. Moreover, UHCL has made considerable strides in national and regional academic standings. In the 2024 US News and World Report rankings, the university climbed 27 places to number 304 nationally and rose to number 12 amongst public universities in Texas. It also advanced 66 spots to number a 43 in the top performer for social mobility category among national universities. Dr. Jill Creighton [00:02:06]: Walker's impact extends beyond the campus as he actively contributes to regional and national development. He's a member of the board of trustees for HCA Houston Healthcare Clear Lake and the board of directors for Bay Area Houston Economic Partnership. He also serves on the executive committee of the Council of Public University Presidents and Chancellors or CPUPC. Strategic partnerships with major organizations like Boeing and NASA have provided invaluable real world experiences to UHCL students, further enhancing their education and career readiness, supporting community and workforce development. Recognized as one of our pillars of the profession here at NASPA in 2016, his dedication to education is evident in his administrative achievements and active involvement in various professional and honor societies. His vision for UHCL focuses on elevating the university among the top universities in Texas, enhancing the student experience, and anticipating educational needs to ensure UHCL's relevance and influence in an evolving workplace landscape. Prior to his current role, Walker served as vice chancellor for student affairs and enrollment services for the University of Houston system and vice president for student affairs and enrollment services at the University of Houston. He also spent twenty four years in significant leadership roles at the University of Miami. Dr. Jill Creighton [00:03:18]: Walker received his EDD in higher ed leadership from the University of Miami. He earned a specialist in education and administration and supervision from Middle State Tennessee University, a master of education administration and supervision from Memphis State University, and a bachelor of science in history from Middle Tennessee State University. He's also a graduate of the Harvard Institute for Higher Ed Management development program. Hope you enjoy our conversation. It was a delight to talk to Richard. Hi, Richard. Hey, Joe. Thanks so much for making time out of your conference schedule sit down with me. Dr. Richard Walker [00:03:46]: It is absolutely my pleasure. Dr. Jill Creighton [00:03:48]: And for our listeners, our audio quality might be a little bit different today than you're used to because we're live and in person at NASPA in New Orleans sitting in a gorgeous, very fancy boardroom in one of the conference hotels. But you were on the panel this morning with three other university presidents who've come up through student affairs and are now sitting in the president's seat. So we always like to start our conversations by asking you, how did you get to your current spot? Dr. Richard Walker [00:04:12]: It's an interesting story. So my career goal when I got in the field of student affairs was to become a vice president for student affairs. That was my, you know, the ultimate kind of goal for my career, which I achieved when I became vice president for student affairs at the University of Houston. And then I was with my boss, the president of the University Houston and the chancellor for the University of Houston system and her husband. One night at dinner, actually, we were at a c o a CEO in San Diego, and we were talking about what's next for both of us. And I said, what's next for you? What's your what are your plans? She said, what's next for you? And I said, I'm good. If you're good at my performance, I'm good at Houston. I can retire with you at Houston. Dr. Richard Walker [00:04:51]: And she said, I really think you should become a college president. And I said, well, I'm very flattered, but I don't know if I really wanna do that. I watch what you do, and I'm like, not so sure I really wanna do that. So, anyway, years go by, and one Friday afternoon, September or the fall of twenty twenty one, she pops into my office and sits down. And you never know on a Friday afternoon when your boss pops into your office and sits down about, what was this all about? Please, there's not be a pink slip. She said, no. I need to make a change in the presidency at Clear Lake, and I want you to go down there and be the interim president. Dr. Jill Creighton [00:05:24]: Wow. Dr. Richard Walker [00:05:24]: And I said, okay. And when would this be? She said, in two weeks. Dr. Jill Creighton [00:05:29]: Wow. Dr. Richard Walker [00:05:30]: She said, but you don't have to tell me now. You can think about it over the weekend and get back to me on Monday. It's one of those things where you're not gonna tell her no. But I'm like, okay. I'll get back to you on Monday. So it's an interesting story because she's always thought I should be a president. I didn't really think I wanted to be a president, but I thought, you know what? This will be a test run. The agreement we had was I'd go down there for the academic year. Dr. Richard Walker [00:05:50]: She was gonna do a national search, and then I'd come back to my position at the University of Houston. And so I got down there, and I liked it. Dr. Jill Creighton [00:05:57]: Okay. Dr. Richard Walker [00:05:59]: And everybody there kept saying, you're applying for the job. Right? And it's a closed search closed presidential search. The only people that knew about it was the search firm and the search committee. So I couldn't say anything. I just said, well, I'm thinking about it. And so I thought about it over holiday. She launched the search committee in December, went to see her in January and said, well, what would you think if I wanted to stay? We talked for a while and she said, I want you to do what you wanna do, but you'll have to compete for it. Dr. Jill Creighton [00:06:25]: Okay. Dr. Richard Walker [00:06:26]: Because I've already lost the search. Dr. Jill Creighton [00:06:27]: Mhmm. Dr. Richard Walker [00:06:27]: I'm like, well, that's fair. So after ten years of not writing a cover letter and polishing up my resume, I had to get to work. And so I put my name in the hat. The search committee selected four finalists. Mhmm. I was one of the four finalists and actually had to interview for the job and was fortunate enough to be selected. And on May 2022, was named the sixth president of the University of Houston, Colorado. So I let her tell her you were white. Dr. Richard Walker [00:06:52]: You know, it's a it's a funny thing about sometimes people see things in you you don't see in yourself. Dr. Jill Creighton [00:06:57]: Mhmm. Dr. Richard Walker [00:06:57]: And this is one of those occasions. I've had several happen over the course of my career, but that's how I landed at being president of the University of Houston Clear Lake. Dr. Jill Creighton [00:07:05]: Your university is only 50 years old, which is, I think, really unique in American higher education in a public university, specifically. I mean, we see that all the time with for profits that are popping up and even some privates, but to have a young public like that is a very unique thing. I believe you said in the panel this morning that your institution exists because of NASA? Dr. Richard Walker [00:07:24]: Correct. Dr. Jill Creighton [00:07:24]: How did that all happen? Dr. Richard Walker [00:07:26]: So they formed the university before me in 1974 at the request of NASA. NASA really wanted a four year institution close to NASA where its staff could either finish an undergraduate degree or get a master's degree. So through the help of legislators in Texas, they formed the University of Houston Clear Lake, which was launched in 1974 as a upper division institution, so juniors, seniors, and masters. We later, in 2014, we went to downward expansion and started taking freshmen and sophomores. And in 2016, I had a doctoral program. So over the course of our fifty years, we've grown now into a full four year public institution. But it's interesting because we sit in in the city of Houston, but we're in the Bay Area. And that's very different event of the evening about Houston. Dr. Richard Walker [00:08:13]: We're not downtown. We're not the main campus. We are literally on the interstate between downtown and Galveston. So it's called the Bay Area, and it's very unique because the industry that is thriving there is the aerospace and space industry. So I like to tell the story that NASA is literally in our backyard. They're our back backyard neighbor. Boeing is literally our next door neighbor, and the Houston Space Port is just down the road. So very community oriented, partnership oriented workforce development institution, and we're very different than other institutions within the University of Houston system in that we sit on a 524 acre wildlife reserve. Dr. Jill Creighton [00:08:50]: It's huge. Dr. Richard Walker [00:08:50]: So we worry about deer, alligator, hawks. We don't worry about being in Downtown Houston where the University of Houston downtown has interstates running through your campus. And so it's a very unique opportunity to experience, and I think that makes us stand out as a unique institution and a regional comprehensive in the Greater Houston area. Dr. Jill Creighton [00:09:09]: Do you thought for a long time that the VPSAC was the pinnacle of career and and where you wanted to retire from ultimately? And, you know, you talked about having made the switch. I'm wondering how you look at higher education differently now from the presidency compared to when the VPSA role was a viewpoint that you had perspective from. Dr. Richard Walker [00:09:28]: That's a great question. Let me back pedal a second. So I went in to be the vice president for student affairs at University Houston, the flagship campus, and then the University of Houston system, the vice presidents on the flagship campus were also vice chancellors for the system. Mhmm. Two years into that vice presidency, another opportunity on the Friday afternoon, the chancellor pops into my office. And she said, I'm reorganizing academic affairs, and I want you to take over enrollment management. Again, you don't tell the chancellor no. And I said to her, you know I don't have any experience in enrollment management. Dr. Richard Walker [00:10:00]: I know. But I need you to turn it around. You've done a great job in student affairs. You can do it. So I said to her, if you think I can do it, I will give it I will give it my best shot. And I tell her that to say, I think she was setting me up because I had a student affairs background. Now she wanted me to have an enrollment background, and she said this will be good for your career, ultimately. So I've got the perspective of student affairs and enrollment management now just sitting in the president's seat. Dr. Richard Walker [00:10:27]: So I think it has provided me with a unique opportunity. I don't come from the academic area. I've taught in both the master's and doctoral level in the College of Education at the University of Houston, but I'm not a full time faculty member. So I've got the faculty experience. But I think the unique part for me is that I'm truly a practitioner. So I know enrollment. I know student affairs. I've learned academic affairs. Dr. Richard Walker [00:10:49]: I've got a great pro I know to hire a great provost to help manage all of that aspect of the institution. But I feel it allows me to have a very different perspective of the student experience and a different way to look at student success. And so I truly look at it holistically, and it's really about everybody being on the same page. No silos. You know, for a long time, this whole thing was about, well, what's the relationship between academic affairs and student affairs? And we talked about that a lot and even in Nasport, like, how do you bridge that gap? Dr. Jill Creighton [00:11:17]: And We're still having that conversation. Dr. Richard Walker [00:11:19]: Still having that kind of you're trying. And but now I look at it from the perspective of it's everybody. And so my philosophy has been that enrollment is everybody's business. Mhmm. It's not just enrollment. It's not just academic affairs. It's not just student affairs. And student success is everybody's business. Dr. Richard Walker [00:11:34]: We all have to be working together. So I think as being a president now and sitting in a little different perspective, I think I've got a better understanding of truly what student success means and what a true student engagement experience and really creating the environment at the institution to make our students successful. I don't know if I had the same perspective if I had gone to complete academic ground. I just think I have a much more holistic view of sitting in the presidency seat. Dr. Jill Creighton [00:12:02]: So what does student success mean for you now, and and how is that different than when you were a VPSA? Dr. Richard Walker [00:12:07]: So for now, it really it is a combination of everybody working together in the academic arena. And so sometimes in higher education, things are organized in different buckets in different ways. So at the University of Houston Clear Lake, I have vice presidents and I have a vice president for student affairs, obviously, that reports to me. I also have a vice president for strategic enrollment management that reports to me. Student success, I have associate vice president for student success that reports through academic affairs. And so our student success structure, we call it student success, is academic advising, student success support services, writing center, testing center, math center, and all those aspects. But it's student affairs that house orientation in your student programs Mhmm. Which is a key component of this global process. Dr. Richard Walker [00:12:45]: Then you've got enrollment management, which is all the recruitment pieces. So I think what for me, it's about retention and graduation rates. It's about the process of entering the institution and trying to make it a seamless experience. We have thirty nine percent first generation college students on our campus. We have 41% Pell eligible. We're a Hispanic serving, a minority serving institution. Many of our students don't have somebody to go to and turn to. So it's thinking about how do we not create barriers and roadblocks. Dr. Richard Walker [00:13:15]: To the students, how we're organized, they don't care. And they don't know. They shouldn't have to know. To them, it should be a seamless experience. So for me, it's really about looking at, are we retaining the students? Are we doing the things from a student engagement component outside the classroom? Are we providing those academic support services? Are we drilling down to really see who's having difficulty,... /episode/index/show/naspastories/id/36181020

Embracing Challenges in Student Affairs with Dr. Cynthia Hernandez 04/10/2025

Embracing Challenges in Student Affairs with Dr. Cynthia Hernandez In the latest episode of Student Affairs Voices from the Field, host sits down with , Vice President for Student Success at Texas State University, to delve into her extensive experience in student affairs and her vision for the future of the field. This episode is a must-listen for anyone involved in higher education, offering insights into leadership, professional development, and the evolving role of student affairs in fostering student success. Dr. Hernandez's journey into student affairs is a story of passion and dedication. With over 25 years of progressive leadership, her rise through the ranks is anything but ordinary. From an early involvement as a student leader to her current role guiding a division of over 400 staff, Cynthia's trajectory offers invaluable lessons for professionals at all stages of their careers. Although she initially embarked on a STEM path, earning a Bachelor's in Animal Science, she discovered her true calling in higher education, catalyzed by the guidance of mentors who recognized her leadership potential. Throughout the episode, Dr. Hernandez emphasizes the importance of a holistic approach to student success. Drawing on her STEM background, she uniquely applies analytical skills to organizational leadership, demonstrating how diverse experiences can enhance student affairs work. Her perspective is particularly valuable for listeners interested in the interplay between data-driven decision-making and the empathetic, student-centered focus of student affairs. Key themes in this episode include strategies for professional development and career advancement in student affairs. Dr. Hernandez shares candid insights into "managing up" and the importance of building institutional commitment. Whether you're a new professional or a seasoned expert, her advice on leveraging opportunities and committing to lifelong learning is sure to resonate and inspire action. Furthermore, the conversation delves into the challenges and opportunities presented by current legislative changes affecting higher education. Dr. Hernandez advocates for a proactive stance, emphasizing the importance of maintaining a focus on student success, despite external pressures. Her ability to navigate these dynamics while supporting her team and institution serves as a powerful example of adaptive leadership in unpredictable times. For those eager to delve deeper into the evolving landscape of student affairs and uncover strategies to enhance student success, this episode is a must-listen. Tune in to gain a wealth of insights from Dr. Cynthia Hernandez and be inspired by her commitment to fostering inclusive, effective educational environments. Whether you're on a campus or beyond, her story is a testament to the profound impact student affairs professionals can have on the lives of students and the wider academic community. TRANSCRIPT Dr. Jill Creighton [00:00:01]: Welcome to Student Affairs Voices from the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed professionals wherever you happen to be. This is season 12, continuing our journey through the past, present, and future of student affairs. I'm Dr. Jill Creighton, sheherhers, your essay voices from the field host. Welcome back to another episode of essay voices from the field. Today, we are bringing you the second live recorded conversation from the NASPA annual conference where we sat down with NASPA pillar of the profession, Dr. Cynthia l Hernandez. Dr. Hernandez currently serves as the vice president for student success at Texas State University, providing leadership for a comprehensive division comprised of over 400 staff housed in 12 departments, including housing and res life, dean of students, counseling services, health services, campus rec, Disability Services, Career Services, LBJ Student Center, Student Involvement, Student Learning Assistance Center, Academic Success Initiatives, and Assessment Planning and Technology Services. With over twenty five years of progressive leadership experience, Dr. Hernandez focuses on enhancing student success and learning in the co curricular through inclusive student centered programs, services, and initiatives, and communicating the impact and value of student success work. Dr. Jill Creighton [00:01:14]: She is a scholar practitioner and an active member of professional organizations, including NASPA, where she serves on the board of directors. Prior to joining Texas State University, doctor Hernandez served for fifteen years in the office of the vice president for student affairs at Texas A and M University as an assistant and associate VP and as an adjunct professor in the department of educational admin and human resource development. She earned her bachelor's degree in animal science and a master's degree in educational administration with an emphasis in student affairs admin and a doctorate in ed admin from Texas A and M University. Doctor Hernandez began her student success career in student orientation, transition, and retention and programming both at Northern Arizona University and Texas A and M. In addition to being an active professional member of NASPA, she's also active in NODA, which is the Association for Orientation Transition and Retention in Higher Ed, where she held the position of president. She's also served as the chair for NASPA's AVP initiatives steering committee and as a faculty member and director for the NASPA AVP Institute. Her areas of professional interest include the organization leadership and management of operating a division of student affairs, academic partnerships and collaborations, student learning in the co curricular, comprehensive program reviews, strategic planning, threat assessment, Latinas in higher education, and higher education policy. She also provides her personal statement. Dr. Jill Creighton [00:02:28]: I believe in selfless service, the duty to do good, and the responsibility that comes with influence honoring the impact we have on others and the world. I hope you enjoyed this conversation as much as we loved having it. And like our other live episodes, this one might have slightly different audio quality, but the conversation is rich. Cynthia, welcome to SA Voices. Dr. Cynthia Hernandez [00:02:45]: Thank you. Excited to be here. Dr. Jill Creighton [00:02:47]: So you are our second conversation here live at the annual conference. We're so excited to feature you, as well as an award winner this year. Yeah. Dr. Cynthia Hernandez [00:02:55]: Thank you very much. Excited to be here. Dr. Jill Creighton [00:02:56]: Congratulations. Thank you. But Cynthia, you have been part of the student affairs profession for about twenty five years at this point. Spent most of your career in Texas And we always love to start our episodes by asking our guests, how did you get to your current seat? Dr. Cynthia Hernandez [00:03:10]: Well, thank you very much. You know, it's it's interesting and I think like many of us in the profession, we don't set out to being in the profession. I started my undergraduate degree at Texas A and M University, and one of the wonderful things about that institution is it allows you to really flourish as a student leader. There's so many student run programs, and I got involved. I got involved when I was a student even as a freshman starting out. And I remember, though, the person that really led me into the profession before she probably even knew it was my own RA. I had a scholarship going out to A and M. That's the way I was able to go. Dr. Cynthia Hernandez [00:03:49]: And we had to live in a residence hall, and I lived there. And halfway through my freshman semester, my RA tapped me on the shoulder and said, you do really good at trying to create community with people on the floor, and I think you'd be a great RA. And I was like, I didn't even know really what an RA did, but I did. I I ended up applying and getting it. And so that was really my first foray in. And then the next piece of that was, at that time, you had to take an RA class before you could get hired, and you had to make a certain grade in the class before you could get hired. So my RA class was taught by the director of residence life. His name is Ron Sasse, and he took a liking to me. Dr. Cynthia Hernandez [00:04:35]: We I enjoyed being in his class, and he stayed with me throughout, my RA career as well as my orientation leader career. And when it was time for me to figure out what I wanted to do so I came in to A and M as an aerospace engineering major. I grew up in Houston and really wanted to work on the shuttle. And then ended up an animal science major because I thought I wanted to be a vet. And then I decided I didn't wanna do either of those things. And he walked into my little cubicle as an undergraduate, for my student org, and he gave me a photograph copy. And his name was actually written in Sharpie on the on the front of it, a photograph copy of the student personnel point of view. Oh, okay. Dr. Cynthia Hernandez [00:05:23]: And he said, I think you should read this and tell him, let's talk about it. And we did and it unlocked this love and passion for not only higher education, but for the field of student affairs. And it was then that I decided to to go into graduate school and and go into this path. Dr. Jill Creighton [00:05:40]: But you finished your bachelor's degree in animal science. Dr. Cynthia Hernandez [00:05:43]: I did. I do. I have a bachelor's of science in animal science. And I think about this all the time. Growing up for me, I was always strong in math and science. And so, naturally, that's what everybody focused on. I got sent to a lot of STEM things when I was in high school. I thought, well, that's what I need to lean into because that's what I'm good at. Dr. Cynthia Hernandez [00:06:05]: And it wasn't until I got to college and really finding the work that I'm doing now that I realized just because you're good at something doesn't mean you have to do that thing. Now I will tell you that my math and science, and we can explore this later on in the in the podcast if you want, but gives me a strength. I think that might be a little different in the work that I do and how I approach my work, but I realized that I really needed to find that passion and purpose and I did that in the profession. Dr. Jill Creighton [00:06:33]: I am curious how that STEM strength shows up as a VPSA. Dr. Cynthia Hernandez [00:06:38]: It does quite a bit and and one of the things that I think about and I always have to Dr. Jill Creighton [00:06:43]: give this caveat and I I found this out when Dr. Cynthia Hernandez [00:06:46]: I because I'm a first time VPSA and I found this out with my own staff. I always have to first say, we always have to center the student in our work, we always have to lead from a culture of care. But when you're in these roles, I would say assistant director and above, you really have to pay attention to the business and organizational aspect of what we're doing. And so that math and science background for me allows me to really think a little bit more critically and analytically, about the work and how we organize our work, how we organize our resources, both financial and human. Mhmm. And then even in this assessment conversation, this data conversation, this evidence based conversation, being able to look at data and understand data and translate data for those who are maybe not data experts, and that's okay, but how to make meaning of that. And I think that that math and science background has prepared me for that. The other thing I will say prepared me for is when I was at at A and M, I worked in the vice president's office for fifteen years at A and M. Dr. Cynthia Hernandez [00:07:54]: And I had, one of my vice presidents, I had five while I was there. One of my vice presidents was a three star Marine Corps General. And what I learned in my undergrad that helped me with that was how to write things in bullet points. So I didn't write more than a five page paper until I got to my grad program, so because everything in my science background was really about brief bullet points. What data points are you paying attention to right now? Oh goodness. There's a lot. I mean, obviously, on the student success end of it, we are looking at all of our college completion matrix around persistence and retention and graduation, and then distilling that down into what are those things that are preventing this. Dr. Jill Creighton [00:08:40]: Mhmm. Dr. Cynthia Hernandez [00:08:41]: And then, you know, how can we circle around those support services to meet those? So that's really on the on the student success end, and I can go a little bit deeper into that. The other pieces on, again, and Betty, who is here, talked about it, our investment in staff and development in staff and the metrics associated with, helping our staff thrive, whether that, be performance metrics and even just meeting expectations, but then also what are those things that are barriers to their work and how can we help them be successful in what they do? Dr. Jill Creighton [00:09:17]: You've come up in student affairs mostly through orientation Mhmm. Past president of NODA Mhmm. As well. So different association work. But I'm wondering how your vision and view of professional development of staff has shifted from your days focused on new student orientation now through overseeing an entire division of student affairs. Dr. Cynthia Hernandez [00:09:35]: Gosh, it has been. It has been an evolution and from being a staff member focused on students, focused on it, on the orientation of students. But I will say, I think there's similar things to learn. There's they're very parallel in that, you know, we invest a lot in the onboarding of students. Starting from the very beginning when we make that contact all the way through maybe that first year, that second year, and and on, that's the same with staff. Right? As soon as we hire that staff member, how are we communicate? And I actually think it goes beyond it be before that and my enrollment management colleagues will agree with this with students, but even when that staff member is applying to be on your staff, that employees that individuals who are applying to be on your staff. How are you treating them along the search process? How are communicating with with them? How are you valuing their time in that process as well? How are you honoring that? And then how do we onboard? Mhmm. How are we onboarding staff into our communities and helping them understand what are the expectations of the new work culture they're in? How do they meet those expectations? How do we understand the lived experiences of the the staff coming in and how do we, as supervisors, honor that as well. Dr. Cynthia Hernandez [00:10:51]: So it's all those things that we do with students that we should just be doing with humans as they're transitioning onto our communities. Dr. Jill Creighton [00:10:58]: I think that's the gift of coming up through orientation is that's the natural way your brain already works is how do we successfully onboard someone into the community and then that showing up for your staff Dr. Cynthia Hernandez [00:11:07]: as well. 100%. We talk a lot about in in the OTR world about building institutional commitment. Some might call that finding a sense of place, finding a sense of belonging, and because we know that that's important for the retention of whether it's students or staff. If they don't find that, it's too easy to pack up and go home or go elsewhere. Dr. Jill Creighton [00:11:26]: What do you most want your staff members to understand when they first set foot in the community? Mhmm. Dr. Cynthia Hernandez [00:11:31]: I think first, the purpose of our work, and we talk a lot about the why. Why are we doing this? Why are we here? So understanding that piece is is critical. I think the other piece for me in in my organization at the type of institution we work at and I think that's important, I think, for people to know too as you're onboarding, recognizing what the institution, why you're gonna work, where you have chosen to work, but understanding what it means. And and for us and for all of higher education, we're in the business of helping students realize their academic goal. We get to do a lot lot more with them, and we also understand that there's a lot more barriers that prevent people from actually reaching that, and and we, fill a lot of those spaces. But that's the ultimate goal, and so how are we able to do that? So when new staff come in, I have, AVP dean of students, Valerie Holmes, who who who talks a lot about we're in the business of breaking down barriers and creating opportunities. So at the very simplest level on our staff, that's what we're trying to do. And it might look different depending in what functional area you're working in, but we're trying to get there. Dr. Jill Creighton [00:12:40]: You've had a, fairly traditional career path in terms of kind of moving from that first entry level all the way through to director level, AVP, etcetera, etcetera, and now to the VP seat. There's a lot of programs I'm seeing at NASPA this year about how do I make that jump? How do I make that jump from assistant director to director? How do I make that jump from director to assistant associate dean? How do I make that jump from dean AVP to VP? Mhmm. Can you talk to us about your process in figuring out how to prepare yourself for that next thing? Sure. Dr. Cynthia Hernandez [00:13:10]: I will. And and I've had a little bit of a traditional path, but I it I actually skipped the whole director phase, which created a whole bunch of different things that I had to be really intentional about learning because I didn't have the direct experience in doing that. When I think about putting yourself in the position to make those moves, I think that our natural nature of being learners in this field helps. And I always think about what do I wanna do next and what do I need to learn to get there. And so I think part of it is really investing in that self knowledge, that learning, understanding what it is and and where you wanna go. But I think that the other piece for me has been taking advantage of the opportunities that are available. And it's not that all of the opportunities I took advantage of someone said, Cynthia, you should do this. It was scanning the horizon that I was in and saying, I want more experience in doing that. Dr. Cynthia Hernandez [00:14:10]: Maybe I need to go and ask to see if how can I be a part of that? And, that was a big that was a big piece for me was being able to do that. And that's what I did. I didn't know I wanted to leave the orientation world. I had done it for twelve years. I loved it. I thought I would just continue in first year programs, And then an assistant to the dean of students came available, working with Dave Parrot. And I applied for that, and and I went in and I started working for him. He was housed in the vice president's office. Dr. Cynthia Hernandez [00:14:43]: And about six months in, I had an an, vice president, Dean Bershani, who later went on to be president at North Dakota State. And he said, I want you to come be special assistant to the vice president. And so I made that move right there. And that's why I say I skipped the whole director position. And I think it was the first time I real and we talk about linear pathways, but not really. Mhmm. For me, as a younger or a mid level professional, I think it was the first time I realized that I could move up into an AVP position without having to be the dean of students. And because if you think about Dr. Jill Creighton [00:15:19]: it, this was this was quite Dr. Cynthia Hernandez [00:15:20]: a while... /episode/index/show/naspastories/id/36064215

Dr. Bette Simmons: Trailblazing in Community Colleges and Student Affairs 04/03/2025

Dr. Bette Simmons: Trailblazing in Community Colleges and Student Affairs Unlocking the Potential of Community Colleges: Insights from Dr. Bette Simmons In a captivating episode of Student Affairs Voices from the Field, sits down with , an esteemed leader in higher education, to delve into the transformative role of community colleges in today's academic landscape. Dr. Simmons, a celebrated figure in student affairs, shares her journey and insightful perspectives that challenge traditional views of community colleges and highlight their evolving importance in serving diverse student populations. A Career Dedicated to Student Success Dr. Simmons has devoted over four decades to enhancing student engagement, success, and leadership development, primarily within community colleges. Her career began serendipitously when a convincing interview led to an unexpected but remarkable path in student affairs at County College of Morris. Her story is a testament to the impact of passion-driven work and the profound influence mentors and community connections can have on one's professional trajectory. Reimagining Community Colleges The conversation challenges the outdated perception that community colleges are a "second choice" for students. Instead, Dr. Simmons emphasizes their vital role in providing accessible education and addressing the needs of underrepresented students and adult learners. She discusses the significant strides community colleges have made in workforce development and dual enrollment programs, illustrating their commitment to meeting industry needs and offering students a robust, supportive educational environment. Tackling Student Challenges Dr. Simmons also candidly addresses the growing challenges faced by today's students, including basic needs insecurity and mental health issues. She shares anecdotes of students who have triumphed over adversity, thanks to the supportive networks provided by community colleges. Her stories underscore the importance of holistic student support systems, which are increasingly necessary to navigate the multifaceted challenges students face in higher education today. A Legacy of Mentorship and Leadership As a pioneer in the development of NASPA's knowledge communities, Dr. Simmons’s contributions have shaped the broader landscape of student affairs. Her advice to new professionals is straightforward: seek connections, remain curious, and never underestimate the value of persistence and resilience in building a fulfilling career. Why Listen? This episode is a treasure trove for anyone interested in understanding the evolving role of community colleges and the future of higher education. Dr. Simmons’s experiences and insights not only celebrate the successes of these institutions but also advocate for their continued innovation and inclusivity. Listening to her story could ignite a deeper appreciation for community colleges and inspire educators and administrators to rethink how they can best support their students. Tune into this enriching dialogue to explore how community colleges are not just places of learning but hubs of opportunity and transformation. TRANSCRIPT Dr. Jill Creighton [00:00:01]: Welcome to Student Affairs Voices from the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed professionals wherever you happen to be. This is season 12, continuing our journey through the past, present, and future of student affairs. I'm Dr. Jill Creighton, sheherhers, your essay voices from the field host. Welcome back, SA Voices. Chris and I have just gotten back to our respective homes after spending some amazing time with you in New Orleans for the annual conference. Like many years before, we were able to capture some live recordings of the podcast while we were there, and in particular this year, a few episodes live in front of some of you. So thank you so much if you were able to make space in your annual conference schedule to come see us. Dr. Jill Creighton [00:00:52]: The first episode we're going to bring you is with doctor Betty Simmons who won this year's Fred Turner award for outstanding service. Now this recording was captured live, so the audio quality may not be up to our usual standards, but I promise you that the recording and the conversation itself is incredibly rich. I hope you enjoy this conversation with Dr. Simmons. Betty is a distinguished leader in higher education and student affairs, recognized nationally as a NASPA foundation pillar of the profession, and regionally with several distinguished community college leadership awards. Betty has dedicated her career to advancing care, engagement, student success, and leadership development predominantly in community colleges. She retired from County College of Morris in 2022 where she spent forty two years advancing in various student affairs positions, ending as the VPSA overseeing initiatives focused on enhancing student development, student engagement, wellness, and retention. She's known for her collaborative leadership and commitment to fostering supportive and inclusive environments among students, student affairs professionals, faculty, and academic administrators. Throughout her career, she's implemented impactful programs that address critical student needs, including academic support centers, wellness centers, and basic needs resources. Dr. Jill Creighton [00:01:57]: Her expertise spans various areas of enrollment student services, student support services, and student engagement, all in the community college environment. As a respected mentor, Betty has guided countless student affairs professionals identifying and implementing effective and efficient roles and organizational structures, advocating for innovative approaches to developing strong student affairs professionals. Betty holds a doctorate in higher ed from Seton Hall University. She frequently serves as a community college and student affairs consultant on topics ranging from student affairs assessment, leadership development, and organizational management, as well as an accreditation evaluator. Betty resides in New Jersey with her partner. Now in retirement, she's found more time for volunteering in her community, traveling, especially cruising, and spending time with her family. Dr. Jill Creighton [00:02:39]: Betty, welcome to SA Voice News. How are you? Dr. Bette Simmons I'm great. Dr. Jill Creighton How's your conference? Dr. Bette Simmons Exhausting. Yes. Still have a day and a half to go. It's just wonderful now. Dr. Jill Creighton [00:02:49]: Yes. For our listeners, it is day two of NASA's annual conference. We're here at 08:30 in the morning, so the first session of the day. We see that many of our colleagues, may not have been able to to make it to the sessions this morning, because it was such an eventful evening last night. Last night was also Saint Patrick's Day. Dr. Bette Simmons [00:03:04]: Yeah. Dr. Jill Creighton [00:03:06]: Here in New Orleans. And I don't about you, but I accidentally became part of the parade. Dr. Bette Simmons [00:03:12]: I watched it from a distance Dr. Jill Creighton [00:03:13]: Yeah. I was walking back from dinner, and I came right in front of our hotel, and I was, oh, I'm in this. I had to cross the street. Okay. But we're live taking today at the conference and celebrating your new award With NASPA. But congratulations Dr. Bette Simmons [00:03:26]: Thank you so very much. Dr. Jill Creighton [00:03:28]: Awards are here this afternoon. Excited to celebrate you. Dr. Bette Simmons [00:03:32]: Thank you. Among many of our fellow award winners here. Dr. Bette Simmons [00:03:34]: So I'm a little. Okay. Very excited. Thank you. Dr. Jill Creighton [00:03:37]: But as we talk about your story today, the first question we always like to ask is, how did you get to your current seat? Now we know that you are in in retirement alone. You've had a forty two year career in student affairs, and so we'd love to hear that journey. Dr. Bette Simmons [00:03:49]: Sure. I'll make a quick story because it could be a mom's story, but to finish my undergraduate education, I had a branch of teaching assistantship to go to Harrison State University. And over the summer, I had a conversation with my father who was a high school guy in sweater. And it was tenfold because I wasn't a % sure that that's what I wanted to do. My undergraduate degree is in foreign language, Spanish and French. And I knew that I didn't wanna teach and I didn't wanna work for the government. But I didn't know what I'm allowed to do. Dr. Bette Simmons [00:04:24]: So talking with my gal, it's a question of, well, what do you wanna do? And I didn't have an answer to that. So by the end of the summer, we made a decision, my dad and I, with his help, that I'm most important girl in this country and pursue something that I wasn't passionate about. Passion is really and has all this been important to me. So I stayed in my community. I worked for a key organization for a short style. And then Mark Feller, who was an adviser board at Campbell College of Morris in New Jersey, he said, no. There's this job for delaying for educational opportunity fund. Why don't you go for that job? I'm not qualified. Dr. Bette Simmons [00:05:00]: Now you just go for it anyway. Get the experience of an interview and see where it takes you. This was in 1979. Affirmative action was all the rage. My community is a very diverse community at the time, but County College of Morris was not diverse. And so I did apply for the job. I'm interested for the job, had the best review in my entire life because in my mind, I was going to get the job. It was very relaxed. Dr. Bette Simmons [00:05:26]: I barely should work myself in practice mode. And in practice mode. Yeah. I did not get the job. But Community College of Parks was so impressed with me that they said he'd like to hire you anyway, and they created this job for me as he sits into the dean or student development. And I jumped at it because I had a wonderful experience as an undergraduate in Hunda residence halls. I was an RD, and I just endured working with students. And so that's how I dealt my career. Dr. Bette Simmons [00:05:56]: But I'm telling you, I told the vice president trajectory? Where do you see yourself going? And remember, County College of Horace is a community college. I said to him, I would like to have your job someday, but but at a real college. I will always remember those words. And for anybody who is a community college person, it's painful to hear that, to be called, you're not a real politician. The good news is I ended up with a huge job after forty two years. I remember this always at a real college and learned to appreciate the value and the work and the impact that community colleges do every single day. I am so grateful for that experience that CCI gave me. Dr. Jill Creighton [00:06:43]: We were talking before we started taping today that you were part of the community college ethic assist squad in full Dr. Bette Simmons [00:06:48]: of school? Absolutely. A %. Yeah. Can you talk to us a little bit about Dr. Jill Creighton [00:06:52]: what community colleges meant to the communities in the areas that you became your career and that's contrasted to how would the community colleges now? Dr. Bette Simmons [00:07:01]: That's a great question. Now back in the eighties, at least in Morris County, let me give you a little bit of history of Morris County. It is a wealthy county. It's one of the wealthiest counties in the country and the sense among the community is that you don't go to County College Morris Avenue Branch Pick High School. You weeds. You go somewhere else. You go to to send you somewhere else. It's only those people who, it's probably not going to be their career goal to go to college, just go to Camden. Dr. Bette Simmons [00:07:33]: Or if you were looking to just get a couple of credits and dig yourself, go to Camden. It wasn't well respected and I think that that's historical community colleges in our history that we are second class, third class, and fourth class citizens and not the places for students to go. And also the student experience, you just go to the class and then you leave. There is no campus life. There is no student engagement. There is no leadership development. That's not true. And that was one of the things that was really important to me when I began my career at Cameron College of Mars is to embrace that we can be a real college even greater than we already are. Dr. Bette Simmons [00:08:13]: And we look at how many people are now enrolling in community colleges across the country and how well respected we are and the opportunities for people who may be underrepresented or may not be ready for the traditional college experience right out of the gate or for that adult in mutual who is really looking to retrain, tool, and get something new or get more, you have a pump in place, Lori, and we have better respect for community colleges today than we did forty years ago. Dr. Jill Creighton [00:08:44]: We're seeing community colleges being first choice. I suppose. Absolutely. I see community colleges doing a much better job Dr. Bette Simmons [00:08:50]: at meeting industry Yes. With ACT. The workforce development conversation started in community colleges because you were really focused on what is the community and so as it's it's really interesting to watch the trajectory of community colleges and how people are now making that economic decision that I can still get to University of Maryland, where Cornell, we work with David transfer students, like, going through the community college, really strong integration. And then hear from the students to come back and say, you know, I was better prepared because of my time at CCM than I if I were a freshman starting at four years SOLID. It's it's just a, a wonderful, wonderful option. We also started both in Dr. Jill Creighton [00:09:32]: the Middle East conversation, Virgin Olive Community Colleges rather than the four year where our doctoral degree in directing institution FC. Can you talk to us about what that conversation was like when you were first having it? Dr. Bette Simmons [00:09:43]: You know, it was like, what? Why would that be? It's it's all about the preparation and the contribution of of all of your education, but also the complete development and experience that the community colleges can give both inside the classroom as well as outside the classroom. And I was forever arguing my students about the learning that occurs outside the classroom that will set the student up for the rest of their life. The fact that they will remember in more cases than not something that happened outside the classroom than what they learned inside the classroom. They will connect with a counselor and I have a counselor or adviser who is here in the audience with me today. They will remember their experience with that person more than they will in some cases with some of your faculty as they move through that educational layer and then the contributions that they have during the whole way. Dr. Jill Creighton [00:10:34]: What else was born in the community colleges throughout your career that maybe you're seeing other institutions like sacred for now? Dr. Bette Simmons [00:10:41]: Sure. Dual enrollment is gonna be you know, I made a decision to stay in higher ed because I didn't wanna work in, the primary and secondary, educational environment. Well, they're on campus now, and they're there in large numbers. And post COVID, a lot of colleges are really relying on dual enrollment. Those high school students who are high achieving or looking to really strengthen their academic experience sooner rather than later. And to see more students graduating college even before they get their high school diploma, that was really born in 18 colleges. And to see four year colleges now in that space, in some cases, at least in New Jersey, taking credit for it on your cutting edge, when your tuition rate. It's amusing. Dr. Bette Simmons [00:11:28]: It's amusing. Sing with adult learners. She needed a college. We're building space when you count view of the time, adult learners will flock to the community colleges because I needed to improve in order to get up in the work. You see now more of our four year counterparts, our baccalaureate counterparts engage in the adult learner more because they understand that that's where the population is gonna come from. It's not always just in one compartment. Dr. Jill Creighton [00:11:53]: We also see in the community college system as time has gone on, again, with that first choice implement, we're seeing that transfer articulation agreement change over time. What was that like with that started? Dr. Bette Simmons [00:12:04]: First of all, you know? So in New Jersey, before we had legislation that said you must, it was a bit of a struggle. We have some institutions that we your students could get to when they went down the end of the loss as credit. There would not be any question about the value of the education that students experience when they came to college. A favorite story that that I had was a student was taking a course to attend our school. It was taught by a faculty member who was a faculty member at a four year institution, exact same curriculum, exact same textbook. Everything was the same. It was just being taught in your campus. When the student went to transfer the course, he wasn't gonna transfer. Dr. Bette Simmons [00:12:42]: And so we had to go to the four year school when the argument is being taught by your instructor. This This is the same curriculum as what your instructor will be teaching. We really had to fight tooth and nail to get our credits recognized. Over time and through the health legislation in some cases, there was an appreciation or the value of what's happening in classroom, community college the home experiences, that there's less equity in what was being taught in the curriculum, and there's a smoother path for transfer. There's still some challenges, and that happens a lot when students change their minds. After I graduated my community college, am I gonna go something that's different? Well, I'm not necessarily gonna guarantee that complete transfer, but we work at, and we had those conversations for the four years falls. Dr. Jill Creighton [00:13:26]: How have you seen the student needs change over the course of the time you've been at the community college system? Especially community colleges. Dr. Bette Simmons [00:13:34]: You inspect if people are struggling. That's one of the reasons why they come. It's the economics of it. We're less expensive. We'll close our own. We don't have to worry about room and board. And it didn't have the problems with the basic needs that we have today. In the nineteen eighties, sure, were there problems? Absolutely. Dr. Bette Simmons [00:13:51]: But to the the impact that we're seeing today, with so many students who are couch surfing or sleeping in their cars or not sure where they're going to be to take a shower the next day. They're not able to be top to side what to do with your children because they can't afford childcare, and they've gotta be able to do something. That wasn't to the extent that it is today. And the ability that the community college has is particular to help students identify and rarely get resources, but also provide more additional scholarship numbers for them. I do not have conversations with students who would say to me, you mean I could come and not pay a dime because of scholarships that you are giving in addition to what the 500 state couple minutes again? Absolutely. If your need is that high, we can do that. And then that will save you some money along the way so you will continue to transfer onto that... /episode/index/show/naspastories/id/35983675

Empowering Students: Collegiate Recovery and Harm Reduction Strategies 03/27/2025

Empowering Students: Collegiate Recovery and Harm Reduction Strategies In recent years, the landscape of substance use and recovery on college campuses has witnessed transformative shifts, urging a nuanced approach that combines compassion, education, and empowerment. In a revealing conversation on the "Student Affairs Voices from the Field" podcast, experts and from the delve into their experiences and strategies in collegiate harm reduction and recovery, providing invaluable insights for higher education professionals. Prioritizing Student Autonomy and Education Dylan and Sydney emphasize the significance of placing students at the forefront of harm reduction efforts. Encouraging students to take charge of their health decisions, the duo highlights the importance of respecting student autonomy. By adopting motivational interviewing techniques and fostering open dialogue, professionals can aid students in discerning their relationship with substances and empower them to make informed choices. Education emerges as a key pillar in this process. Students often lack essential knowledge about the substances they encounter, making educational initiatives crucial. Clear, unbiased information equips students to navigate their substance use responsibly and safely. Navigating Stigma and Compliance Addressing stigma in the context of substance use is paramount. Dylan points out that stigmatizing perceptions create an "us versus them" mentality, hampering open discussions and effective interventions. By cultivating an environment rooted in dignity and understanding, campus professionals can bridge the gap between students and necessary support systems. Simultaneously, the conversation underscores the challenge of aligning harm reduction strategies with compliance requirements, such as the Drug Free Schools and Communities Act. The speakers advocate for an approach that balances legal mandates with empathetic, realistic support mechanisms, ensuring students' holistic well-being and safety. Leveraging Community and Resources The SAFE Project team underscores the power of community collaboration. By engaging with partners beyond campus boundaries, colleges can tap into external resources and expertise, enriching their support systems. This collaborative approach not only enhances the available resources but also fosters a sense of belonging and support for students navigating recovery journeys. Paving the Way Forward In envisioning the future, Dylan and Sydney advocate for a student affairs approach steeped in curiosity, care, and judgment-free zones. Authentic engagement with students' lived experiences can lead to meaningful change, paving the way for healthier campus environments. As student affairs professionals, embracing these principles can reshape how campuses address substance use, fostering environments where students feel heard, supported, and empowered to overcome challenges. Through intentional, compassionate actions, higher education institutions can truly become beacons of hope and healing for students in recovery. TRANSCRIPT Dr. Jill Creighton [00:00:01]: Welcome to Student Affairs Voices from the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed professionals wherever you happen to be. This is season 12, continuing our journey through the past, present, and future of student affairs. I'm doctor Jill Creighton, she, her, hers, your essay voices from the field host. Today on Essay Voices, we bring you an episode that talks about recovery and addiction with college students with two colleagues that are higher ed adjacent working at the SAFE project. Our first guest is Dylan Dunn, hehim. Dylan has dedicated his career to transforming cultures, systems, and programs to empower individuals in recovery and those impacted by addiction and overdose. Throughout his time at Safe Project and in his current professional role as the senior director of Safe Campuses, Dylan has worked with students, faculty, and staff at over 550 campuses and in all 50 states to implement holistic student support, harm reduction and recovery programs, and provide professional development opportunities. Dr. Jill Creighton [00:01:02]: Prior to his work at the SAFE project, Dylan has served as the collegiate recovery program coordinator at the University of Denver where he developed and launched recovery support, stigma reduction, and naloxone availability programs in the memory of Jonathan Winifield. From this work, Dylan has been the recipient of the 2019 NASPA Now Award for Innovation in the Field of Student Affairs. Before his work at the University of Denver, Dylan was a founding advisor for the recovery support community at Colorado State University as well as a residence hall director, student conduct hearing officer, and case manager. Dylan's work is informed by his experience growing up in rural Ohio, the youngest child of a large family involved in the drug trade, and later through the journey of helping his parent along their recovery journey. Dylan holds a master of science in student affairs in higher education from Colorado State University, as well as a bachelor of arts in philosophy and a bachelor of arts in criminology and criminal justice from The Ohio State University. Our second guest is Sydney Chifetz, Miles per hour, deputy director of Safe Campuses, who brings ten years of experience in global health, collegiate recovery, disease prevention, and health education to the field. Currently, Chifetz builds and oversees Safe Projects student development programs, providing learning, advocacy, and leadership opportunities to students nationwide rooted in equity, empowerment, and public health principles. Before joining SAFE Project in 2022, Trifetz led alcohol and other drug prevention, harm reduction, and recovery programs at Gonzaga University. Dr. Jill Creighton [00:02:21]: Additionally, she served in the field of global health and education in Southern Brazil and on the Polio Eradication Initiative in Northern Nigeria. Sydney holds a master of public health from Oregon State University and is certified in motivational interviewing, recovery coaching, and ethical public health research. She was the recipient of the Oregon State University twenty eighteen Global Consciousness Award and Gonzaga University's twenty twenty one Outstanding New Student Affairs Professional Award. Welcome to the show, Sydney. Sydney Chifetz [00:02:47]: Hey, Jill. How are you today? Dr. Jill Creighton [00:02:49]: I'm doing great. Thank you so much. And Dylan, welcome. Dylan Dunn [00:02:51]: Hey. Thanks for having Dr. Jill Creighton [00:02:52]: us. This is a bit of an unusual episode for us here at SA Voices because normally we're featuring the voices of student affairs professionals. But today, we're thrilled to bring you both in from the SAFE project, which is a nonprofit organization that works with what I would call student affairs adjacent work. So we're in the health promotion space using student affairs language. And the safe project was founded in November of twenty seventeen by admiral James and Mary Winifield following the loss of their 19 year old son, Jonathan, to an accidental opioid overdose. And this family immediately channeled the grief into action, hoping to save more families from the pain of loss, whether it was seeking treatment, getting answers or understanding the nature of the diseases. They, they knew that they needed to be a different solution to helping other families facing the same journey with substance use disorders. And so therefore SAFE Project was created and they're working towards meaningful action through programs and leading efforts that are unifying, nonpartisan and evidence based. Dr. Jill Creighton [00:03:45]: SAFE seeks meaningful metrics that are strengthening our independent six lines of operation and ultimately aim to achieve safe communities, campuses, workplaces, and veterans across the nation. So today we're focusing on the campuses element. Why don't we get started with asking you both how you got to your current seat in your work with this nonprofit? Dylan Dunn [00:04:02]: Sure. So, again, my name is Dylan. I'm the senior director of our campuses team, which is, as you said, one arm of the safe project team. And I am a student affairs professional by trade. I'm a graduate of the CSU SAHE program. And when I was at Colorado State University, that was when Jonathan Munafald passed away. So I was just 40 miles, 50 miles up the road. And when I graduated from CSU after doing collegiate recovery work there while also working in housing, I got hired at University of Denver to start the program in Jonathan's memory. Dylan Dunn [00:04:29]: And so after a year of working at DU, establishing an collegiate recovery program doing opioid overdose prevention work, I knew it was time for me to go. So I ended up getting hired at Safe Project to help however I could. And then after a a couple months, they realized that I was a student affairs professional, and it would make sense for me to be on the campuses team. And so I've been on the team ever since, and it's been a heck of a journey. Dr. Jill Creighton [00:04:47]: Sydney, how about you? Sydney Chifetz [00:04:48]: Yeah. So I got started in public health. I was living for a time in Brazil and saw the impacts of infectious diseases there, so decided to get my master's degree and was very fortunate to accept a student a graduate teaching assistantship at Oregon State University where I worked with the collegiate recovery community. I'm a person whose family has been deeply impacted by addiction, so I was grateful for that opportunity while I studied infectious disease and my master's in public health. I graduated and took a position at Gonzaga University where I was a health educator and then later a health promotion specialist. So I no longer work in the field of infectious diseases, and I'm, as you said, higher education or I'm sorry, student affairs adjacent now. But what I liked most kind of shifting into this role is college is such a transformative time for so many folks, and it's a really important time when we think about kind of developing lifelong skills and particularly discerning health behaviors and education, particularly around substance use. It's been a really great opportunity. Sydney Chifetz [00:05:40]: So when I came about at Safe Project, I love doing this work on a national scale and then also in the work that we do now, empowering students to kind of lead the charge on their own campuses. So a roundabout way, but I got here eventually. Dr. Jill Creighton [00:05:53]: This work is something that has been important for colleges and universities for the last several decades. I feel like when the opioid epidemic was first becoming part of the consciousness of collegiate prevention work, that was probably about twenty years ago at this point in time, and it was very, very focused on for a while. And that has quieted over time, and I I believe we're starting to see that work kind of come back into the consciousness more than it has in the past. But what are the the top things that you're focusing on right now in the prevention and recovery space for campuses? Dylan Dunn [00:06:24]: I think it often breaks into two pieces for us. One is collegiate recovery. We do a lot of work with students around recovery, and I'll defer Sydney on that here in a second. But we do a lot of work also with opioid overdose prevention and response. Some of that work is directly with NASPA also. And so we help campuses build the systems, the infrastructure, the readiness, and then find the resources to do things like naloxone distribution and education, naloxone being the drug that folks use to, reverse an overdose. But that is kind of our technical work that we do, I would say, where we're doing a lot of, like, if this, then that, and if this, then that over and over again to help people build these programs. But Sydney does some really great work around empowering students in recovery and helping students be a part of this work. Dylan Dunn [00:07:02]: So I wanna pass it to her for that. Sydney Chifetz [00:07:03]: Yeah. So thanks, Dylan. As it pertains to collegiate recovery communities, a lot of our work focuses on ensuring that students are kind of leading the charge there, knowing that they are the ones most impacted and they are really the ones that should be the biggest stakeholder in this work. So we bring on a cohort of fellows each year that do the boots on the ground work and just we provide some of that coaching and guidance as they do the work. A key focus of ours now, as Dylan has said, is the prevention, a lot of harm reduction because that's where the focus of students has been over the past couple years. And then as it pertains to recovery, ensuring that collegiate recovery communities are more inclusive, we've certainly seen a change over time. And what does it mean to identify as a person in recovery? What does a person need to have in order to be part of a collegiate recovery community? And then are some of those barriers that are placed onto these programs ensuring that all students feel like they are part of that and can seek those resources? And then to the point of prevention, we're having these conversations about how can we ensure that our prevention approach focuses on public health so it's much more holistic, shifting away as I'm sure, you know, everybody is now from this just say no message or even just this, like, education is all that folks need to what calls a person to use or overuse alcohol or other drugs? What are the conditions in their life? Whether that's a lack of emotional intelligence or hope healthy coping strategies or, for college students, right, support systems or outlets that they might have. So thinking about holistic health and and taking that public health approach to prevention nowadays. Dr. Jill Creighton [00:08:38]: That public health approach to prevention, I feel like, has been really strong in higher education in the last several years. And I think one of the things that we struggle with is where should we be focusing our efforts? I think harm reduction related to alcohol has been a primary focus of higher ed administrators for a long time, largely because it's prevalent in the culture of American collegiate society in ways that we don't see in other countries. And then we add in these elements of harm reduction related to cannabis use, harm reduction related to substances that for lack of a better term, come in and out of fashion almost where we see certain substances being more popular in different eras over time than kind of falling by the wayside and new substances coming into the community and things like that. So when we think about the work that you're doing, how do you recommend campuses approach this harm reduction effort knowing that it's not just one substance that we're trying to help students figure out how to reduce their harm against or to stop usage or to do whatever they need to do to help someone else recover. Dylan Dunn [00:09:38]: We have professionals who talk to us a lot about, like, the new substance on the block. Like, oh, we had we a parent reached out because we heard that some student or somebody got injured by a substance that they'd never heard of before, and the fear of that will then cause a lot of stir. The thing that makes our job easy in those moments is we're not actually chasing the substances anymore. We're chasing the principles of this work so that it's about education. It's about empowerment. It's about making sure that students feel like they have what they need. Yes. Sometimes that is substance dependent, but sometimes making sure they have what they need to navigate their own wants and needs well. Dylan Dunn [00:10:13]: Sometimes that means they got in trouble and we figure out how do we stop that, or how do we kind of navigate the realities of the world around them. But our goal is to stay principled enough in public health principles and harm reduction principles and all of that so that we can stay balanced. And, like, we're not gonna be so surprised by a new substance that we're kind of knocked off kilter and don't know what to do next. And so it's about us being informed by trends, but not trying to be trendy is the way that I explain it a lot. Because the trendiness makes our job harder because we're always chasing, and we're trying not to do that. Dr. Jill Creighton [00:10:41]: I like that because what it shows is that the abuse of substances is likely related to other conditions, not necessarily related to whether a substance is most popular at the moment. You mentioned the principles of harm reduction and public health being core to the work. Can you talk a little bit about what those are? Sydney Chifetz [00:10:57]: Yeah. So a couple that come to mind and particularly pertaining to this conversation, autonomy. So when working with college students, we recognize that these are adults that can and should be making their own decisions, and it's not it is our responsibility to work with them, you know, using some of the principles in motivational interviewing and and public health, right, to understand what are what are these person's desires as we've been talking about? Like, what are the reasons why they're choosing to consume substances at at whatever rate that they are. So really respecting a person's autonomy. Education, there are some students that we work with that don't know some of the basics of particular substances, especially as we've noted, like, there seems to be every couple years or a couple months a new substance in the field, that students are intentionally or unintentionally having relationships with. So education around what is this doing, and then I think working with students to discern what would they like their relationship with that substance to be and and how can they reduce their risk of harm. But I think what I always come back to in the work that we do is that people have choices, and we can work to empower them to make more informed choices. And then if they're going to make a certain choice, the ways that they can reduce their risk of harm. Sydney Chifetz [00:12:05]: I don't know how much you want me to go into like, this is the casual part, like basic public health principles, basic harm reduction principles. I don't know. Dr. Jill Creighton [00:12:12]: I think anything that you can share that might be helpful for our audience to narrow their foci into. I know that a lot of our listeners are also graduate students. They love learning theory. We also have, listeners who are teaching in higher ed master's programs, and also a number of professionals who maybe don't go into this work on a day to day basis. Sydney Chifetz [00:12:30]: So one of the concepts which we use a lot in our work and particularly health promotion professionals are using all the time within a motivational interviewing framework is the idea of stages of change. And so I don't know how prevalent that was as part of the conversation twenty years ago of it's not as easy as, a, just saying no or, b, making a change. Right? Most of us are ambivalent about many aspects of our experience, particularly as it pertains to our health. So working with people to recognize that change can happen, change takes time, and, also, it's about many aspects of our life that sometimes need to change in order for our relationship with alcohol and other drugs to, be changed. So that's one of the things. Dylan, I'm gonna pass it to you. Dylan Dunn [00:13:13]: The most fun part, I think, about this work as a student affairs professional is that this work is really just student student development theory over and over and over and over again. I think sometimes student affairs professionals will get kind of in our own way... /episode/index/show/naspastories/id/35664285

SA Voices Podcast Takes a Break for the NASPA Conference 03/20/2025

SA Voices Podcast Takes a Break for the NASPA Conference This week we will be taking a break while Dr. Jill Creighton and Dr. Christopher Lewis will be attending the NASPA Conference. They look forward to seeing you at the conference and will be back after the conference! TRANSCRIPT Dr. Jill Creighton [00:00:01]: Welcome to Student Affairs Voices from the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed professionals wherever you happen to be. This is season 12, continuing our journey through the past, present, and future of student affairs. I'm doctor Jill Creighton, she, her, hers, your essay voices from the field host. Hey, SA Voices listeners. Again, for those of you who are able to join us in New Orleans, we hope that we have gotten to see you this week. For those of you who are listening from elsewhere on planet Earth, thank you so much for bearing with us this week as we take our annual week off in order to produce content for the conference. When we come back, we'll bring you the episodes that we've recorded down there as well as bring you the episodes from our fellow colleagues who were able to share their voices with us. Dr. Jill Creighton [00:00:51]: Thanks so much, and we'll see you again real soon. This has been an episode of SA Voices from the Field, a podcast brought to you by NASPA. This show is made possible because of you, the listeners, and we continue to be grateful that you spend your time with us. If you'd like to reach the show, you can always email us at [email protected] or find me on LinkedIn by searching for doctor Jill L. Creighton. We always welcome your feedback and your topic and guest suggestions. We'd love it if you take a moment to tell a colleague about the show, and please leave us a five star rating on Apple Podcasts, Spotify, or wherever you're listening now. It really helps other student affairs professionals find our show and helps us to become more visible in the larger podcasting community. Dr. Jill Creighton [00:01:34]: This episode was produced and hosted by doctor Jill Creighton. That's me. Produced and audio engineered by doctor Chris Lewis. Special thanks to the University of Michigan Flint for your support as we create this project. Catch you next time. /episode/index/show/naspastories/id/35522960

Navigating the Tech Evolution in Higher Education with NASPA's Tech Knowledge Community 03/13/2025

Navigating the Tech Evolution in Higher Education with NASPA's Tech Knowledge Community In today's rapidly evolving educational landscape, the intersection of technology and student affairs is more significant than ever. In a recent discussion on the SA Voices from the Field podcast, guests and , both seasoned professionals in student affairs technology, shared insights into their work at the University of Illinois Urbana-Champaign and the University of Pittsburgh. They highlighted the essential role of technology in enhancing student experiences and the ongoing efforts to integrate innovative solutions within student affairs. The Journey into Student Affairs Technology Both Quisenberry and Chao entered the realm of student affairs through unique pathways. Quisenberry transitioned from the private sector back into higher education, finding his niche in IT leadership for housing divisions. Similarly, Chao moved from the business world to higher education, recognizing the impact student affairs professionals had on his own college experience. Their experiences underscore the diverse backgrounds that contribute to the field, bringing fresh perspectives that help bridge the gap between technology and student affairs. The Role of Technology in Student Affairs In their conversation, Quisenberry and Chao emphasized the importance of technology as a tool to support student affairs work. They discussed the varying organizational models of IT within universities, whether centralized or more distributed, and how each affects the implementation of tech solutions. A critical point raised was the necessity of creating a collaborative environment where student affairs professionals and IT teams work together to design technology that meets the holistic needs of students. This approach ensures that tech solutions are user-centric and support the diverse aspects of student life. Inclusion and the Future of Technology in Higher Education A key theme that emerged was the role of technology in fostering inclusion. Technology, if leveraged correctly, serves as a great equalizer by providing access to resources and support for all students. Quisenberry and Chao highlighted ongoing efforts to develop competency standards for technology in student affairs, working towards frameworks that guide the ethical and effective use of data and digital tools. They stressed the importance of preparing for future challenges by collaborating across disciplines, ensuring that technology enhances, rather than hinders, the student experience. Conclusion As higher education continues to evolve, the integration of technology into student affairs will be crucial for addressing the needs of new generations of students. Leaders like Quisenberry and Chao are paving the way for a future where technological advancements not only support but elevate the student experience, ensuring that universities remain places of growth, inclusion, and innovation. Questions We Are Asking At the Conference Theme 1: Well-being and Healthy Excellence in Student Affairs How can student affairs professionals model healthy excellence in their own lives and institutional cultures while supporting students’ well-being? Theme 2: Changing the Student Affairs Profession How can we better leverage technology to meet the evolving needs of students and higher education institutions? Theme 3: Sustaining and Celebrating the Student Affairs Profession Can you share a moment or experience in student affairs that you feel embodies the spirit of this profession? If you would like to share your voice and we cannot record it at the conference, you can send an audio recording to by March 28, 2025. TRANSCRIPT Dr. Jill Creighton [00:00:01]: Welcome to Student Affairs Voices from the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed professionals wherever you happen to be. This is season 12, continuing our journey through the past, present, and future of student affairs. I'm doctor Jill Creighton, she, her, hers, your essay voices from the field host. Today on SA Voices, we're visiting with our technology knowledge community or Tech KC with David Chow and James Quisenberry. David Chow started his career in the business world with a degree in computer science before transitioning to higher ed. He spent the last fifteen years working for the University of Pittsburgh where he currently serves as the director of IT for student affairs. He's been active in the NASPA community for over ten years and currently serves as the chair of the Tech KC. Dr. Jill Creighton [00:00:50]: His mission is with fifteen years of knowledge, experience, and engagement in student affairs, he believes that he can help bridge the gap between tech and student affairs pros so that together we can enhance the student experience and facilitate their growth in an open and collaborative environment. Navigating the complexities of tech and student affairs requires a holistic approach to the technology itself, how it's utilized in practice, and understanding the data and outcomes. Higher ed is being challenged to adapt and evolve, and often intimidating pace of changes requires greater innovation than ever before. James Quisenberry is currently the executive director for student affairs tech and chief information officer for student affairs at the University of Illinois Urbana Champaign. In his previous role on campus, he served as associate director for the university housing department in tech services. Before joining the Urbana campus, he worked in the private sector with online learning systems focusing on curriculum and student information systems products in k 12 with Pearson Education, NCS, and Nova Net Learning. Mister Quisenberry holds both a BA and MS degree in computer science, both of which he received from Southern Illinois University at Carbondale. He's an active professional in organizations including NASPA, EDUCAUSE, and Akuho Ai. Dr. Jill Creighton [00:01:56]: He's currently serving as a member of the NASPA Tech KC representing Region 4 East. Mister Quisenberry is also a founding facilitator for the Illinois IT leadership Workshop where he served for over fifteen years to graduate over 375 emerging leaders from all three University of Illinois campuses and the University of Illinois system. He has over thirty five years of experience using technology to support education and focuses on building strong teams in all areas of technology support and invest strongly in leadership and development for all staff so they can lead from where they are. David and James, welcome to SA Voices. James Quisenberry [00:02:28]: Hey, Jill. David Chao [00:02:29]: Thank you for having us. Dr. Jill Creighton [00:02:30]: And we are featuring you today as the current knowledge community co chairs for the NASA technology KC. We love to have our KC chairs on to tell us what's going on in your focus area of student affairs. So I'd love to start us off. Normally, we ask you how you got to your current seat, but I'd love to know first how you two met each other and decided to run as co chairs for the KC. David Chao [00:02:49]: So we met at NASPA, I think it was 2017. I think it was San Antonio at the national conference at one of the TKC group meetings. And we've been connected ever since then. I've enjoyed working. James has a lot of experience, and I've been able to really learn from him. And and he served as a mentor and a friend to me, as well as a colleague. James Quisenberry [00:03:06]: Yeah. We got together because technology folks that are focused on technology and student affairs, there's some of us, but there's not a lot of us. And so David and I and a few other people would run into each other at NASPA and at EDUCAUSE, which is the professional association for higher ed IT folks. And we knew we had things to work on, things that we could collaborate with. Dr. Jill Creighton [00:03:28]: You all approach the work in a little bit of a different way than those of us who have trained as a master's in higher ed. Tell us how you ended up using your IT background and skills in student affairs. And, James, let's start with you. James Quisenberry [00:03:40]: Yeah. Well, it was, I'll say, a little bit by accident. I started out in higher education in technology, but moved into the private sector for a while and decided I wanted to get back to higher education. And the opportunity that I found was leading IT IT for the housing division here at the University of Illinois, which is a a large operation, you know, 9,500 beds and about 1,200 apartments. And so I got into student affairs because they needed an IT leader because cause they had a complex IT environment. And I had a lot of background. I had spent some time in higher education, so it wasn't too big of a stretch for me. And so that's how I got into it. James Quisenberry [00:04:16]: And I spent a lot of time working with Akuho early on because I was in housing. And then as I moved into a more student affairs breadth role, I started getting involved with NASPA. Dr. Jill Creighton [00:04:27]: And David, how about yourself? David Chao [00:04:28]: So I had a bit of a roundabout journey to student affairs. I was in the business world for about ten years, and I don't have the business mentality. And I wanted to look for something, a little different, and I turned to higher education. And so I'm actually a Pitt alumni. So I came back to the University of Pittsburgh and and got a job here. I did not know what student affairs was before I started working for Pitt, but in hindsight, I had a challenging college experience. And as I look back on that experience, I realized how many student affairs professionals I interacted with, even if I didn't fully understand who they were or what they were. And that really kind of inspired me as I worked for Pitt student affairs, just wanting to use my technology skills to help the people that were helping kids like me and providing guidance and mentoring and, and, just helping them develop. David Chao [00:05:13]: So it, it was interesting how it ended up. It wasn't intentional in any means, but here I am. And I'm, I'm grateful for that. Dr. Jill Creighton [00:05:19]: You're both in unique situations in which you are working directly with the division of student affairs as an IT leader. Some universities are organized with a completely centralized IT model and some are more hub and spoke models. Some of them also have completely unrelated IT departments across large complex organizations. Can you talk to us a little bit about what it means to work directly with student affairs and student affairs professionals in the IT world versus if you were in a more centralized model? David Chao [00:05:46]: So interestingly, I report to both central IT and to student affairs. So I I do work full time for student affairs, but I'm connected with Pitt IT central IT. So we have a model that that varies depending on the departments. So that allows us to have a good connection with central IT and the resources they have, while staying connected with student affairs and the specific things that they need. James Quisenberry [00:06:05]: Yeah. And I would say I have something similar in that I'm really active with campus IT, and so I have been tapped many times to lead campus level initiatives even though I'm embedded in student affairs. One of the things, we created shared service for technology and student affairs just about seven years ago. And one of the founding principles of that was you can do IT in many different places. You can do it many ways on campus, but we wanted to create an environment where individuals who are interested in the mission of student affairs that wanted to practice IT and higher ed would come to our unit because that's our focus. Our focus is supporting staff who support students either directly or indirectly. And so I think that's important. I've seen all of the different types of organizations. James Quisenberry [00:06:54]: Like my big 10 peers, we talk a lot about how we do things differently, and some of them have strong IT organizations like we do in student affairs, and some of them are very small but mighty and have to leverage everything out of the central IT group. And that's the challenge because their focus is not always on the student experience. They may have a focus on teaching and learning, which is faculty centric, or they may have a focus on research, which is, again, not very focused on the student experience or the weird things we have to run-in student affairs and housing and dining and recreation and all of these different places. So I think it's a challenge for those organizations that don't have some technology resources in their student affairs area because they don't get that same kind of focus on serving students. Dr. Jill Creighton [00:07:42]: I think the typical listener to SA Voices has technology embedded in their career on a daily basis regardless of their personal level of comfort with tools, with databases, with technological spaces beyond the Microsoft Office suite, things like that. How do you approach the work for student affairs professionals who haven't maybe been raised in a collegiate environment where tech was a focus versus professionals who are maybe in lockstep with you and and figuring out the latest and greatest? David Chao [00:08:10]: I think here at Pitt, you know, our focus has been making sure that we're working with we don't wanna be an on demand service. We wanna be engaged as part of the process. I think I've really been trying to promote a multi discipline approach to our technology that, yes, there's a technical part to it that you have to have a skill set and experience to do. But so much of technology is well, really almost all of it that we do is is user facing, whether it's our students or faculty or staff. And so that kind of design doesn't just happen purely without interacting with the people who are working with them. So just making sure that we're kind of holistic in our way. So it's just not just, Hey, we need technology and you go do it on your own and then come back. It's like we have to develop it together. David Chao [00:08:49]: And I think that is something that we try to, it's important for us to try to understand student affairs and their goals, what they're working towards, and also share what our IT needs are and what we need from them to help understand the technology. So I think it's really finding that bridge between the two. James Quisenberry [00:09:06]: Yeah. David, you you stated so succinctly, but, you know, there's a certain amount of chasing after some of the folks we support, and there's a little bit of coaxing them along. It's interesting because I was just actually part of a review for University of Illinois Chicago, their student affairs technology team. And one of the things we focus on, because we were using the CAST standards, is inclusion. And that's a dimension of inclusion that we get to see that's not talked about a lot, which is we have a workforce who may or may not have technology skills. It may not be important to their particular role. And so we have to be providers who are inclusive in being able to support people where they're at with their comfort level with technology. Sometimes that means we we have to go steps further. James Quisenberry [00:09:52]: Sometimes it means we have to understand that we have a person we're supporting that can do more without us having to get in their way. Right? So that's an unusual nuance to inclusion that is on our minds from a technology standpoint. It harkens to, like, the digital divide conversations from twenty years ago. You you gotta be able to serve everyone with technology in a way that is supportive of them. Dr. Jill Creighton [00:10:14]: I love that you brought up inclusion as a value in tech, particularly from the tech KC perspective, because it is one of the great equalizers if we're doing it well. We're allowing people to access information through technology, or, support their learning through technology. What are you all thinking about from a KC perspective in terms of inclusion and tech as they come together in student affairs right now? David Chao [00:10:37]: We have a couple of things that we are focusing on through the TKC. One of them is the ACP and NASPA tech competency. And that was going through revision now. I believe all the competencies are up for review, and we participated in the focus group for the technology competency. And I think there's gonna be a draft to be reviewing in the next couple months. The other area is, as James mentioned, is CAS. There is no standard for technology in CAS currently. And so I believe those last November or so, CAS made an announcement about how they are doing a strategic review about their approach and and long term. David Chao [00:11:09]: And we reached out to them, offering the TKC and and our assistance in developing a technology standard. And we participated in our focus group, in December as well. Dr. Jill Creighton [00:11:18]: I think that one's probably a long time coming for us in student affairs and higher education. As that works through development, do we know a timeline or an anticipated next step in how that might get developed? David Chao [00:11:28]: Doctor. Not right now. I think they're still evaluating the overall strategy for CAS, but we did engage the assessment and Casey as well, because they have their assessment specific things about, you know, how do you create surveys? How do you word questions to avoid bias? But then they also have the technical side to them too. I mean, you have the Tableaus, you have alterics and the tools that kind of are siblings to the technology, Casey. So we've actually been talking about partnering to work with CAS to make sure those elements are included as well. But no, there's no firm timeline right now. Dr. Jill Creighton [00:11:55]: When I think about the tech, Casey, I think you all play such an important role in what NASPA is doing to keep us all up to date. If I am a student affairs professional, but I'm not in my IT department, how can I participate or find space within the TKC for me? James Quisenberry [00:12:09]: Well, we're always looking for people to join us. There's not a test. You don't have to, have a certain level of competency with technology that If you're just interested, we're always happy to have people join us. And I don't know, David, what's our our current interest level based on the tools we have David Chao [00:12:25]: About 400 right now. James Quisenberry [00:12:26]: That had expressed interest in the KC. So they're they're getting our our direct, emails and things that we share about what's going on. I always like one of the things that we really appreciate is that NASPA brought back the knowledge community area at the national conference where people can kind of wander around and talk to the different KCs and find their alignments. That's always a good place to do that. Not everybody can travel to NASPA, but if you're interested, our information is on the NASPA website. David Chao [00:12:56]: Yeah. I would add to that that, you know, we're also trying to bring in a really wide range in terms of inclusion, in terms of of of who our audience is because we we serve everyone. And while James and I have an IT background, we also have faculty. We have deans, we have project managers. We have all aspects of, of student affairs professionals who are involved in technology. And that's important to us. So whether it's our annual awards or sponsored programs or a technology journal, we want to have all aspects from the practical to the research. Dr. Jill Creighton [00:13:22]: What's on the current priority list for the TKC? David Chao [00:13:25]: I think just the tech competencies and the CAS standard would be our... /episode/index/show/naspastories/id/35664005

Meet Jill and Chris at the NASPA Conference: Share Your Student Affairs Stories 03/11/2025

Meet Jill and Chris at the NASPA Conference: Share Your Student Affairs Stories The annual is a cherished opportunity for student affairs professionals to converge, connect, and collaborate. Hosts and Producer express their enthusiasm for the New Orleans venue, where they aim to engage with colleagues, break bread, and create new podcast episodes. The conference serves as a hub for sharing knowledge, nurturing professional relationships, and embracing the vibrant culture of student affairs. Bringing Your Voices to Life Following in the path of previous seasons, Dr. Creighton and Dr. Lewis are eager to capture the voices of their peers. They'll roam the conference floors with recording devices, ready to engage attendees on themes of the past, present, and future of student affairs. The hosts encourage participants to bravely share their insights, promising that each voice is valued for the richness it adds to the profession. Live Episodes: Join the Conversation An exciting highlight of the conference will be the recording of two live episodes with distinguished NASPA award winners. Attendees are invited to join these sessions at the Marriott Warehouse Arts District, where they can witness in-depth discussions and possibly contribute their own questions. This dynamic platform amplifies the stories of professionals who have dedicated their careers to student affairs, offering inspiration and guidance to others in the field. Continuing the Dialogue Dr. Creighton and Dr. Lewis extend an open invitation to all attendees to approach them during the conference. The podcast thrives on listener engagement, and the hosts are eager to collaborate with fellow professionals. Whether through unexpected encounters or scheduled live sessions, the podcast aims to capture the heart of student affairs, one voice at a time. TRANSCRIPT Dr. Jill Creighton [00:00:01]: Welcome to Student Affairs Voices from the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed professionals wherever you happen to be. This is season 12, continuing our journey through the past, present, and future of student affairs. I'm doctor Jill Creighton, sheherhers, your essay Voices from the Field host. Chris, I am so excited to head back to The United States just for a minute to get to New Orleans. Dr. Christopher Lewis [00:00:33]: I am so excited to go back down to New Orleans again this year to be able to meet up with all of our NASPA friends and be able to see you again as we always do every year at the conference and be able to break some bread, but also to record some episodes and and have a ton of fun. Dr. Jill Creighton [00:00:49]: So like we have in previous seasons, look for Chris and I roaming around the conference because we're going to be looking for your voices. We're gonna be seeking out you to ask you some questions on our theme of the past, present, and future of student affairs, and we've been so thrilled to have almost a hundred of you featured on the show over the last couple of years. Dr. Christopher Lewis [00:01:07]: It is always exciting to be able to talk to people. Don't be weirded out. If we come up to you and ask you if you will be willing to answer some questions, just know that it's because we value your voice and value your, what you are providing to the profession. So we definitely want you to be a part of these upcoming episodes. So watch for us and definitely say yes when we ask. Dr. Jill Creighton [00:01:33]: And also I'm gonna own that it's kind of awkward for me to just walk up to a stranger, even though I know you're my colleague, to say, Hey, would you mind answering answering some questions into this little recording device I'm carrying? So please know that if we're approaching you, it's because we value your voice and and we're excited to hear from you. But if we don't approach you, please approach us. That's also completely fine, and we'll probably have our recording devices in our bags as we move about the conference. Dr. Christopher Lewis [00:01:56]: You know, the other thing that I'm really excited about is we're going to be recording two live episodes at the conference. We got two great professionals that that you're gonna be talking with at the conference, and we're gonna be sitting down. And any of you have the opportunity to be able to be a part of that recording. Dr. Jill Creighton [00:02:14]: Both NASPA award winners, we're excited for you to get to know their stories a little bit more in-depth. And to find us, it's going to be Tuesday morning at 08:30 in the morning. The room is escaping me off the top of my head, but you'll be able to find it inside of the conference app. So please come join us if you'd like to hear essay voices recorded live. And if there's time and space, you may even be able to ask your own question. Dr. Christopher Lewis [00:02:35]: Well, Jill, we're actually gonna be in the Marriott Warehouse Arts District in the Graveyor Sea Room. Dr. Jill Creighton [00:02:41]: Alright. Dr. Christopher Lewis [00:02:42]: So just like Jill said, I encourage you, come on out. Take some time. Come meet us. But also hear some amazing award winners, people that have been in NASPA for quite some time talk about their professional journey. Dr. Jill Creighton [00:02:53]: Looking forward to seeing everyone in New Orleans. Dr. Christopher Lewis [00:02:56]: See you soon. Dr. Jill Creighton [00:03:02]: This has been an episode of SA Voices from the Field, a podcast brought to you by NASPA. This show is made possible because of you, the listeners, and we continue to be grateful that you spend your time with us. If you'd like to reach the show, you can always email us at [email protected] or find me on LinkedIn by searching for doctor Jill L. Creighton. We always welcome your feedback and your topic and guest suggestions. We'd love it if you take a moment to tell a colleague about the show and please leave us a five star rating on Apple Podcasts, Spotify, or wherever you're listening now. It really helps other student affairs professionals find our show and helps us to become more visible in the larger podcasting community. This episode was produced and hosted by doctor Jill Creighton. Dr. Jill Creighton [00:03:41]: That's me. Produced and audio engineered by Dr. Chris Lewis. Special thanks to the University of Michigan Flint for your support as we create this project. Catch you next of Michigan Flint for your support as we create this project. Catch you next time. /episode/index/show/naspastories/id/35523165

Demystifying Interim Leadership: Insights from Jen Myers Pickard and Leanna Fenneberg 03/06/2025

Demystifying Interim Leadership: Insights from Jen Myers Pickard and Leanna Fenneberg Student affairs professionals often encounter interim leadership positions, which can significantly impact a university's trajectory. This podcast episode from "Student Affairs Voices from the Field" explores the nuances of interim leadership with insights from Dr. Jen Myers Pickard and Dr. Leanna Fenneberg. What is Interim Leadership? Interim leadership occurs when a temporary leader steps into a role during a transition period at a higher education institution. As Dr. Jen Myers Pickard explains, there are typically two types of interim leaders: those who come from within the institution and those brought in externally. Internal interims can offer continuity, while external interims bring fresh perspectives and prevent internal disruption. The Purpose of Interim Leadership Dr. Pickard and Dr. Fenneberg articulate the goals of interim leadership. Universities may choose interim leaders to maintain momentum on strategic priorities, provide specific expertise, or mentor existing teams. Interim roles can also facilitate necessary changes without long-term commitments, allowing institutions to address pressing issues such as restructuring or leadership challenges. Inherent Challenges and Considerations For many institutions, the decision to bring in an external interim leader raises questions about its impact on current staff. Concerns exist that an interim leader might delay significant initiatives or focus solely on maintaining existing processes. Dr. Fenneberg shares her experiences, emphasizing the importance of addressing such concerns through active engagement and transparent communication with all campus stakeholders. Transitioning from Interim to Permanent Roles Some interim leaders see their positions as stepping stones to permanent roles. Dr. Pickard advises having candid conversations with supervisors about potential long-term opportunities. Understanding the contractual terms of interim placements can also influence whether one can be considered for the permanent position. Deciding on Interim Leadership Choosing interim leadership as a career step can be strategic. Dr. Fenneberg discusses her decision-making process, which involved balancing the need for employment and her commitment to family. She underscores the role of networking in finding interim positions, while Dr. Pickard emphasizes reaching out to placement firms to explore opportunities. Embracing the Interim Role Fully Dr. Fenneberg and Dr. Pickard agree on the importance of fully engaging with interim roles. By adopting a proactive approach, interim leaders can make meaningful contributions to their institutions. This includes mentoring teams, sustaining strategic initiatives, and exploring opportunities for personal and professional growth. Interim leadership in higher education presents unique challenges and opportunities for growth. By engaging fully and understanding the context of their roles, interim leaders can significantly impact their institutions while setting the stage for future success. TRANSCRIPT Dr. Jill Creighton [00:00:01]: Welcome to Student Affairs Voices from the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed professionals wherever you happen to be. This is season 12, continuing our journey through the past, present, and future of student affairs. I'm Dr. Jill Creighton, she, her, hers, your essay voices from the field host. Today on essay voices, we're exploring the topic of interim leadership with two wonderful colleagues, Dr. Jen Myers Pickard and Dr. Leanna Fenneberg. Based in Tucson, Arizona, Jen brought her skills to Whit Kiefer after nearly two decades in academic and student affairs roles at AAU institutions, first at Northwest University and the University of Maryland and later at the University of Arizona. Jen has a broad insight into the inner workings of higher education institutions and is driven by passion to find the right leaders for specific client needs. Her search expertise includes presidents, provosts, deans, and leaders in a wide variety of administrative units, including student affairs, student success, research and innovation, and finance and administration. Dr. Jill Creighton [00:01:05]: Jen joined Whitkey for after nineteen years in higher ed, most recently serving as the AVP for divisional initiatives and planning within student affairs and enrollment management, academic initiatives, and student success at the University of Arizona. In this role, Jen functioned in a chief of staff capacity, extending the vision and capacity of senior institutional leadership through work on change management initiatives, executive level talent acquisition, oversight of institution wide assessment efforts, and leadership of faculty student engagement and success programs. Jen is very proud of her leadership and administrative roots within the field of education. As such, she's deeply committed to the cultivation of emerging higher education professionals, continuing to develop and facilitate leadership institutes and conference sessions, and being active in NASPA along with other higher ed organizations. Additionally, Jen joined the board of the International School of Tucson in January of twenty twenty and was named board chair in June of twenty twenty one. Dr. Leanna Fenneberg is a recent NASPA pillar of the profession and has dedicated over twenty five years in higher education and student affairs. Committed to advancing the potential of all students, Dr. Feeneberg's leadership focuses on diversity, equity, and inclusion, holistic student success and well-being, and the role of campus partnerships in transformational learning. A servant leader, colleagues describe her as a source of energy and purpose, driven by integrity, care for others, and an unwavering work ethic. Dr. Jill Creighton [00:02:19]: Dr. Fenenberg serves as senior vice president for student life at Duquesne University in Pittsburgh, Pennsylvania, following a career spanning functional areas, including housing, first year experience, and student success, earning early recognition as an astounding first year student advocate by the National Resource Center for the First Year Experience and Students in Transition. NASPA has been a primary professional place of inspiration and connection. She's served on the NASPA board of directors as director of knowledge communities, as cochair for the Women in Student Affairs WISA, and the student affairs partnering with academic affairs SAPA knowledge communities, and recently the director for the Alice Manaker Symposium. Her expertise is evidenced through peer reviewed articles, countless national presentations, and instruction in masters and Dr.al programs in higher education administration. As a first generation college graduate, Dr. Fenneberg holds a PhD in higher education administration from Saint Louis University, an MEd in student personnel services from the University of South Carolina, and a BA in communication from Marquette. She's a devoted wife, mom of two sons, and two cats, and finds joy in travel and reading. Welcome to Essay Voices. Today, we have Jen. Dr. Jill Creighton [00:03:20]: Hi, Jen. Hi. How are you? And Liana. Hello. So glad to be featuring you both, and I love it when we get to do episodes where we can get two perspectives on the same topic, which is what we're gonna be doing today, talking all about interim leadership placement processes in higher ed leadership. I think this is an area of higher ed leadership that has a little bit of mysticism around it. So I'm looking forward to demystifying how we get into interim leadership placements through formalities and search versus maybe informal interim placements and what it's like to be in that interim seat, which I know has both pros and cons to it. But before we get into the topic, we'd love to get to know you both a little bit better. Dr. Jill Creighton [00:04:00]: So, Jen, let's start with you. How did you get to your current seat at WKiefer? Dr. Jen Myers Pickard [00:04:03]: Sure. Very happy to share that briefly. Well, so my name is Jen Pickard. It's great to see you all or be with you here today. I actually came to my seat at Wake Kiefer via twenty years of being on campuses. So I actually started in sort of the in the traditional student affairs manner, thought I wanted to be a Dean of Students when I grew up, was heading into my Dr.ate, doing all that work in assessment and research actually at that time, and then moved into a position at the University of Arizona. It was a chief of of staff type of role at a very large division that oversaw student affairs, enrollment management, academic initiatives, and student success. Say that fast a few times. Dr. Jen Myers Pickard [00:04:39]: And it was a great and wonderful role because I with Kiefer, just a very right moment in time, I decided to jump on the search bandwagon that was in the summer of twenty eighteen. Six and a half years later, I'm now a senior partner and the head of our student affairs practice. Dr. Jill Creighton [00:05:05]: And, Liana, you are in a new role right now, but you also have gone through the Kiefer process through interim placement. But how did you get to your current VPSA seat? Dr. Leanna Fenneberg [00:05:14]: Yes. Absolutely. Hello, everyone. Liana Fetterberg. I serve as the senior vice president for student life at Duquesne University. I'm in my ninth month here on campus, so it is a newer role. I've been in student affairs for this my twenty sixth year, I start to feel old and feel I earned my gray hair. But to say this is my eighth year as a vice president. Dr. Leanna Fenneberg [00:05:33]: And after my vice president position at Rider University was eliminated as a cost savings measure, I started a national search. And as a part of that search, ended up in an interim placement situation for one academic year before coming here to Duquesne. And, actually, I ended up getting that position kind of through relationships. So an informal route. There are certainly coordinated, placement services through WhitKiefer and others, but mine ended up through my network, through relationships where people knew that I was without a position, and there was an institution and there was an institution and colleagues that had a need and, ended up filling that role. And it was a great experience. So I look forward to this conversation. Dr. Jill Creighton [00:06:12]: As we move forward in this conversation, let's talk about first, what is interim leadership? What does that mean to you? Dr. Jen Myers Pickard [00:06:18]: Well, I think that interim leadership, people think of it from two different ways. I think the one is an interim leader who is currently serving at that institution who's been asked or tapped on the shoulder when leadership departs or there's a transition of some sort to sit in that seat for x amount of time. Sometimes that's very defined, sometimes it's not, and sometimes that leads to new job for them, and sometimes it doesn't. So there's a lot of different parameters in that way. The other kind of interim that we think about and certainly what we obviously are supporting it with Kiefer is interim leadership where the university says we definitely wanna have some sort of external person. And often, that is because they want to be able to support and make sure that internally, right, we're not we're not messing up the apple cart, if you will, by pulling someone out of their day to day role or asking them to do double duty in their role, but rather wanna bring an external person in who maybe has that experience expertise skills or or obviously will have those expertise and skills in whichever space they're in, but they're also probably bringing a different perspective, right, to the role, to the work, and to the support it. So, again, those things can have very defined parameters, or it can be something that continues to be ongoing or, you know, is renegotiated after x amount of time. So I would consider those as sort of the two kind of leadership or interim types or definition of. Dr. Jill Creighton [00:07:40]: I'm glad you mentioned this possibility of bringing an external leadership not to disrupt the day to day operations of what's going on internally to an institution or to a student affairs division. Because I think if you're a person who is on the receiving end of new interim leadership, it can be kind of scary. It can also be a question of, like, well, why wasn't somebody that's already at the university selected to do this role? So what are you hearing when universities come to, your agency or any other agency? Just side note, we are not sponsored by WhitKiefer. This is not an ad episode. Dr. Jen Myers Pickard [00:08:12]: Not an ad for WhitKiefer. And I'll talk about other firms too, right, and what I know of them as well where I can. Yeah. We're just glad to have Jen's expertise on the topic. So I just wanna make sure we put that out there. But I am wondering what you hear from universities when the decision is made to bring in that external perspective rather than, promote someone within for that interim period of time. Right. So I think that so we actually I did some looking in some of our Wake Kiefer team. Dr. Jen Myers Pickard [00:08:37]: I asked in preparation for this to do a little of a deep dive, some of the motivations around interim leadership, etcetera, etcetera. And some of the things that they pulled back that we've learned from very much from our presidential placements in this space, but also this applies to other vice presidential levels or even other places in the organization. A lot of times why they're bringing folks in from outside is, you know, they really want to keep the momentum of key strategic priorities moving, right, in operational goals, objectives, things like that. Also, wanna pull in specific expertise areas. So, for example, if there's a division who is really trying to lean in on health and wellness initiatives, right, they might decide to find an interim who really has specialty or an expertise and in that space to try and do that work and help move the division forward in that work. Sometimes it is the way that it's helped out. It's helping to mentor other leaders on campus. And so they want this person as a really strong advocate for these individuals, for the team, especially in helping them prepare for their next permanent leader. Dr. Jen Myers Pickard [00:09:46]: I've definitely seen that happening. And then sometimes it's around the making and deploying change engine. Right? Who can make some tough decisions, who can do an analysis of the space, and maybe they might have them making some of those initial changes and different things that have to happen. That might be a structural change. It might be leadership change or or team change or or rearrangement there and so on. But, yeah, I think those are some of the major areas that we definitely see. I don't know, Liana, if there's other things that you've sort of heard and seen in your time now engaging more in the interim in that. Dr. Leanna Fenneberg [00:10:18]: Honestly, Jen, that was a great recap of the different categories of why institutions that I'm hearing are considering or implementing interim leaders. I'll just add kind of a personal caveat based on my situation. So I was a vice provost for student life at Creighton University in Omaha, Nebraska. And it was a very unique and sensitive situation in that their incumbent vice president was battling cancer and was undergoing an intensive cancer treatment. And they needed an on the ground leader to help with healing as well as the day to day work and leadership. And so there may be more personalized situations as well as kind of the institutional structural situations that folks who are making decisions are navigating. And then it was really tragic that she and this is Tanya Weingard, beloved student affairs leader, passed away within two months of my time on campus. And so in this instance, you know, a presence of an outside leader to be able to attend to the day to day as well as attend to the emotions and the realities of the community and the staff and students during a difficult time in addition to doing the work, I think was a really astute decision for them and added some additional support to the community. Dr. Jill Creighton [00:11:32]: Leah, you moved into an extremely sensitive situation. And in not only approaching a position from the perspective of you're not their permanent leader, but also you're someone who has to provide care quickly for a staff that you don't know well. How did you approach that process? Dr. Leanna Fenneberg [00:11:49]: Well, thanks. I hope I did it well, Jill. But I'll tell you, I reread my email that I first sent to all of the staff in student life before I had arrived on campus. And so I wanted to do an introduction, like, hey. You just heard I'm arriving on your campus in a minute. This is who I am and and what I hope to achieve while I'm there. And I led in that. So in the it was a Jesuit Catholic campus, and part of the values tradition is cura personalis, care for the person. Dr. Leanna Fenneberg [00:12:15]: And so, you know, I led with that and said, you know, my yes. I'll be doing some work. I'll be doing some things. I'll be making some decisions. You know? But my primary goal of being there is cura personalis, care for staff, care for students. Like, that's what I'm gonna lead with, and that's what we need to do to heal the community, to come together as a community, and continue to do the work with students in mind. Dr. Jill Creighton [00:12:36]: Knowing that you were only going to be there for this one year placement, how did you approach the work differently than what you're doing at your current institution where you know that you're going to be in that seat for a little while? Dr. Leanna Fenneberg [00:12:47]: Yeah. Well, it's interesting, Jill. I feel like the approach, at least for me, is not that different, but the timing and the interactions are different. So, you know, you in any organization, any leader, you still wanna build the relationships, identify, you know, the needs and priorities and goals, and then be able to, like, leverage the group towards working towards those goals. Right? If we're looking at leadership super simplistically. Simplistically. So when you're in an interim role, I feel like you just have a shorter time frame to do that. And so let me give you an example. Dr. Leanna Fenneberg [00:13:21]: You know, when I came in, there was a need to establish a strategic plan, but, of course, that wasn't my role. My my role wasn't to envision the future of the organization. So I worked with the group to identify more immediate needs and opportunities and priorities, and then we worked on an operational plan so we could still document, like, these are the things we're working towards as a group, but holding off the strategy for the future leader and setting the stage that the future leader still has the opportunity and responsibility to do that with the group. So working quickly to identify what can we do this year, what can we do during x time frame that will meaningfully move the organization forward while being conscious of there's still a future to be defined. I do think there are sensitivities to being an interim leader in general, sensitivities of I'm not the in group. I'm the person on the outside coming in right and not wanting to push too far, but being able to provide that external expertise and perspective and a mirror to people to say, did you know that you're doing this or did you know that other institutions are doing it this way? And being able to question things in a respectful, and appropriate way. So I think that that is something a sensitivity, if you will,... /episode/index/show/naspastories/id/35496795

Leadership in Action: Dr. Michael Christakis on Longevity, Vision, and Impact in Student Affairs 03/02/2025

Leadership in Action: Dr. Michael Christakis on Longevity, Vision, and Impact in Student Affairs Harnessing Professional Longevity and Growth Dr. Michael N. Christakis’s remarkable twenty-six-year journey at the University at Albany showcases a rare career longevity within a single institution in the realm of student affairs. From his early beginnings in housing and residence life to becoming the Vice President for Student Affairs and Enrollment Management, Dr. Christakis exemplifies staying power through adaptability and curiosity. He credits his mentors, diverse professional opportunities, and openness to roles outside his comfort zone—such as spearheading student learning assessment initiatives—for his upward trajectory. For student affairs professionals aspiring for growth within one institution, Dr. Christakis recommends saying yes to new challenges, pursuing intentional professional development, and embracing adaptability in the face of the ever-evolving needs of the student body and higher education. Maintaining a strong connection to institutional community and family priorities was also key to his decision to stay. A Vision for NASPA Leadership As the incoming NASPA board chair, Dr. Christakis aims to redefine how the field communicates its value. His focus? Ensuring student affairs professionals are positioned as pivotal leaders across crucial domains such as student health and well-being, belonging, diversity, equity, inclusion, career readiness, and social justice. Reflecting on the lessons from the COVID-19 pandemic, he underscores the importance of advocating for student mental health and well-being. Yet, he voices concern about the profession’s tendency to take on an ever-expanding workload without prioritizing its own balance. Dr. Christakis encourages leaders to use data and strategic thinking to demonstrate their impact effectively, ensuring critical student success metrics, like retention and graduation rates, tie back to student affairs. Future Challenges: Balancing Policy and Wellness In light of turbulent political shifts, including policies affecting diversity efforts and marginalized communities, NASPA must remain proactive and informed. Dr. Christakis highlights NASPA’s commitment to equipping professionals with the tools and knowledge to navigate these volatile times. Additionally, he believes the profession must address its own sustainability by centering the health and well-being of student affairs practitioners. With professionals at the forefront of addressing wide societal challenges, their mental and emotional wellness becomes essential to their ability to support students. Conclusion: A Call for Strategic Advocacy Dr. Christakis’s leadership philosophy emphasizes the opportunity to reframe student affairs as a transformational force within higher education. Through intentional data-informed storytelling, commitment to personal and collective health, and adaptive leadership, he invites the field to seize its moment to lead. As he steps into his new role, the NASPA community can expect a purposeful and forward-thinking year ahead under his guidance. TRANSCRIPT Dr. Jill Creighton [00:00:01]: Welcome to Student Affairs Voices from the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed professionals wherever you happen to be. This is season 12, continuing our journey through the past, present, and future of student affairs. I'm doctor Jill Creighton, sheherhers, your essay voices from the field host. Today on Essay Voices, we're pleased to bring you our annual episode with the incoming NASPA board chair. This year's board chair will be doctor Michael N. Christakis, and he is the vice president for student affairs and enrollment management at the University of Albany. Christakis was named VP in May of twenty fifteen. Dr. Jill Creighton [00:00:42]: And since his arrival to the university in 1999, he served in numerous positions in student affairs, having served as AVP for student affairs prior to his appointments as VP. As a member of the vice president's staff since 02/2007, Christakis developed assessment and evaluation practices, improved the effectiveness of divisional planning, professional development, communications, and risk management, and provided oversight to critical campus life areas. He was elected to be our NASPA board chair in spring twenty twenty four, and we'll assume his full role as NASPA board chair in New Orleans at our annual conference this March. Additionally, he's most recently served as chair of the Association for Public and Land Grant Universities, APLU's, Council on Student Affairs. Previously, he served as regional director for NASPA region two, while concurrently serving on NASPA's board of directors. He's a past national president of Omicron Delta Kappa's National Leadership Honor Society and past national cochair of NASPA's assessment evaluation and research knowledge community. He currently serves as the president of the board for the University of Auxiliary Services at University of Albany. A fellow of the State Academy for Public Administration, he was appointed for public service professor in 2013 and teaches undergraduate courses in public policy, public administration, and political science for which he was honored with Rockefeller College's Outstanding Teacher Award in 2010 and the University of Albany's student association's outstanding teacher in 2014. Dr. Jill Creighton [00:01:59]: Mike, welcome to SA Voices. Dr. Michael N. Christakis [00:02:02]: Hello, Jill. Thanks for having me. Dr. Jill Creighton [00:02:03]: Good to see you again. It's been a minute probably since last annual. Dr. Michael N. Christakis [00:02:06]: Annual is always a reunion for me. So getting a chance to see you and so many others at the annual meeting is is always a treat. Dr. Jill Creighton [00:02:12]: Yes. And we are recording this in early February. By the time listeners do hear this, you might be on a plane on the way to New Orleans or Dr. Michael N. Christakis [00:02:20]: Heading to NOA. Dr. Jill Creighton [00:02:21]: Or watching through virtual sessions or however you're accessing conference content this year. But, Mike, we're thrilled to talk to you today about your role as incoming NASPA board chair. You will take over the gavel, in just a couple of weeks here. We know you've been preparing thoroughly for this as the year has gone by as the chair elect seat. But we always like to start our shows by asking our guests, how did you get to your current seat at Albany as well as your seat in the NASPA board? Dr. Michael N. Christakis [00:02:46]: Yeah. What a ride it's been. So to the seat that I'm in now, I've been at the university at Albany. I'm actually in my twenty sixth year, celebrated twenty five years in the fall. I got to UAlbany as a grad student in the fall of ninety nine studying public policy and did not think then that I would be in the VP for student affairs seat here, but things happen. And so Albany has been very good to me and my family, and and I'm a two time alum having my master's degree and my PhD here. But I started in housing. I was a housing guy through my undergraduate time. Dr. Michael N. Christakis [00:03:19]: I was an RA for three years. My undergraduate institution, I did my undergraduate work at Alfred University, which is really where I got first exposed to student affairs or to understanding that student affairs was a thing. I'm a first gen college student. My parents are both immigrants from Greece, and so I was the first of my family to go to college. Didn't think working at a college was something you could do in this kind of way. And so had some really great mentors at Alfred University, including the vice president for student affairs and dean of students, Jerry Brody, at the the time, who mentored me throughout. And had residence hall directors who were supervisors of mine, had mentors in student activities. Shout out to Trish DeBertelis, who was very instrumental in her role as director of the campus center at the time at at Alfred in exposing me to what you could do in student affairs. Dr. Michael N. Christakis [00:04:03]: And so when I was about to graduate, was looking at grad programs, but was also sort of conscientious to the fact that I could maybe work in student affairs as a graduate assistant in this case and help pay for school, quite honestly. And so that's how I sort of entered the field, for lack of a better way of framing it. And then one thing led to another. I was a graduate hall director for a couple of years here, got my master's degree, ended up becoming a full time hall director for a year, led our first year experience program in the early 2000s, which feels like forever ago. In some ways, maybe before it was a thing. And then transitioned to leaving our apartment housing and actually building a 1,200 bed apartment complex in 02/2001, '2 thousand and '2. Did that for about five or six years, and then there were some transitions in the vice president's office in terms of leadership and was called by, at the time, the interim vice president on a Friday afternoon, I remember fairly vividly, inviting me to come to the office. And I remember my assistant at the time, Linda Rogers, says to me, you're gonna get an opportunity. Dr. Michael N. Christakis [00:05:06]: And I was like, I don't know I don't know why you're thinking that. And she was like, well, you know, why would they call you on a Friday afternoon to go to the VP's office? Dr. Jill Creighton [00:05:12]: There's really only two reasons there. Dr. Michael N. Christakis [00:05:14]: Yeah. I know. I know. It's I something's with the promotional opportunity. But, you know, Linda was right. And Chris Bouchard, who I'm I'm continue to be grateful for, offered me an opportunity to come to the VP's Office as assistant vice president. She was about to become interim VP, and she asked me to sort of lead couple of initiatives. One was assessment, which is really when I got sort of cut my teeth on assessment and student affairs at the time. Dr. Michael N. Christakis [00:05:33]: This was in 02/2007. One was risk management, and the other one was in communications. And so made the move to the VP's office in 02/2007. And then, you know, one thing sort of led to another and was assistant to the VP for a while, became an assistant VP. And then we had some retirements, and I was asked to take on the associate VP role, which I did for, I think, maybe two months before Chris announced she was retiring. And Robert Jones, at the time, who was president at the University of Albany, invited me to serve as interim VP, which I happily accepted. You know, at that point, I was completely drinking the purple and gold Kool Aid here at U Albany and was deeply committed to our students and our team in student affairs. And so did that on an interim basis for a few months, and then fairly quickly, Robert was gracious enough to to offer me the full time opportunity, and that was in 02/2015. Dr. Michael N. Christakis [00:06:19]: And so I've been in the c for ten years now, which is also a little bit like, is it really ten years? Because a lot's happened in ten years at UAlbany, but in higher education in general. That's sort of the the student affairs, UAlbany path. My next path actually replicates some of that because in o seven so before I actually moved to the VP's office when I was in housing, I had approached Betty Simmons and Charlie Fay at the time, both who are leaders in Region 2. And at the time, I think they were still regional VPs. This this goes back to previous governance models. But I had approached them both during the annual conference in Washington, DC, which I think was in o six, and had said to them, hey. You know, I'm Mike. I'm an assistant director of housing at UAlbany. Dr. Michael N. Christakis [00:07:06]: I'd love to be the two thousand seven region two conference chair. And they're both like Dr. Jill Creighton [00:07:13]: Whole noob. Dr. Michael N. Christakis [00:07:13]: Like, who is this guy? And so they didn't accept the offer immediately to their credit, but I made a case. We made a proposal. I had a couple of colleagues here at Albany who I was working with. We had a team of of four or five newish professionals who were into getting involved with NASPA. We were, I think, hungry for that connection for the field outside of just the University of Albany. And Charlie Fay, who ultimately ended up being the the incoming regional VP or regional director, was like, yeah. Let's do this. And so my opening salvo into NASPA work was as chair of the regional conference, which I I don't necessarily recommend as the place to start. Dr. Michael N. Christakis [00:07:50]: I think there's other ways to get into this without having to go to be the regional chair of the conference, but it was a great way to sort of expose to get exposed to everything that the region was doing and the regional board and the programs we were doing for mid level mid level managers and NASPA undergraduate fellows and SSAOs. And we had a very successful conference, I'm proud to say, in Albany, Two Hundred plus participants, and it continues to be a highlight of my career. And so that was how I got into the NASPA sort of ecosystem as a volunteer. And then I stayed on the board after I rolled off as as NASPA regional two conference chair, did corporate relations for a little bit in terms of getting sponsorship for the conference, was the regional NUF coordinator. So was was very committed to the NUF program, continue to be. Look. I've got a NUF fellow again, this semester, and then we're hosting three NUF interns again this summer. That's been a big part of what we do at UAlbany. Dr. Michael N. Christakis [00:08:47]: And then had eased into a couple of other roles, including MMI, the Mid Managers Institute, which I helped co facilitate with Lynette Cook Francis at the time, who was a colleague, and then became regional director, which was also just a real highlight for me. And then, you know, sort of eased out of it was past regional director, SSAO liaison for the region for a period of time. And then the NASPA board chair sort of arose and was really honored to be considered and thrilled to have been elected to this. I'm deeply, deeply humbled by the opportunity. So that's sort of the story. They're they're sort of concurrent tracks, though, I think, in a lot of ways. Dr. Jill Creighton [00:09:19]: I think it's pretty rare in student affairs to spend your whole career at one institution, maybe within one region or within the same state or major metropolitan area, but same institution, we really don't see that often. Can you tell us why and how you were able to choose to stay? Because I think a lot of us in the field have kind of adopted the mantra of to move up, you have to move. Yeah. But you were a bit of an anomaly that you didn't have to do that in some ways. Sounds like you said yes to a lot of things. But what do you have in terms of advice for people who want to have that longevity of career with also growth elements attached to it? Dr. Michael N. Christakis [00:09:53]: Yeah. Great question. And it's funny. There was a book that is coming out or just came out that Jason Pena and Amy Hecht were editors for. And one of the chapters I wrote with a number of colleagues, including Pat Whiteley, who's also a long term serving VPSA at Miami. And when Jason had reached out Jason is a friend. He reached out about me writing the chapter. He's like, hey. Dr. Michael N. Christakis [00:10:17]: You know, Mike, I'd like you to work on this chapter about being a long term VPSA at your institution. And I'm like, long term VPSA? Like, how am I long term? I guess I've not been anywhere. You know, it's worth me like, when you're in it, I don't know if you fully realize it. And then somebody points it out, and then you're putting the same sort of Pat Whiteley, who I have tremendous amount of respect for. I'm like, I'm running with Pat. I mean, Pat's like an institution. Right? And Shannon Ellis was was a coauthor as well. I mean and as I was writing that portion of the chapter, it allowed me to reflect on it. Dr. Michael N. Christakis [00:10:47]: And I think a lot of it is what you sort of suggested. It's trying to sort of take advantage of opportunities at the institution. And I am very fortunate in that since I got here, there have been mentors and supervisors who have provided these opportunities that I may not have otherwise have gotten. And I think some of it is my own desire to learn and to experience things that really are outside of my comfort zone. I noted during my sort of professional journey cutting my teeth on assessment. Assessment was not something that I had really even considered doing as a career element. Although, you know, in retrospect now, I think that, you know, in as much as I introduce myself as a housing guy, because I I do believe that's where I started, I think that there's also a a a portion of my career that really is a student affairs assessment person, and I take tremendous pride in that. I had a conversation couple months ago with the NASPA assessment evaluation research knowledge community of which I co led for a period of time as national cochair. Dr. Michael N. Christakis [00:11:51]: And I think that that experience in leading student affairs assessment at UAlbany was very developmental for me, but I wouldn't have had it had my vice president at the time not said, there's a need the division has because we were coming up on a reaccreditation, and I'd like you to be the one to guide us through that. And I think in that moment, I could have been like, well, you know, Chris, I I don't know the first thing about it. Right? So I'm out. And I didn't. You know, I was like, alright. Let me try to take in as much as I can about an area that I'm not familiar with. And so, you know, I was quite literally building the bike as I was riding it. And, you know, it was one of these things where I thought we were making more progress than we actually were. Dr. Michael N. Christakis [00:12:34]: I remember three or four years worth of me putting forward annual conference program proposals, underscoring how Albany had really transformed the assessment space. And every every gear, I I would get turned down. Because the reality was we actually in as much as I in my little bubble, I thought we were making inroads. I think, you know, the reviewers were like, oh, not really. I mean, you know, where where are you really at? And by the fourth year, when we actually did start to get looked at, you know, for precons at the I remember we would do a number of precons at the annual conference with a number of our team at UAlbany. We would go and sort of talk about how you do student learning outcomes and KPIs and the like. It did take some time to get us there, But I think that was also reflecting on it. That was my own development in in that space. Dr. Michael N. Christakis [00:13:18]: But it was, again, it was sort of saying yes to those to those opportunities. And so I like to learn. It sounds a little bit cliche, but I'm I'm a curious person. I I like to sort of know how things come to be. I remember we were dealing with was it an h one n one flu, something or other? And at the time, I was supervising the the student health center at Albany. And we had a tremendous medical director, doctor Pete Ballas. He this guy was he knew how to explain very technical medical things in the most easily understandable way. And I was like his wing person, quite honestly. Dr. Michael N. Christakis [00:13:58]: Like, you know, we would go and meet with the faculty senate or the deans to talk about how we were trying to manage what an outbreak might look like. And he would be able to say it in such a way, and then I would just be able to to do sort of the... /episode/index/show/naspastories/id/35393270

From Novice to Leader: Navigating AI Adoption in Student Affairs with Dr. Claire Brady 02/20/2025

From Novice to Leader: Navigating AI Adoption in Student Affairs with Dr. Claire Brady Bridging the Past, Present, and Future of Student Affairs with AI In the constantly evolving landscape of higher education, artificial intelligence (AI) is emerging as a potent tool for student affairs professionals. In the latest episode of the "Student Affairs Voices from the Field" podcast, spoke with as she shared her insights on how AI can be harnessed to streamline operations, free up time for deeper human connections, and enhance student success. Anchoring her discourse around the recently published NASPA AI report, Dr. Brady provides a roadmap for AI integration, framed through four crucial phases. Rapid Implementation: Where to Start Starting Small for Immediate Impact Dr. Brady emphasizes the importance of initiating AI integration through readily available solutions that address immediate challenges with minimal disruption. This phase centers around adopting free and low-cost tools that can yield quick wins. For instance, Kellogg Community College began using a CRM with embedded AI tools in their admissions department, which gradually expanded across the institution. This approach allowed them to showcase the value of AI incrementally while building momentum for broader adoption. Resource and Capacity Building: Strengthening Foundations Enhancing AI Literacy and Competence The second phase involves building the necessary infrastructure and expertise for more sophisticated AI applications. Nashville State Community College serves as a model, implementing a year-long AI training program funded by a state grant. This comprehensive program combines interactive learning with critical analysis of AI's practical applications, helping to foster a campus-wide culture of AI literacy and competence. Such initiatives are crucial for developing the foundational knowledge and skills required for future AI endeavors. Scaling Solutions: Expanding AI's Reach From Departmental Pilots to Institutional Integration Scaling successful AI initiatives across various departments and functions forms the core of the third phase. Georgia State University's chatbot, Pounce, exemplifies this phase. Originally designed to reduce summer melt, Pounce has evolved into a comprehensive student support system. By leveraging AI to improve engagement with first-generation and underserved students, Georgia State demonstrates how a focused pilot project can scale into a broad institutional strategy that significantly enhances student experiences. Strategic Transformation: Towards Comprehensive Integration Aligning AI with Institutional Goals The final phase, strategic transformation, envisions a comprehensive integration of AI fully aligned with broader institutional goals. This phase anticipates creating an ecosystem where all technological components work synergistically. The University of Florida's "Building an AI University" initiative exemplifies this stage. By embedding AI education across disciplines and emphasizing ethical guidelines and accessibility, the university ensures that AI integration supports their mission holistically. Moving Forward: Centering the Human Element Enhancing, Not Replacing Human Interaction Dr. Brady highlights the essential role of human-centered AI integration, stressing that AI should augment rather than replace human interactions. AI can alleviate the laborious aspects of administrative tasks, allowing student affairs professionals to focus more on meaningful, human-centric activities. This perspective is crucial as the field navigates the integration of emerging technologies. Conclusion: Embracing the AI Frontier The transformational potential of AI in student affairs is vast, and as Dr. Brady emphasizes, now is the time for institutions to start exploring and implementing these tools. By following the structured phases of AI integration outlined in the , student affairs professionals can strategically harness AI to enhance their work, support students, and ultimately drive institutional success. As we embrace this new frontier, continuous learning, ethical considerations, and a commitment to human-centered practices will be key to thriving in the future. TRANSCRIPT Dr. Jill Creighton [00:00:01]: Welcome to Student Affairs Voices from the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed professionals wherever you happen to be. This is season 12, continuing our journey through the past, present, and future of student affairs. I'm doctor Jill Creighton, she, her, hers, your essay voices from the field host. Today on essay voices, we're bringing the conversation back to artificial intelligence in student affairs. We welcome Claire Brady, who is a first generation American and first generation college graduate who has built a distinguished career at the intersection of digital transformation, organizational excellence, and higher educational leadership. A seasoned executive consultant and national thought leader in AI adoption, Claire specializes in helping organizations harness AI not just to streamline operations, but to free up time for deeper, more meaningful human connections. Through glass half full consulting, Claire helps organizations scale their AI integrations strategically and substantially. Dr. Jill Creighton [00:01:02]: Sorry, Chris. Starting that, paragraph over. Through glass half full consulting, Claire helps organizations scale their AI integrations strategically and sustainably, enabling teams to amplify their impact while staying true to their core mission and values. The firm specializes in creating customized AI adoption road maps that align with organizational goals, ensuring technology serves as a catalyst for meaningful growth and enhanced human connections. As a sought after speaker and trainer, Claire is dedicated to equipping professionals with the knowledge and tools they need to thrive in an AI enhanced world. She is the author of The Transformative Potential of AI and Student Affairs, Recommendations for Student Affairs Leader, a national report developed in partnership with NASPA and the Strata Educational Foundation, which is also the topic of our episode today. Claire has held executive leadership roles as vice president for student affairs at Lake Sumter State College and Anna G. Mendez University, serving both Florida and Puerto Rico. Dr. Jill Creighton [00:01:55]: Her career also includes leadership and teaching roles at the University of Illinois at Urbana Champaign, Michigan State University, and Alma College. A committed mentor and thought leader in higher education, she's contributed to NASBA as a faculty member and co director of the Institute for Aspiring BPSAs and New Professionals Institute, as well as a frequent contributor to Leadership Exchange and Colleague Conversations. Beyond her professional work, Claire is an active member of regional and national associations and serves on various community boards in Central Florida. She and her partner, Ben, and their son live in Orlando where life is filled with Lego builds, Minecraft discussions, and Broadway show tunes. When she's not exploring new AI tools or traveling, she enjoys reading, great TV, and time with family and friends. Claire, welcome to SA Voices. Dr. Claire Brady [00:02:37]: Thank you for having me. Dr. Jill Creighton [00:02:38]: Lovely to see you again with many connections in NASPA. I always like to clue our listeners in. Claire was one of my faculty members at the NASPA AVP Institute. Oh, gosh. I think that was five years ago now. Dr. Claire Brady [00:02:51]: A time ago. Dr. Jill Creighton [00:02:53]: And and so it's lovely to reconnect. We're gonna be spending most of our conversation today talking about the authorship of the AI report, which was just released by NASPA just before the winter break. So if you haven't had a chance to check that out, it is freely available actually with or without your NASPA membership. If you're just a higher ed community member and wanna check it out, it's, freely available on the Internet. But Claire, you're off and running into the consulting world now after have having spent a long time, as a senior student affairs officer at VPSA. We always like to ask our guests how you got to your current seat, and I'm so curious about your journey. Dr. Claire Brady [00:03:27]: As you can imagine, a lot of people have questions about moving from full time staff into consulting. So I'll I'll definitely share some of that as well. So I'm a very traditional higher ed student affairs. I mean, my twenty fifth year, I started as a student leader. Most folks know my origin story. I immigrated to The US when I was in high school, and I'm a first generation college student. I was absolutely in love with the college experience at Michigan State University, very involved student leader, and applied for graduate school and got denied. And it was actually the best thing that could have happened to me. Dr. Claire Brady [00:04:00]: I went and worked full time at a small liberal arts college, Alma College in Michigan, and really honed my craft and really figured out quickly that this was the profession I wanted to pursue. Went on to graduate school, went on to some great positions at Michigan State, the University of Illinois and Lake Sumter State College and eventually Ana G. Mendez University. So I've worked at Big Ten, I've worked at community college, I've worked at a Hispanic serving bilingual institution, and I really started off in generalist, roles. Then I moved to some specialist roles, eventually into AVP, Dean of Students and Vice President of Student Affairs. And all throughout that process, I always was a regular good human in the professional association space. I did a lot of speaking and presenting, and then eventually I did some consulting on the side. And in 2023, kind of the stars aligned for me. Dr. Claire Brady [00:04:49]: I was about to renew my contract as a vice chancellor of student affairs. My chancellor announced he was leaving to go to a different presidency. And I saw an opportunity to really throw my hat into the ring and become a full time consultant and start to really pour into myself instead of into an institution or into a system. And I had been doing a lot of work around strategic planning and other areas, but artificial intelligence wasn't even something that I was doing professionally. It was just something that I was doing personally. I was really interested and curious about it. I love anything that helps me save time and do things more effectively, faster, that that frees up time for me to do the things I really love to do. And I had a client who said, I really don't understand this entire world. Dr. Claire Brady [00:05:34]: Can you help me? Can you coach me? And that was a launching point for me and I have been full time consulting with my firm, Glass Hospital Consulting ever since. And about 70% of my business now is completely focused in the area of AI. It's really wild. Dr. Jill Creighton [00:05:47]: What a shift. We weren't even talking about this in higher ed, like, eighteen months ago. Dr. Claire Brady [00:05:51]: Absolutely. And when I say consulting with AI, it's everything from I do about 10 to 12 keynotes kind of keynote speeches a month, either in person or virtually. But the bulk of my business around AI is actually really focused in the actual AI integration, helping institutions scale, how to take that individual person in admissions or advising or career services who's using a tool like ChatGPT or insert whatever your favorite tool is, to taking it and actually scaling it at the division or departmental or institutional level. How to do the governance work, how to do the policy work, how to increase AI literacy. So it's really layered. It's really interesting. It's different every day. And I'm on about 30 campuses a year. Dr. Claire Brady [00:06:33]: That's about the max that I can do at this point. So I get to see lots of great campuses all around the country. I have, many wardrobes, and I spent a lot of time on planes and in airports. But wherever I go, I have this incredible community of student affairs folks, either with the institution I'm working with or in the surrounding area. So that's also been a really great way that I've stayed connected in the field while kind of working mostly from home. Dr. Jill Creighton [00:06:56]: I appreciate you sharing what that consulting actually looks like. I think it's such an enigma that we see senior leaders move into their own consulting space all the time, but I think a lot of people don't really know what that means. So it's great to hear. Dr. Claire Brady [00:07:07]: I feel like it's like the celebrity or the actor who, like, finally wins the Academy Award at the end and everyone's like, oh, you were like an overnight success. I really think two things really helped me be successful in the space. I was a really good professional for twenty five years. Right? And I built up this network of people who trust me and know me and know that I give up my time and my effort. I'm also a mentor and a sponsor to a lot of people, but I've also been mentored and sponsored by a lot of people. And from that, I was able to grow a business. So a lot of times I have folks asking me, like, what's your best advice for becoming a consultant? It's to be a really great professional and to be really engaged and and invested in our field. And then also, I have kept up all of those professional volunteer association work roles. Dr. Claire Brady [00:07:50]: I was a co director with my friend Jose Rivera for the aspiring vice president's institute. I continue to do all kinds I I review programs and I review awards and I do all the things. Right? And then also, the second piece was I'm an opportunist. And AI right now, there's just not a lot of folks doing this work in higher ed. And here I am saying, I'm gonna plant my flag along in this case with the report with NASPA, and we're gonna help you. Because no one knows what they're doing and everyone is a novice. And I will tell you that our field as a whole are not used to being a novice at anything. And so this has been a really, transformational moment for a lot of folks to have members of cabinet come to me and say, I don't know how to lead in this area. Dr. Claire Brady [00:08:35]: What do I need to know to build my basic competence, let alone my confidence? Right? So that's been a really interesting space to be. And I'm not a super techie person. I often need help with my slide deck. So that's also helped a little bit that I'm relatable and approachable, and then I'm learning alongside all my clients as well. Dr. Jill Creighton [00:08:53]: This is a really important component of this AI learning space, which is that we're all learning together. I'm teaching European master's course. I'm teaching the technology module. We did a whole four hour session on AI integration. And what I said to the students in the class is I'm not an AI expert, but what I am is a dabbler and a tinkerer. And I think that's what you really need in order to experiment with how does AI actually serve you in your day to day work. Whether it be something simple like Microsoft Copilot, which a lot of universities have for free with their Microsoft Office licenses or three sixty five or whatever the heck it's called now. ChatGPT, which is free, Omni, all these AI generated imagery components. Dr. Jill Creighton [00:09:32]: And there's even some really great tools that will help you create a PowerPoint deck from couple of bullet points and things like that. So what we did was just went through tools and played with them together and talked about, well, how do we use this to create emails? How do we use this to write something down that's difficult? But also how do we do this in a way that doesn't violate FERPA or whatever privacy law your GDPR here over in the European Union area. But all of these things, because we're putting sensitive data in a lot of places if we're misusing these tools. So a lot to talk about on this topic, but why don't we center first with what is the NASPA AI report? Dr. Claire Brady [00:10:08]: So last spring, NASPA approached me. They knew I was doing this work at AI, and they said to me, we wanna be one of the first associations that plants our flag in this area, that provides resources for our members. We're hearing that we know they need it. They know they want it. And so they came to me and asked me whether I would be willing to partner with them and Strata Educational Foundation to put out some resources. But beyond that, we didn't really know where it was gonna land. Right? What it was gonna look like. And so I spent about six months in the field talking to folks, and I started out really using my networks and saying, who's doing something vanguard? Who's doing something advanced? Who's doing something who has an emerging best practice? Not a single response because no one thinks they're doing anything that is ahead of everybody else because every everyone thinks they're behind. Dr. Jill Creighton [00:10:55]: So emerging practice, but not emerging best practice. Dr. Claire Brady [00:10:58]: Exactly. Exactly. Right? So if they're tinkering if I asked who's tinkering, I think I would have gotten a very different set of responses. So I had to keep refining. I had to really keep working my network. And from that came this report that really highlights not just what is AI and what are the key terminologies, but what's the current state in student affairs? Where are we now? Where do I see the horizon kind of leading to us and where's around the corner? And that's really important because we're all talking about tools, mostly generative AI tools like ChatGPT and Gemini. What we're not really talking about is all the data work that's ahead of us. We're not really talking about student consent. Dr. Claire Brady [00:11:34]: We're talking about privacy and cybersecurity. We need to be talking about those things. We're not talking about things like student consent. So the really kind of nuanced work that we need to be doing, there is no framework that existed to integrate, how to scale, so we created that as part of the report. And then I think the two pieces that are most exciting to me, one are the emerging use cases. There are 14 of them. Those are use cases that are are in their one or more cycles, in many cases, six or seven cycles where we know they're collecting data, where they're actually measuring impact, where they can be replicated by other institutions and explained in a way that's not just theoretical. And then there's 50 plus forecasted use cases in the report. Dr. Claire Brady [00:12:14]: And those are really either coming from we just know that they're coming based on where the technology is evolving or they're coming from other areas outside of higher education that we know that we will be able to apply that same concept within higher education. And then there's a charge to leaders. What do you need to do next? How do you need to be a bold leader in this area? And that really comes down to this very unsexy idea of developing AI literacy amongst everybody at your institution, including students. Right? And then iterating, practicing, trying, tinkering, whatever the word might be. And so we probably have enough content to make three more reports, really collected such just rich information and data, but we had to figure out what what folks need right now. And what folks right need right now, I think, is really encapsulated in this report. And then what we're finding is the folks in the 14 emerging use cases are getting contacted every week since the report came out from institutions saying, tell me how you did that. Or sometimes it's an in house product, sometimes it's a vendor product. Dr. Claire Brady... /episode/index/show/naspastories/id/35156565

Navigating Grief and Supporting Colleagues in Student Affairs with Dr. Melinda Stoops 02/13/2025

Navigating Grief and Supporting Colleagues in Student Affairs with Dr. Melinda Stoops In the demanding world of student affairs, professionals are adept at supporting students through crises, but often overlook the need to extend similar care to each other. In this week's "SA Voices from the Field," and delve into the complexities of navigating grief and loss within the field, offering strategic insights for supporting colleagues during challenging times. Understanding the Impact of Grief in Higher Education Grief is a ubiquitous human experience, but its management within the professional environment, especially in student affairs, can be particularly delicate. Dr. Stoops emphasizes the significance of acknowledging grief and understanding that everyone processes it differently. She encourages a culture of empathy and grace, suggesting that it's critical to check in with colleagues and provide space for them to express their needs without imposing judgments or preconceived notions. Core Principles for Supporting Colleagues Dr. Stoops and Dr. Creighton highlight the importance of treating individuals as whole beings, which is fundamental both in student interactions and among colleagues. This holistic approach considers physical, emotional, and spiritual well-being, recognizing that well-being is multifaceted and interconnected. Dr. Stoops shares practical strategies such as simple breathing exercises to help manage stress. Techniques like "rainbow breathing" and "box breathing" can be powerful tools for grounding oneself in the present moment, which can be crucial between back-to-back meetings or during particularly stressful periods. Practical Strategies to Recenter and Refocus Returning to fundamental wellness practices can significantly benefit professionals in student affairs. Dr. Stoops suggests incorporating short walks, breathing exercises, and even hydration breaks into the daily routine to maintain focus and manage stress. These strategies are designed to be quick and easily integrated into a busy workday, offering immediate relief and aiding in long-term well-being. Supporting Supervisees and Supervisors The relationship dynamics between supervisors and supervisees can play a crucial role in managing grief. Supervisors are advised to adopt a compassionate and flexible approach, allowing space for supervisees to express their needs and emotions. It's important for supervisors to be vulnerable and share their experiences appropriately, while maintaining professional boundaries and focusing on the needs of their team. Similarly, supervisees are encouraged to check in with their supervisors, acknowledging the power dynamics but also offering support. This can help create a supportive and empathetic office culture where everyone feels valued and understood. The Importance of Peer Support Peer-to-peer support is equally vital. Colleagues should feel comfortable checking in with each other and offering help, understanding that different individuals may need varying levels of support. Simple gestures of checking in can make a significant difference, reinforcing a sense of community and collective care. Moving Forward with Compassion As student affairs professionals, it's essential to foster an environment where everyone feels supported, especially during times of grief and loss. By adopting these strategies and understanding the profound impact of empathy and compassion, the field can not only navigate the challenges of today but also build a resilient and caring community for the future. Emphasizing the importance of holistic well-being, strategic check-ins, and compassionate support, this episode of "SA Voices from the Field" provides invaluable insights for higher education professionals striving to support each other through life's inevitable challenges. TRANSCRIPT Dr. Jill Creighton [00:00:01]: Welcome to Student Affairs Voices from the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed professionals wherever you happen to be. This is season 12, continuing our journey through the past, present, and future of student affairs. I'm doctor Jill Creighton, she, her, hers, your essay Voices from the Field host. Just a quick note that we recorded this episode prior to Melinda announcing her departure from Boston College. So while she references her work at BC quite a lot, she just wanted to let you know that she has moved to a new professional opportunity. Today on SA Voices from the Field, we're going to be having a conversation with one of our colleagues about how we navigate tragedy and loss amongst ourselves. We spend so much time doing this work with students that we often don't stop and think about how to support each other in the process or when things happen that are just part of the human experience. Dr. Jill Creighton [00:00:58]: So I'm pleased to welcome Doctor. Melinda Stoops. As a licensed psychologist, she entered higher education over twenty years ago as the director of a college counseling center. For the past fifteen years, she's served in various administrative roles in student affairs, including as dean of students, associate vice president for student affairs, and deputy title nine coordinator. Melinda prioritizes student well-being in all of her work and is particularly interested in increasing cross campus partnerships to achieve a collective impact on student health and wellness. She earned a PhD in counseling psychology from Indiana State University and an MA in counseling psychology from Radford University, as well as a BA in psychology from Smith College. Melinda, welcome to SA Voices from the Field. Dr. Melinda Stoops [00:01:37]: Thanks so so much, Jill. I'm excited to be here. Dr. Jill Creighton [00:01:39]: We are very glad to be talking to you today about the very important topic and probably under discussed topic in our field around how we support our colleagues going through trauma and tragedy because we know that in our profession, we're seeing an increase in that. We've been seeing that for quite a few years now. But before we dive into our main topic today, we always like to get to know our guests by asking you, how did you get to your current seat? Dr. Melinda Stoops [00:02:02]: Oh, that's a great question. I entered higher education as a director of a counseling center. I'm a psychologist. And so when I graduated, I worked in a couple of different settings and just really missed higher education and was fortunate to be able to be hired as the director of a counseling center and then over time was promoted and ended up making my way back into the mental health focus through my work with student health and wellness. And so I've been serving as the associate vice president for student health and wellness at Boston College for a number of years and really find it's a nice combination as a psychologist and as a higher ed administrator. Dr. Jill Creighton [00:02:43]: What does your portfolio currently include? Dr. Melinda Stoops [00:02:46]: Right now, I oversee the areas related to student health and wellness, which includes university health services, primary care sports medicine, the counseling center, the center for student wellness, and I also work closely with a care team that works with students impacted by sexual violence. And I also serve as the university deputy title line coordinator. Dr. Jill Creighton [00:03:08]: That's a lot on your plate right now. Dr. Melinda Stoops [00:03:10]: It is. There are some days where it feels like more than others, but that's the nature of the beast, I guess, in higher education. Dr. Jill Creighton [00:03:16]: And eventually, we'll do another episode on the title nine updates. It's been a minute, but I would imagine that we're gonna see some additional changes to the proposed rules at some point very soon, and that will be another set of challenges for us to navigate as a field. Dr. Melinda Stoops [00:03:31]: Definitely. That feels like it's a constantly moving piece of work that we need to adjust to. Dr. Jill Creighton [00:03:36]: Yeah. For about the last twenty years or so, I think there's been a rule change every time there's been an administration change. But with all of the kind of well-being components on your plate right now, our profession is really wholly and solely focused on the weld wellness and well-being of our students, which is where we've been focused and where we should be focused. But oftentimes, we don't necessarily translate or apply that same care or those same strategies of care to our teams or our staff members or those of us that interact regularly with trauma. And that happens for a lot of us in student affairs. But also we have our own worlds that are going at the same time as we're exhibiting care for our students. And I know personally we've had quite a bit of loss in the field as of late, loss and tragedy, and just people navigating their own personal needs around, trauma and grief. And so I'm looking forward to talking to you today about how we can translate some of that work, and apply that to, the people that we work with day in and day out. Dr. Jill Creighton [00:04:36]: So why don't we start with what are some of the core principles that you think are most critical when we're working with students in a care setting, not from a psychological perspective? Dr. Melinda Stoops [00:04:46]: Not from a clinical perspective. So in terms of our work with students, I think we look at student and well-being as as a whole person, that well-being encompasses many different elements. So a lot of times we think about that as a physical element of well-being, but also emotional, spiritual. There's a lot of different dimensions of well-being, and we'll see different models for that. Some have seven dimensions, some have nine. But the bottom line is they all recognize that we have more than one way of being healthy. And so it's really when we look at an individual's wellness, whether it's a student or an individual who's not a student, we really wanna look at it in terms of the whole person. And also, really, as much as we can from a prevention framework and and not waiting for things to escalate it and get to the point where it becomes an emergency, but really look at it early on. Dr. Melinda Stoops [00:05:38]: If if someone's not doing well, what can we do to help them take care of themselves and and learn good self care as a foundation for everything moving forward? Dr. Jill Creighton [00:05:48]: You mentioned there's a couple of models with varying dimensions. Do you have any models that you particularly rely on in your day to day practice? Dr. Melinda Stoops [00:05:55]: Well, here at Boston College, our Center for Student Wellness does a great job of prevention work, and they really simplified it into just keeping it in three areas. And so they drill down from from other models, but basically trying to get students to think about wellness in terms of mind, body and soul. And so it's an easy way to just zoom in and make it simple rather than having to remember seven to nine different areas. And so if you think about the mind can be stress management, it can be self talk, mental health, things you do, the body, of course, it's a physical body, and then the soul, what nourishes your soul, whether it's something spiritual or whether it's something like being with your friends can nourish your soul as well. And so we keep it very basic in terms of those three things, and it's really easy to keep those in mind as as you're thinking about self care. Dr. Jill Creighton [00:06:46]: Are there any tried and true practices that you have in the wellness space and the prevention lens that have served you really well over the years and through generations of college students? Dr. Melinda Stoops [00:06:55]: I think the things that serve us the best are the most basic, most simple things. The the more complicated you get, like anything, it's it's harder to pick up and harder to carry on and continue with. So one thing that I think is a good tried and true that is really helpful is the idea of breathing and doing this and teaching it in different kinds of ways. So there are something very simple called rainbow breathing, where you picture almost moving your finger along a rainbow and that you breathe in as you go up the rainbow and then breathe out as you go down, if that makes sense, the arc of the rainbow. And so you can do that where you follow each color on the rainbow and then repeat it. And the idea is it's having you sort of slow your breathing and focus on your breathing. There's a technique called box breathing, which is also very popular right now. And it's the idea of picturing a box and you breathe in on one side, breathe out on the other, and hold your breath at one point. Dr. Melinda Stoops [00:07:54]: And the bottom line is the idea of having people really focus on their breathing and controlling your breathing can be really helpful in a couple of ways. One, it makes you focus on the present. So you're not distracted by everything else that's going on, what's bothering you at the moment, but just really being attuned to the moment. And, also, it can be really helpful in managing anxiety, for example. Sometimes when you're anxious, your breathing can be affected. And so, again, slowing your breathing, relaxing can help you calm down in the moment. So I think that's something that you see a lot of people doing is a lot of practitioners focusing on breathing exercises. And, again, even thinking of simple things you can do with movement, we're not focused on go out and run that marathon or go out and run three miles. Dr. Melinda Stoops [00:08:41]: It's like just move, go for a walk in between classes or just get up and stretch or and be you know, the things that you can do that are short and sort of get you moving and help you feel better in the short run. So I think there are more complicated things that that we can do, and and there are things that certainly, we teach our students in lots of different ways. But the idea of just these short things that can make you feel better in the moment can go a long way. Also, one thing that we do here at BC, and and I know is becoming increasingly popular, is the idea of health coaches, but not like you picture a coach at a gym or where your team, but student peer coaches that can talk to you about nutrition, exercise, stress management, and short, like, half hour sessions and give you some tips peer to peer on it. And students have really found that helpful. Dr. Jill Creighton [00:09:34]: Would you mind taking us through a rainbow breathing exercise? I think that might be really valuable for our listeners. They can probably do this wherever they're listening. Sure. Dr. Melinda Stoops [00:09:42]: I'd be happy to do so. So one thing you can do, if it's helpful for you, is to actually take a pencil and piece of paper and draw a rainbow. And so I would suggest if you're doing that, that you picture maybe five arcs on the rainbow just to keep it simple. So five lines if you picture. And if you don't draw it out, just picture the five lines and picture how at the top of the rainbow, the top one is bigger than the one below it if you picture and so the how it goes smaller. And so what you're going to do is take your finger, and in a minute, we'll do this together. But you're going to start at the bottom left corner of the rainbow, and you're going to trace the arc of the rainbow and trace it all the way back down to the bottom where you're on the other side. And then on that side, what you can do is then keep your finger on that side and go to the next arc right below it, and then you're going to trace that up and all the way across to the other side. Dr. Melinda Stoops [00:10:43]: And then you're going to do that again for the smaller one, and then we'll do that along the five. And how I like to do it is tracing it up and go down, and then start at the bottom and go back up to the top. So you sort of have two cycles of the rainbow. And so when you're at the top arc, I'll breathe in. And then when you get to the top of whatever arc you're on, you breathe out. So I'll take you through it right now, and I'll trace a rainbow and just picture tracing a rainbow along with me. And I will walk you through it verbally for the first round, and then the second round, I'll let you pace yourself with the breathing, if that makes sense. So we're going to start with the outer. Dr. Melinda Stoops [00:11:24]: So you're going to go up the rainbow, breathe in. Now we're at the top and breathe out. Now move over to the next one and breathe in and breathe out. Now we're gonna go up, breathe in, Breathe out. Breathe in. Breathe out. Breathe in. And breathe out. Dr. Melinda Stoops [00:12:11]: And now do it on your own starting with the inner arc, and then I'll do my own and we'll stop together. Just keep tracing your rainbow. Hey. How did that work for you, Jill? Dr. Jill Creighton [00:12:52]: I feel very relaxed suddenly. I like learning in these ways because while we do this for the benefit of our listeners, I also get the benefit of it as we're going along. Dr. Melinda Stoops [00:13:02]: Yeah. I do too. Like, when I stop and do it, I'm like, okay. Now I can relax. And so you don't necessarily need a rainbow to do this. As I said, you just trace it on on any surface with your finger or even picture it in the air. But a rainbow is nice to look at when you're doing it as well. And really, you're just inhaling and exhaling and focusing on your breathing. Dr. Melinda Stoops [00:13:22]: And that's really the trick to it. Dr. Jill Creighton [00:13:23]: So this is one thing that we can all do as people to come back to the moment or to the present when there's stress going on, when things are are hard and it's such a fast thing we can do. I know it's very, very difficult for for those of us who have, like, back to back calendars or are just running from crisis to crisis or difficult moment to difficult moment. And this takes thirty seconds, one minute to recenter. So I think that's a good thing. Dr. Melinda Stoops [00:13:47]: Yeah. And that's an excellent point if you think about it. And if you're in back to back meetings and someone says, oh, you know, there's a student here to see you. You can say, tell them I'll be right out. And if you needed to take a minute to do the rainbow breathing, no one would even notice that there was this huge delay in you coming out. So it really is a nice way to regroup between meetings if you need to. Dr. Jill Creighton [00:14:07]: Are there other strategies that you might offer for professionals to find that moment to bring their best selves to the next student they're working with? Dr. Melinda Stoops [00:14:15]: Well, that's a great question. I think just walking is a great one. And you don't have to go out and do a big walk. Like, even if it's just doing a loop around the office or walking downstairs real quick and right back up. Again, it gets your heart going. If you're feeling sort of tired, it'll get your blood flowing and make you feel alert afterwards. So I feel like that's something that can be really helpful too to just help you get moving and regroup. And, also, if if you're distracted by something that's on your mind, it can be good because when you're walking, you'll probably just notice things around you, which can be a different type of distraction. Dr. Melinda Stoops [00:14:51]: So as you're walking, you can intentionally say, okay. I'm gonna pay attention to what I'm hearing and and what I'm seeing as I'm walking to just distract myself from whatever is is in the back of my mind that I wanna leave behind me for the next meeting. And so that's another great example as well. And also just stop and get a drink of water. We all talk about being hydrated, but I think also just, again, focusing on the... /episode/index/show/naspastories/id/35156410

Global Insights on Student Affairs with International Master's Students 02/06/2025

Global Insights on Student Affairs with International Master's Students Exploring Student Affairs with International Grad Students The field of student affairs is continuously evolving, adapting to diverse educational landscapes worldwide. In this week's Student Affairs Voices from the Field, hosted by , we delve into the experiences and perspectives of six master's students from the offered in collaboration with the and . These students, hailing from various parts of Europe and beyond, share their insights on the past, present, and future of student affairs. Embracing the Past One recurring theme in the discussion was the value of preserving certain elements of student affairs' history. Simone Cameron Cohen emphasized the indispensable role of student voices in shaping university policies and support structures. She highlighted Ireland's robust student union organizational structure that ensures student representation in university governance, a system embedded in the nation’s legislation. Jake McGrew and Giacomo Bacarelli, on the other hand, pointed out the need to dissolve the silos between academic and student affairs. Jake stressed that combining these areas is crucial for holistic student support, a sentiment echoed by Giacomo who reflected on his personal experiences in Italy's developing student affairs landscape. This theme underscores the necessity of integrating student welfare into the broader educational framework, fostering an environment where academics and student services support each other. Current Trends in Student Affairs Currently, student affairs professionals worldwide are paying increased attention to student mental health and well-being. Simone noted that institutions are now better equipped with specialized services, from counseling to academic advising, emphasizing a holistic approach to student support. Jake expanded on this, mentioning the positive shift in student attitudes towards utilizing mental health services, even in regions where stigma was historically prevalent. Federico highlighted the importance of etiquette and institutional engagement in student affairs, advocating for attention to individual growth and freedom of thought, which is crucial in nurturing well-rounded individuals. Envisioning the Future Looking ahead, the consensus among the guests points towards increased collaboration and resource sharing across institutions. Simone and Giacomo both stressed the value of international cooperation, sharing best practices, and codifying these for broader implementation. This approach not only enriches the practices within individual institutions but also fosters a global network of support and innovation. Jake suggested that for regions like Continental Europe, there's a growing recognition of the importance of student affairs, leading to a greater acceptance and integration of these services within the educational framework. This trend is promising for the future development of student affairs in areas where the field is still emerging. Conclusion The insights from these international graduate students paint a picture of a dynamic and evolving field where student voices are paramount, mental health is at the forefront, and collaboration is key to future success. By learning from each other and breaking down traditional silos, student affairs professionals can better support the holistic development of students worldwide. As these emerging leaders in student affairs continue their journey, their experiences and innovative approaches will undoubtedly shape the future of the profession. TRANSCRIPT Dr. Jill Creighton [00:00:01]: Welcome to Student Affairs Voices from the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed professionals wherever you happen to be. This is season 12, continuing our journey through the past, present, and future of student affairs. I'm doctor Jill Creighton, she, her, hers, your essay Voices from the Field host. Welcome to a very special episode of Student Affairs Voices from the Field. I'm thrilled today to be joined by six master's students who are currently enrolled in the hybrid master's course in collaboration with EECA, which is the European Council on Student Affairs and NASPA. This course is taught with the the great collaboration of LUNA University in Rome, and it's been my great privilege to teach the technology module for this course. As we're on the theme of past, present and future of student affairs, I wanted to introduce our listeners to the students who are taking this course and get their perspectives on what's important in student affairs today and why they're learning in this program. Dr. Jill Creighton [00:01:07]: So I'm gonna introduce our students one by one as I see them. And so I'd love for you to tell us your name, your pronouns, and maybe where you are on planet Earth, including what you're doing for work right now. So, Jake, we'll start with you. Jake McGrew [00:01:18]: Hello, everyone. My name is Jake McGrew, hehim. I am American from Oregon, but I am currently living in Kyiv, Ukraine working at the student life office at American University Kyiv. Dr. Jill Creighton [00:01:29]: And we'll go to Simone. Simone Cameron Cohen [00:01:30]: Hi, everyone. My name is Simone Cameron Cohen, sheher. I'm based in Trinity College Dublin in Ireland, and I am the student welfare and support officer for the School of Medicine. Giacomo Bacarelli [00:01:39]: Giacomo. Hi. I'm Giacomo Bacarelli. I'm currently in, Terni, close to Rome, Italy. I work for the European University College Association where I am a project officer. Laura Malakowski [00:01:50]: Laura. Hello, everyone. I'm Laura Malakowski. I pronounce it differently. I'm from Lithuania, from Lithuania, Yale Science University, and now I am the Dean of Students. So mostly in my office, the students appear the main task, what we are working on and and looking for. Dr. Jill Creighton [00:02:08]: Federico. Federico [00:02:08]: I'm Federico. Hello, everyone. I take care of cultural activities in the Cuir College in Rome. Dr. Jill Creighton [00:02:16]: And Lorenzo. Lorenzo Caffurini [00:02:17]: Hi to everyone. My name is, Lorenzo Caffurini. I am the head of the secretary of the co Leukini College in Brescia, Italy. Dr. Jill Creighton [00:02:27]: Thank you all so much for agreeing to share your voice on the show today. Since we're on this theme of the past, present, and future of student affairs, I always love featuring current master's students because you're the future of the profession. You're here because you wanted to learn a little bit more to bolster your professional identity and development. I'm hoping you can tell us why you chose to take this one year master's program and how it's changing the way that you look at your work. And anyone can jump in on that. Go ahead, Jake. Jake McGrew [00:02:56]: So my background is actually in teaching in high school and middle school teaching. I did that in The US as well as in Bulgaria. And so I moved to work at this university, American University, Kyiv, and I was put in charge of the student life office without having anyone around me who works for student life and no background in student life besides the normal student life you do as a teacher. So I really wanted some extra education, extra support, and more importantly, a network of other like minded student affairs professionals who I could work with and talk with and kind of bounce ideas off of. So that's mainly why I chose to be in this program for the education since I've never been in this position before as well as the network. Dr. Jill Creighton [00:03:36]: Simone, how about you? Simone Cameron Cohen [00:03:37]: Similarly to Jake, I'm kind of a new post holder. So while I've worked in the university for a lot of years, I have a background from some time ago in student support. This role is the first of its kind based in a school within the college. So, again, I was a little bit peerless. There are a few people obviously, there are several people doing student affairs, but the specificity of what I'm doing, it's not there yet. It's growing now. But to have a network of people at a European level, at international level is fantastic. Like that to be able to learn a little bit more of what's possible in terms of supports and procedures and ways to do things. Simone Cameron Cohen [00:04:15]: It's really great. Dr. Jill Creighton [00:04:16]: Yeah. I Giacomo Bacarelli [00:04:17]: am very young, so I start to work, like, one year and a half ago. So for me, this world is completely new. In Italy, the stress Fuelsa First is not so developed. So most of students don't know what student services mean. So for me, since I start to work in IUCAA, I started to read books about Fuelsa First, be updated to learn, but a master, I think it's very important to have a basic knowledge, know where to build your profession. So this is why, and also I'm involved because I'm one of the organizers as part of YUCA. This is why I'm the tutor. So it is a great opportunity to participate in the master, be involved in, in the organization. Giacomo Bacarelli [00:05:00]: And this is the motivation. Laura Malakowski [00:05:02]: Laura. I would say that in Lithuania, in a lot of our universities, we do have that support and advising of students, but we do not have that, like, evidence based. So this is, like, the chance, for us to get really good background, good knowledge all the practices, all the communication between different countries, universities, so it's a great value of if we want to flourish this help of our students. And the Master, the modules, it's like support, first of all, for those who are next, who will help our students. So it's a good chance for us. Federico [00:05:36]: This is my first work experience before I was a university student. I chose to train and work in this field because it's simply the most beautiful job in the world, and I want to grow for the guys I am lucky enough to work with every day. Also, my English is not very good, and this is a chance to learn by working. Dr. Jill Creighton [00:06:00]: I'm always incredibly impressed by anyone who can earn an educational degree in their second language. It's it's just amazing. Lorenzo. Lorenzo Caffurini [00:06:07]: For me, this master degree is a great opportunity. It allows me to know new realities and organize new cultural activity also from an international perspective. I have a degree in law, and the law the world of student affairs is new to me. It is agreed to be able to work every day in a college and to be able to deepen my knowledge with master degree of this level. Dr. Jill Creighton [00:06:35]: Now all of you are working at universities that are not based in North America, and most of the NASPA members are either in The US or Canada. So I'm wondering if you can share maybe one element of student affairs that is happening in the country where you're living and working that might be unique or might be much different than, what somebody working in North America might be experiencing. Jake, let's start with you. Jake McGrew [00:06:59]: So I come from The US, of course. So I have that background in interacting with student affairs as an American student. I never worked in the student affairs as an American, but as a student, I had a good feeling of what student affairs was. And in Ukraine, as I think in a lot of Europe, but even to, I think, to a higher extent is student affairs isn't really a thing here. It's very common just for students to go to class, do your classes, learn, and then go home. So that's been a challenge for me to not only and I have all Ukrainian students and Ukrainian staff. So I, as the sole person in the student life office, the director and the sole person, I've had to explain not only to students, but to staff and faculty the importance of student affairs and the reasons why we need to have mental health supports or reasons why we need to have strong student life. It's been fairly easy. Jake McGrew [00:07:53]: It hasn't been that much of a challenge. My university has been pretty open to that, which is good, but that's been a challenge. Not to mention, of course, the war and everything, but that's a completely different thing that is just always there for us. Dr. Jill Creighton [00:08:05]: Limon, what's going on in Ireland? Simone Cameron Cohen [00:08:07]: So I suppose what I find, having been sort of been to The UK and Europe a bit, our student union organizational structure in Ireland is really, really strong and is very student led, and it is essential to how we govern our universities. They are there to challenge and push us, which is fantastic, and they're there to support their students. And it is written into our legislation that they must be on the governing bodies of our universities and must be allowed to contribute in a very real way. And for us, I think it's wonderful that that they really do still embrace that sense of the importance of organization in that kind of nineteen sixties sort of organization, protest, but also engagement, real engagement with the issues that are affecting them as students, either within the college, but also in the wider society and how they react to that and push issues forward. So that is something that is still really strong here, which we're quite proud of. Dr. Jill Creighton [00:09:10]: That co governance being actually baked into laws and policies in the nation is incredibly meaningful. And I I wish that more more governing bodies would make it a priority to put students in positions to be driving decisions about their education. That's really special. Simone Cameron Cohen [00:09:25]: It is. Dr. Jill Creighton [00:09:25]: I'm gonna go to Laura next. We'd like to know what's going on in Lithuania because our other three guests are all from Italy. So let's go to you first. Laura Malakowski [00:09:32]: Yeah. Thank you. I would say that we are trying to do as much as possible, like other countries or American universities are doing. I know that, when we were, inventing this student's appearance in in my university, I was told that, Laura, you know, students' dean office was established in American part of university. So I wouldn't say that we are doing something new and something unique. It would be unique because, my university is more a medical university. So some specific things are really specific for our students, their health, their mentality, their problems will be some kind of different. But, you know, everything that that support, that, trying to give the hope for them, I think it doesn't matter. Laura Malakowski [00:10:15]: Are you in US? Are you in Ireland? Or some work. Our students' fears, questions, challenges, they are almost everywhere the same. We have to work together for the flourishing of our students, so it doesn't matter. But Lithuania is doing, I think, the best of what what we can. Dr. Jill Creighton [00:10:31]: And finally, let's move over to what's going on that's unique in Italy. And any of the three of you, please feel free to chime in. Giacomo Bacarelli [00:10:37]: If I can permit, I'm live in Italy, and I work in Italy, but I work in a European association. So for me, it could be better to talk about Europe because Europe is, you know, several countries. So every reality is different, but we have a unique situation where to move from one county to another is very easy. We don't need much industrial authorization, documentation. We can move from Italy to France or to Ireland with the same document I use every day to go everywhere in my city, in my country. So this is very useful to create synergy amongst students for offices in Europe, to permit students to meet each other, to have an international dialogue, to discover great organization as the European Parliament Commission Bank and other excellence in new whatever in Europe. So this is something, that as Europe has and is very, very important to remember because a unique condition in the world, this possibility and this easy access to other culture, countries, languages. Dr. Jill Creighton [00:11:48]: And the way that you serve students being incredibly different as well because it lends itself to a much more multicultural environment, I would imagine. Giacomo Bacarelli [00:11:55]: Yeah. Yeah. Absolutely. Dr. Jill Creighton [00:11:56]: And either Frederico or Lorenzo, do you have anything to add about the specificity of student affairs in Italy? Federico [00:12:02]: Yes. So I believe that compared to our way of managing life in the college, the possibility of comparing myself with country like America helps me to accompany the boys in their growth with a particular attention to each boy. Comparing students in their growth from boys to adults in is the most important thing we can do in, our life. I think this, giving trust to make people grow, this is what we do. This is our mission. And the hell in this international experience, I learned a lot in this sense. Dr. Jill Creighton [00:12:44]: Lorenzo, anything to add? Lorenzo Caffurini [00:12:46]: Yes. I'm, totally agree with Giacomo. And, for me in Italy, Student affairs are not very developed with respect, other countries. There are service, yes, but they are dislocated. So in our case, there are no specific offices or specialized staff. As a college of merit in Italy, we have an association that is creating a virtuous network of contacts. And, this all thanks, to EOCA, the European Association. And so we have a lot to learn of, these new matters. Dr. Jill Creighton [00:13:28]: I'm going to go ahead and move us into our theme based questions for the season. So I have three questions. One on the past, one on the present, and one on the future of student affairs. And I'd love to hear each of you reflect on them. So on the past, what's one component of the history of the student affairs profession that you think we should carry forward or alternatively let go of? Jake, go ahead. Jake McGrew [00:13:50]: One thing that I've noticed as I'm coming in into this role and even at a brand new university that is only on his third year, I still see it is the siloing of student affairs and academic affairs. I was just at the UCSAS conference in Malta, and that was actually one of the presentations was about that, how to integrate academic affairs and student affairs. And I think it's really, really important. I'm finding it's difficult, especially if you have leaders who are more specifically had they've always been in academics or they've always been in student affairs rather than kind of merging the two. And I think and I say this as a teacher who's really into academics, who's really into education, who is a student affairs person as well, that they're really we need to let go of the silo siloing and really work on combining the two and putting student affairs in all aspects of academic affairs and vice versa. Laura Malakowski [00:14:44]: I'll give a shout Dr. Jill Creighton [00:14:45]: out to doctor Chris Lewis, our co producer and audio engineer on the show who is currently the chair of the NASPA knowledge community for ZAPA, which is student affairs partnering with academic affairs. So if that's an interest of yours, highly encourage you to reach out to Chris Simone. Simone Cameron Cohen [00:15:00]: For me, I think it is, again, embracing that student experience. Having a strong student voice has been so important to push student affairs along. Those students who stood up and sort of began to express what they really, really needed to get through college and thrive is something that is still important now. Having a constant current voice of the student as they are now means that we can work with them and provide the best supports that they need in the moment. So our institution is 400 and odd years old, but it has moved partly in in time with what the... /episode/index/show/naspastories/id/35156070

Exploring the Evolution of Student Affairs: Past Lessons, Present Challenges, Future Opportunities 01/23/2025

Exploring the Evolution of Student Affairs: Past Lessons, Present Challenges, Future Opportunities Welcome to 2025! As we usher in a new year, it's essential to reflect on the whirlwind that was 2024. In our latest episode of SA Voices from the Field, hosted by and , we delve into the rapid changes that shaped the past year. From the tumultuous political climate to personal and professional upheavals, 2024 was a year of significant transition for us all. Season 12: Continuing the Conversation With Season 12, we're committed to continuing our deep dive into the past, present, and future of student affairs. Our aim is to provide fresh perspectives and engaging conversations that resonate with higher education professionals globally. Expect insightful narratives from the upcoming annual NASPA conference in New Orleans and beyond. We’re keen to explore uncharted stories within our field and amplify voices from all corners of the world. Engaging with the Community We thrive on your input and encourage you to connect with us. If you'd like to share your story or suggest a guest, email us at [email protected]. Seeing listeners at the conference brings our mission full circle, turning interactions into valuable, featured content. Your Role in Our Journey Our podcast flourishes because of your continued support and engagement. We invite you to leave a 5-star review on platforms like Apple Podcasts and Spotify, as your feedback helps us to grow and reach more professionals. Let’s continue to chart the evolving landscape of student affairs together. Thank you for being part of this journey with SA Voices from the Field. TRANSCRIPT Jill Creighton [00:00:00]: Welcome to Student Affairs Voices from the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed pros wherever you happen to be. This is season 11, the past, present, and future of student affairs, and I'm doctor Jill Creighton, she, her, hers, your essay Voices from the Field host. Happy New Year, Chris. Christopher Lewis [00:00:28]: Happy New Year, Joe. Jill Creighton [00:00:29]: Welcome to 2025. What a ride it has been. 2024 flew like that. Christopher Lewis [00:00:35]: It truly did. I look back and I am still amazed that we're in 2025. It definitely went by really, really fast with everything that happened in the year, in the US, at least, in regards to the crazy political environment. But but I'm excited about a new year. Jill Creighton [00:00:52]: And with that new year, we thought a lot about the theme, and we announced this actually at the beginning of season 11. So as we enter season 12, because of the transition point we find ourselves in as a profession, we wanted to continue to have this conversation about the past, present, and future of student affairs. So as we continue forward this season, we're gonna stick on that same theme, but we hope to bring you some new perspectives on it. Hoping to bring you some conversations from all over the world, some amazing and insightful conversations from our annual conference coming up in New Orleans. And as always, if you see either Chris or myself wandering around that conference space, I know it's, you know, so 8 weeks from now, we would love to hear your voices. And as this season arises, we also continue to want to hear from you if you have guests or topic suggestions. There's so many stories in student affairs that have yet to be told, and we want to feature you. So, Chris, if someone would like to appear on our show, how can they do that? Christopher Lewis [00:01:53]: Easiest way to get on the show is to email us at . And as Jill just said, it is really exciting to be able to walk around the conference and to be able to just talk with people and to be able to get some of your own voices on the show. So you will see myself, Jill walking around the conference. And if we ask you, hey, will you lend your voice to an upcoming episode? Please say yes and know that we're not just some strange people walking around the conference recording voices, but we're actually collecting your voice to be a part of that upcoming episode. So it is always exciting to be able to meet people. And if you want to be on a episode when we're in, you're going to be at the conference, you can always reach out as well and we can find a time to be able to connect and get your voice that way as well. Jill Creighton [00:02:46]: We are so very much looking forward to bringing you another season of SA Voices from the Field. Thank you again for continuing to listen to us. We are only made possible because you choose to listen to us and share the podcast with your colleagues. So if you find our show valuable to you, we would be very grateful if you would leave us a 5 star review on Apple Podcasts, Spotify, Stitcher, or wherever you listen to podcasts. It really does help people find the show and helps us figure out what it is that you wanna hear. So thank you so much for continuing to be a listener. We look forward to bringing you another season of content on the past, present, and future of student affairs. This has been an episode of SA Voices from the Field brought to you by NASPA. Jill Creighton [00:03:30]: This show is made possible because of you, the listeners. We continue to be grateful that you choose to spend your time with us. If you'd like to reach the show, you can email us at sa voices atnaspa.org or find me on LinkedIn by searching for doctor Jill l Creighton. We welcome your feedback and your topic and guest suggestions. We'd love it if you take a moment to tell a colleague about the show and leave us a 5 star review on Apple Podcasts, Spotify, or wherever you're listening now. It truly does help other student affairs pros find the show and helps us to become more visible in the larger podcasting community. This episode was produced and hosted by doctor Jill Creighton. That's me. Produced and audio engineered by doctor Chris Lewis. Special thanks to the University of Michigan Flint for your support as we create this project. Catch you next time. /episode/index/show/naspastories/id/34497415

The Evolution of Student Affairs with Cherry and Kat Callahan 12/19/2024

The Evolution of Student Affairs with Cherry and Kat Callahan In the latest episode of NASPA’s Student Affairs Voices from the Field podcast, hosts dive deep into the evolving landscape of student affairs. Joined by , former Vice Chancellor for Student Affairs at the University of North Carolina at Greensboro, and her daughter, , a Senior Lecturer in Leadership Studies, the episode unveils diverse career pathways and shifting priorities within student affairs. Accidental Beginnings and Varied Career Paths Dr. Cherry Callahan’s entry into student affairs was anything but traditional. Originally aiming to be a high school counselor, her career trajectory shifted after accepting a counseling position at Delaware State College. Her involvement in orientation programs led to a formal role as the Director of Orientation, marking the start of a venerable career. Interestingly, Cherry never worked in residence life, a conventional entry point for many professionals in the field. Similarly, Dr. Kat Callahan’s path was unplanned. Without specific career goals during college, she found herself teaching high school and coaching basketball until gravitating towards higher education. Dr. Kat’s focus on leadership education showcases the versatility within student affairs, highlighting the various ways professionals can contribute to holistic student development. From Emotional Development to Student Learning Throughout the episode, the Callahans emphasize a significant shift in student affairs from focusing solely on social and emotional development to incorporating student learning and out-of-classroom experiences. This evolution underscores the importance of preparing students not just academically but as well-rounded individuals equipped for life beyond college. Holistic Student Development and DEI A consistent theme in Dr. Kat Callahan’s work is the focus on holistic development and leadership education. Integrating Diversity, Equity, and Inclusion (DEI) principles, Kat’s approach ensures that student affairs professionals consider the identities and purposes of students, promoting a comprehensive developmental framework. This paradigm shift is critical in preparing students for leadership roles and fostering a sense of community. Lessons from History: A Forward-Looking Perspective The Callahans also reflect on the influences of civil rights and women’s movements on student affairs. Dr. Cherry Callahan recounts her experiences fostering positive student engagement amidst historical turbulence. Both guests acknowledge the increased emphasis on mental health and business-like operations in contemporary student affairs, suggesting a mixed yet hopeful outlook for the profession’s future. Empowerment and Mentorship Empowerment is a central theme in the Callahans' discussion. Dr. Kat Callahan leverages her mother’s extensive knowledge, bringing her into classrooms to share insights with students. This intergenerational dialogue enhances learning, bridging historical perspectives with current practices. Such mentorship underscores the familial bond within the student affairs community, vital for professional growth. A Vision for the Future As we look ahead, the Callahans advocate for prioritizing student well-being, understanding systemic issues, and continuously adapting educational programs. Their insights remind us of the enduring impact of student affairs on shaping resilient, socially conscious leaders. In conclusion, this episode of “Student Affairs Voices from the Field” brings forth invaluable lessons and reinforces the importance of diverse pathways, holistic development, and inclusive practices in student affairs. With professionals like Dr. Cherry and Dr. Kat Callahan leading the charge, the future of student affairs looks promising, well-equipped to tackle modern challenges while nurturing the leaders of tomorrow. TRANSCRIPT Dr. Jill Creighton [00:00:00]: Welcome to Student Affairs Voices from the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed pros wherever you happen to be. This is season 11, the past, present, and future of student affairs, and I'm doctor Jill Creighton, she, her, hers, your essay voices from the field host. Today on our season finale of Essay Voices From the Field, we have a very special look into the past, present, and future of student affairs. And for the very first time, we're featuring a mother and a daughter, both professionals in student affairs who can share the arc of their careers as well as the arc of the profession. So it's my sincere pleasure to welcome doctor Cherry Callahan and doctor Kat Callahan. Doctor Cherry m Callahan served as vice chancellor for student affairs at the University of North Carolina at Greensboro until December of 2017. Upon her retirement, Cherry received the order of the longleaf pine, among the most prestigious awards presented by the governor of North Carolina, recognizing extraordinary service to the state. Dr. Jill Creighton [00:01:10]: Her first professional position was at Delaware State University where she served as a counselor and director of orientation followed by a brief period as an elementary school counselor before moving to UNCG where she assumed progressively responsible roles culminating in the vice chancellor position. Cherry has been very active and professionally served as president of NASPA in 1998 to 1999. She more recently served as the chair of the NASPA Foundation board of directors and was the recipient of the John l Blackburn Distinguished Pillar of the Profession Award in 2024 and the Fred Turner Award for for distinguished service to NASPA in 2006. Doctor Callahan has served as an elected officer for the board in numerous community and civic organizations. Her primary current community service is with the American Red Cross in which she serves as the North Carolina region training lead for disaster services and also an instructor for disaster classes. Cherry has presented dozens of programs and speeches at professional meetings, served on accreditation teams for SACS and review teams for other colleges and universities, and authored and co-authored several articles and chapters in various publications. She's married to her husband, Mike, who taught history in the Guilford County School System for 30 years, and has 2 daughters, Megan, who's an attorney in Greensboro, and Kathleen, who's on the faculty in the department of leadership and American studies at Christopher Newport University. Our second guest is Doctor. Dr. Jill Creighton [00:02:24]: Kat Callahan, who is currently a senior lecturer in Leadership Studies at Christopher Newport University with expertise in education, student affairs and higher education, and internationalization of higher ed. She earned a PhD in Higher Education from Florida State University, an MED in College Student Affairs from the University of South Florida, and a BA in sociology from NC State University. Doctor Callahan has developed leadership curricula, advised students, and served in academic and administrative roles at institutions, including William and Mary, Florida State University, and Winthrop University. Her research and teaching focuses on cultural relevance in leadership education and development and the internationalization of the history of student affairs in higher education. She is published widely, contributed to global leadership initiatives, and held leadership roles in NASPA, the International Leadership Association, and IACIS. Doctor Callahan is the director of the IACIS Student Leader Global Summit and an experienced keynote speaker and workshop facilitator. I hope you enjoy this conversation as much as I loved having it, and we'll see you next season. I'm very excited to have our our very first parent child student affairs professional duo on the show today to talk about the past, present, and future of student affairs. Dr. Jill Creighton [00:03:31]: So first, let me welcome pillar of the profession, doctor Cherry Callahan. Dr. Cherry Callahan [00:03:35]: Hi, Jill. It's really my pleasure to be here with you today and my daughter. Dr. Jill Creighton [00:03:39]: And also Dr. Kat Callahan. Dr. Kat Callahan [00:03:41]: Hi, everyone. Thanks for having us, Jill. Dr. Jill Creighton [00:03:44]: When Chris and I were incepting how we wanted to present the arc of the past, present, and future of student affairs, it just immediately came to mind. Do we have any families that are doing this work or have done this work across time? All of us, I think, like to joke that really no one grows up saying I wanna be a student affairs professional. But, Cherry, you might be the exception to this rule. Oh, you're you're shaking your head no. We'll get into that for sure. But, Cherry, you're retired from the field now. Cherry, you're deep in your career in the field. We always like to start our show by asking our guests how they got to our current seat. Dr. Jill Creighton [00:04:16]: So, Cherry, yours being retirement. But can you tell us a little bit about your career arc into and through the profession? Dr. Cherry Callahan [00:04:23]: Okay. I guess it all goes back to the day when I was leader as an undergrad and very involved in the co curriculum. And I never really thought about student affairs even at that point because my ultimate goal at that time was to become a public school high school counselor. So I actually did a master's degree in counseling. And on the eve of my marriage to my husband, Kat's dad, I became aware of a position at a college in Delaware, Delaware State College, now Delaware State University, and they were advertising for a counselor. And Mike being from Massachusetts and me being from the Carolinas, we had kinda decided we wanted to live somewhere between the two geographic spaces. So I looked at it and I went in for the interview 2 weeks before our wedding and got the job. So I landed in a college counseling center quite by accident because it ultimately was not my goal. Dr. Cherry Callahan [00:05:24]: And before you knew it, I was observing the orientation program and I said to the dean of students who hired me, I've got some thoughts about orientation. Would you be willing to listen to them? He said, sure. So 2 days later, I had the title director of orientation slapped on my shoulders along with the counselor and that's what really kick started my career in student affairs. Dr. Jill Creighton [00:05:46]: That was a very busy week for you here. Dr. Cherry Callahan [00:05:48]: Busy. Yes. Yes. But pretty typical of my life as a whole. They're all pretty busy. Dr. Jill Creighton [00:05:55]: And, Kat, you are currently working at Christopher Newport University. Can you tell us how you landed in your current seat? Dr. Kat Callahan [00:06:00]: Yes. So, unlike mom, I did not have goals in college. I was an RA, and I played intramural sports. That was what I knew about student affairs, and obviously my mother was the vice chancellor of student affairs. Yet, I never drew those parallels. But I did not know what I wanted to do after college. So I took a year off, and I ended up teaching high school and coaching basketball as following my father's footsteps. And then about halfway through the year, I was like, you know, I really liked that RA job. Dr. Kat Callahan [00:06:28]: Maybe there's something to that. So went through student affairs, went through my graduate program, went through my entry level job, be one of the typical routes through residence life, and into my PhD. And in my PhD, transitioned to leadership education, leadership development. So that's how I landed as a senior lecturer in leadership studies where I am today. Dr. Cherry Callahan [00:06:48]: And, you know, it's interesting that I am one of a rare breed who never worked in residence life. I came through counseling, and as I've interacted with my peers over the years, almost everybody's been in residence life in one shape or another. I was never even an RA. So I'm a little atypical from that in that perspective. Dr. Jill Creighton [00:07:09]: You and I share that, Cherry. I did not serve as an RA in undergrad, and I did not have a hall director position or even an assistant directorship or directorship in residence life. I was more raised in the student involvement, civic engagement space, and health promotion, and then finally, student involvement, civic engagement space, and health promotion. And then finally, student conduct was kind of the primary thread through, how I got started in student affairs. But I did end up supervising residence life when I was in an AVP seat. So we are out there if you're listening, and you're like, how do I do this without ResLife? Dr. Cherry Callahan [00:07:36]: That's right. Dr. Jill Creighton [00:07:36]: Jerry, can you talk a little bit about what the profession was like when you first entered the field in terms of the value set that you were operating through, the priorities of the profession, that type of thing? Dr. Cherry Callahan [00:07:48]: Quite different from what it is today. There's no question about that. And I think the primary mindset was focused on how to get students engaged in their curricular life. It's always been there, but I think my supervisor at that time was born out of the civil rights movement, the women's movement. And that really bore the, I guess, the hallmark of student conduct and how students behaved. And so student affairs was leaned on to how can we get our students engaged in positive ways as opposed to protest and so forth. So we were more of a, I hate to use the word judicial, but I guess conduct focused. And my role in that and when I'm talking about my supervisor at that time, that was my supervisor at my second higher education job. Dr. Cherry Callahan [00:08:41]: At my first higher education job at Delaware State, it was really more focused on helping the students adjust to this new environment and getting them actively engaged in that new environment away from home and helping them understand the challenges that come with pursuing a college degree amongst a population where college degrees were not as common. Because as many people know, Delaware State is an HBCU, and I was somewhat of an anomaly in that environment because I was a young white female. But it really did focus on that adjustment period and that in loco parentis domain. And then as I transitioned a few years later into the position at the University of North Carolina from where I ultimately retired, there was a little bit of that left, but a lot of it had dissipated because of all of the social movements that were taking place in the early seventies. Dr. Jill Creighton [00:09:41]: And it's probably swinging back towards a more model now, especially from a student care perspective as we're seeing the mental health concerns of college students come more to the forefront of our work. So, Kat, I'm wondering if you can talk a little bit about how you see the current state of the profession, especially in terms of what your priorities are in teaching. Dr. Kat Callahan [00:10:00]: So it's always fun with these types of conversations just because my specific area of knowledge within the student affairs field is the history of student affairs. So I teach history of, and so listening to mom talk about that evolution, and as we've learned from all of our history textbooks, it started within loco parentis, and it has evolved in a lot of different ways. And I think we know from history that things kinda circle back in different capacities. So how I teach my students today is probably very different than I would have taught 20 years ago when I first entered into the field. And I've seen a couple shifts already within the 15 years that I've been teaching. And this year specifically has a new type of student on campus that I'm in the probably the last shift I had before that was maybe 6 or 7 years ago. Definitely, our diversity, equity, and inclusion, that piece of conversation is consistent, has been consistent in my entire time in the field. And now it's a theme that we talk about all the time. Dr. Kat Callahan [00:10:58]: And here in Virginia where I am, DEI is a hot topic because we have to look at the state and the federal government when we're talking about these types of things. So the context matters, and context within student affairs matters. So DEI is a big theme in teaching. When you teach leadership education as a whole, leadership has evolved. So I say alongside of the field of student affairs is the field of leadership studies. You can see this in Suzette Kovev Ed's work and Denny Roberts and how they in the beginning when mom's talking about her 1st years in student affairs, that is kind of the beginning of leadership studies. So these 2 stepchildren of fields are walking side by side in a very interesting way and evolving. Student development is evolving at the very beginning when mom started and has a good foothold in the early 2000 when I get into the field. Dr. Kat Callahan [00:11:51]: I get into conversations within my master's program. So student development has a stronghold. Leadership development has a stronghold, and these two things just evolve in this very beautiful way that I don't know if a lot of people see the connection between the 2, which has led me to create my leadership in higher education class, where I bring those two fields together, and we talk about the history of, because we have to know context of all things. History of student affairs, history of higher education, and history of education leadership development through where we are today and the complexity nature of things. Obviously, the conversation around diversity, equity, and inclusion, and really the critical conversations and critical theory that's coming through that did not exist 20 years ago. So I would say all of these pieces of the curriculum have evolved and are now cornerstones in how we do both student affairs, higher education, and leadership. Dr. Cherry Callahan [00:12:49]: I was just gonna mention that I know in it was in 1979, I believe, when at the university, I recognized the First Gay Student Association. And it was not well received by the alumni of the university. And there were all kinds of calls for we're no longer gonna donate to the university. We're not gonna do this. And so I go back to that time, and I think about it. Again, that was 1979, and this was at UNC Greensboro, which previously had been the Woman's College of the University of North Carolina System. So it had always been focused on educating women. And so when we got to the late seventies, and then it was into the early eighties when we established our first, what we call, Office of Minority Student Affairs. Dr. Cherry Callahan [00:13:41]: So I guess when I listened to Kat talk about DEI, I was on the cusp of those developments in the field of student affairs as we created and recognized those populations who were not the traditional white male and female populations. And a lot has transpired over the years since that time. In fact, it's it's amazing to me how slow at times it seems to have been, but how fast in the context of history we have gotten to the point that we are cognizant of the richness that lies in the diversity not only of ideas in higher education, but diversity of the populations with whom we work in higher education. Dr. Jill Creighton [00:14:27]: That's a really important reminder to all of us who I think are very much struggling with the current landscape of JEDIB work in America. It often feels like one step forward, 3, 5, 10 steps backwards. And also to remember that when the profession was just starting to emerge, none of these things existed. So there is tangible progress, but there's still so much work to be done for sure. Dr. Kat Callahan [00:14:51]: And,... /episode/index/show/naspastories/id/34497125

Transforming Student Affairs Education: Insights from Dr. Amy E. French 12/12/2024

Transforming Student Affairs Education: Insights from Dr. Amy E. French Reflecting on Historical Context and Embracing Future Innovations In the latest episode of SA Voices from the Field, hosts , Associate Professor at Bowling Green State University (BGSU), for a riveting discussion on the evolving landscape of student affairs. In this episode, Dr. French shares her professional journey, touches on the historical significance of student affairs, and details future innovations in integrative learning and social justice within the field. The Journey from Alumni Relations to Academia Dr. Amy E. French's path to academia is rich with diverse experiences and significant milestones, starting with her involvement in student government and advocacy at Kentucky Wesleyan College. This early exposure to leadership and activism paved the way for her continued studies in social justice at Loyola University Chicago. Transitioning from working in alumni relations and advancement, Dr. French was inspired by mentors like Dr. Candice Hinton to pursue a PhD in Higher Education Leadership, ultimately leading to her role as a faculty member at BGSU. Throughout the episode, Dr. French emphasizes the importance of listening to students, colleagues, and the community to drive program development. Her dedication to addressing student needs and fostering an inclusive environment is evident in her leadership of the College Student Personnel (CSP) program at BGSU. Program Legacy and Historical Significance The CSP program at BGSU holds a legacy built upon addressing student affairs' demands during tumultuous times, with the work of Gerald Saddlemyer as a cornerstone. Dr. French recounts the program's historical roots, including the commemoration of the Kent State shootings via sister statues. These events highlight the profound impact student affairs professionals have had in guiding students through periods of crisis. Dr. French shares how the program's history continues to shape its present and future objectives. Celebrating its 60th anniversary, the BGSU CSP program plans to honor its legacy with an 18-month-long series of festivities, reflecting on the program's significant contributions to student development and higher education. Adapting to Post-COVID Realities The global pandemic undeniably altered the fabric of higher education, prompting a shift in student priorities and expectations, especially in residential life and Greek organizations. Dr. French discusses how these changes have influenced BGSU's program, pushing a curriculum revision focused on holistic professional development and training for students. Innovative curriculum updates are slated for the upcoming fall, aiming to keep pace with evolving student needs. This includes the integration of AI technology using 360-degree cameras for experiential learning, further emphasizing student development theories and practical applications in a rapidly changing world. Embracing Social Justice and Identity Development A pivotal aspect of the CSP program under Dr. French’s leadership is a robust focus on social justice and identity development. Recognizing the importance of these elements, she advocates for a curriculum that starts with current student understandings of power, privilege, and oppression. This approach equips students with the skills needed to challenge oppressive structures and promotes an inclusive and equitable campus environment. The Role of Graduate Assistantships Graduate assistantships play a vital role in student development at BGSU, offering hands-on experience and professional growth opportunities. Dr. French highlights the support from administration in funding these positions, contributing to high student satisfaction and the overall success of the program. Additionally, she emphasizes that reflective practice is integral to BGSU’s approach, with dedicated classes each semester that adapt to student needs and fill curricular gaps. An elective on campus politics will soon be introduced, helping students navigate advocacy and internal bureaucracy more effectively. Enhancing Student Affairs Through Communication and Collaboration Effective communication between graduate prep programs and practitioners is crucial for preparing future student affairs professionals. Dr. Jill Creighton and Dr. Amy French discuss this dynamic, with Dr. French shedding light on forums like the NASPA Faculty Institute and collaborations among Ohio program coordinators. These platforms focus on curriculum development, funding, marketability, and employability, essential factors in enhancing the relevance and effectiveness of student affairs education. Looking to the Future: Storytelling and Advocacy Dr. French underscores the significance of storytelling in student affairs, using personal anecdotes and historical context to illustrate the field’s human aspect. By maintaining personal archives like thank you notes and embracing the passions of incoming students, professionals can stay motivated and inspired. She also stresses the need for student affairs to challenge outdated practices and remain open to new approaches. This openness to evolution ensures that programs stay relevant and impactful amidst changing dynamics within higher education. In closing, the podcast episode with Dr. Amy E. French is a testament to the transformative power of student affairs. By honoring its history, adapting to contemporary challenges, and embracing innovative approaches, the field can continue to support and empower students through their academic and personal journeys. TRANSCRIPT Dr. Jill Creighton [00:00:00]: Welcome to Student Affairs Voices From the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed pros wherever you happen to be. This is season 11, the past, present, and future of student affairs, and I'm Dr. Jill Creighton, she, her, hers, your essay voices from the field host. Today on essay voices, we welcome Dr. Amy e French, sheher. Dr. French is an associate professor in the school of counseling, higher education, leadership, and foundations at Bowling Green State University, where she also serves as coordinator of the college student personnel graduate program. She holds a bachelor's in political science from Kentucky Wesleyan College, a master's degree in social justice from Loyola University Chicago, and a Dr.ate in higher education leadership from Indiana State University. Dr. French's current research foundation includes cultural consciousness on college campuses, campus reimagination, and community connection within student affairs. Her favorite scholarly activity is the opportunity to teach brilliant scholars who strive to make a positive impact on students during their collegiate years and beyond. Dr. Jill Creighton [00:01:11]: When Dr. French is not on campus, she's often spotted walking and hiking with her dog, boss Chewy McScruff, in the parks across the country. Amy, welcome to SA Voices. Dr. Amy E. French [00:01:21]: Good morning. Dr. Jill Creighton [00:01:22]: Glad to be crossing time zones again. We were talking to you today from Ohio. You are currently an associate professor at Bowling Green, but the thing we're most excited to talk to you about today is the past, present, and future of graduate prep programs for student affairs professionals. You're still in, what's being termed the college student personnel program, which is a name I know that BG has held for a very long time. We'll get into all of that. But before we talk about your expertise in this area, we always love to start our episodes by getting to know our guests by asking, how did you get to your current seat? Dr. Amy E. French [00:01:54]: Oh my goodness. How did I get to my current seat? Well, I was very involved as an undergrad student at Kentucky Wesleyan College, a very small private school in Kentucky in Western Kentucky. And I was hyper involved in student government and student activities and pretty active as well as, I led several campus protests and did a lot of advocacy work. And from there, I actually went and got my master's at Loyola in social justice, not in student affairs. I sort of know about student affairs at the time. So I did some great work at Loyola and actually found myself working in alumni and advancement, a couple of small private schools after I graduated. And then that's kind of what led me into pursuing my higher ed PhD. And, actually, that was when one of my faculty members at the time, Dr. Candice Hinton, said, you know what? I think you should think about this faculty gig. Dr. Amy E. French [00:02:51]: I think this really would suit you and your personality, and I just think it'd be great. And so I kinda laughed at her at first, and then she was like, no. But I'm not kidding. And then so she planted the seed, and it took all of about 2 weeks for me to call her back and say, hey. You know what? About that thing, how do I do that? And so began my kind of pursuit into the faculty side of the house. So I went from alumni and advancement, working full time during my PhD program, and then eventually, actually became a graduate assistant for a couple years. And then a lecturer at Indiana State University, and then actually went up as an assistant professor and became an associate professor at Indiana State. And then Bowling Green, you know, gave me a shot, and here we are. Dr. Jill Creighton [00:03:35]: And you're going back through the P and T process now. Yes? Dr. Amy E. French [00:03:38]: Yes. Yes. All my documents are submitted. Everything is looking good. Dr. Jill Creighton [00:03:42]: Congratulations preemptively. I'm sure it's gonna be smooth sailing. Dr. Amy E. French [00:03:46]: Stay tuned for a hopeful party in April in Bowling Green. There'll be a party. Dr. Jill Creighton [00:03:50]: Well, you're currently directing the CSP program, as I mentioned, or college student personnel program, which is the higher ed master's prep program at BG, which has long held a reputation for being an incredibly well rounded, robust, well well reputationaled program in the field. So tell us about what drew you to be leading this work. Dr. Amy E. French [00:04:11]: Yeah. So I'll be honest. I was so excited after applying to the Bowling Green State position. I was like, oh, I don't know. You know, this is a big deal. And I'll be honest. When I went for the interview, everything kind of fell into place. It was what I was looking for professionally as a challenge. Dr. Amy E. French [00:04:27]: It was scholarly, invigorating, and I really liked the people and the students, of course. I mean, best of the best. And so that kinda drew me into Bowling Green. And then once I got here, of course, learning more about the history, I knew about its long standing traditions. But to really get some one on one time to interact with Dr. Carney Strange at the Black Swamp Festival, to, you know, sit and talk with Dr. Mike Coombs. And, again, for them to just pour in that programmatic history as a maritime faculty was really great. And then getting to work with Dr. Ellen Broido, we have a lot of fun. And so this is my 3rd year, and I've really been intentional about listening to the students, listening to the community, listening to the faculty, and working collaboratively to try to make some decisions to lead us lead us into the next 60 years. Dr. Amy E. French [00:05:19]: So we just celebrated our 60th anniversary as a program. Technically, it doesn't end until December, but it depends on who's asking and who's looking at the history books. But so I signed it for last year, but we're gonna celebrate for 18 months because why not? Who doesn't love a party? Dr. Jill Creighton [00:05:35]: So looking at the kind of longevity of the program as well as your role in carrying the program from the present into the future, what are some of the historical markers of, college student personnel program or higher ed masters that had been really important for higher ed students of the past? Dr. Amy E. French [00:05:54]: Oh, yeah. Of the past. Well, goodness. So Gerald Saddlemyer, which which we have several lectures here at Bowling Green State, but also I believe some NASPA and ACPA awards named after Dr. Saddlemyer. He really paved the way for the program here at Bowling Green State, and I think that was at a time when campuses were quite tumultuous, when there wasn't crisis management training, when our student affairs professionals were really in the line of literal fire. In some instances, I'm thinking specifically about, you know, Kent State and learning what we've learned now from Dr. Erica Eckert's work and learning from those student affairs professionals at the time and what they were going through and what they were wrestling with, I think speaks a lot to why student affairs became a professional endeavor. And so looking at how do we train folks to really support undergraduate students as they're transitioning, as campuses become more chaotic in some ways, but I think also just more demanding in general. And so I think that's really where it started was we recognized a long time ago that there's more to college than what happens in the classroom, and it really is about those developmental components. Dr. Amy E. French [00:07:03]: It's about being a good citizen. It's about learning to manage conflict. It's about all of those things about being a person in our democracy. And so I think that's really what started BG's program, was that initial realization that, hey, we need folks who understand college students. And it was also at a time when we were learning more about college students. Right? Student development theory was just starting to emerge as a field of study. And so I think those things combined really formulated this pretty awesome lightning in a bottle moment for the Midwest, really. Dr. Jill Creighton [00:07:39]: I'm going to give a shout out to Dr. Erica Eckert, as you mentioned. If you're a long time listener of the show, we did an episode with her a couple of years ago now. And if you're new to the show, I would highly encourage you to go back and listen. It's one of my favorite episodes we've ever recorded. We did a 2 part where Dr. Eckert and I talked about the history of the Kent State shootings that happened in the sixties. And then the second part of the episode is we had the 4 administrators who were responsible for responding to that incident on the show. And it was wonderful to hear their perspectives on what emergency management and crisis management sounded like at the time. If you can imagine doing this in an era before cell phones. Dr. Jill Creighton [00:08:15]: I believe one of them said that they had to run into a restaurant on the main street and find a phone, and they were literally printing flyers for students with information and all these other things. So I appreciate that that's part of the grounding of the BG program as well as looking at what those problems were in that era. Dr. Amy E. French [00:08:31]: Yeah. And we actually both programs came on board around the same time, and there's actually 2 statues, sister statues on our campuses honoring those who passed away from the Kent State shootings. Dr. Jill Creighton [00:08:42]: Now you've taken this program with a tremendous amount of history. You entered going, I'm going to listen a lot and try to figure out what to do with it. What was the state and priorities of the program when you inherited leadership? Dr. Amy E. French [00:08:54]: Yeah. I think coming out of COVID, our field looks different. Our students are I wouldn't say totally different. I think our students are amazing rock star students, but their priorities are different as well after the pandemic as are the expectations placed upon our site supervisors. And so everything kind of shifted. Priorities with funding, priorities with what is expected of grad students in the work. And I'm thinking specifically about residential life, fraternity and sorority life, some of those really face to face student positions. And so we had some real conversations about, okay, what does it look like to be within this field with a new so our student affairs units had been restructured several times in the last few years. Dr. Amy E. French [00:09:38]: And so working with those campus partners to look at what supporting our graduate students would be like, because I wanted to make sure that it's not just a student worker position. I really wanted to make sure that they're getting that training and the supervision to help them develop as full professionals. So that was a priority. The curriculum was a big priority as well. And so I've spent the last two and a half years really interrogating the curriculum, talking to faculty to understand some of the history of some of those components. And we're in the process of some, I think, pretty innovative and cool curriculum revisions that will hopefully take place next fall, if all things go through the proper channels on time. But I think we've got some pretty innovative things about to happen within our curriculum that kind of in some ways, it's definitely not changing all that much because there's still the focus on the history. There's still the focus on student development theory and some of the practical elements. Dr. Amy E. French [00:10:39]: But in some ways, we're kind of we're polishing it up, and we're we're adding some different Legos to the to the scaffolding. So I'm I'm pretty excited. So those were the top pieces. Dr. Jill Creighton [00:10:48]: Are you able to share what any of those shiny new Legos are? Dr. Amy E. French [00:10:51]: I can't say too much yet, but what I will say is we're gonna, in in some ways, double down on student development theory because one of the critiques and or challenges that our students have when they're in a 2 year master's program is really applying the theory, and so I will share that there's going to be a class that really looks at that directly. It's kind of beyond student development theory, and it's beyond student development theory 2.0 into more of an applied integration of theory. And even talking to professionals to interrogate, how do they do that? What are the ways? Because I think a lot of times we're doing that. We're just not using the words, the specific theory names, or the specific aspects, but it's definitely theory informed practice. And so I think this program being rooted in the historical underpinnings that it has, I think it's really important that we double down on our story. And so that's one aspect. Another component is going to be intentionally engaging with artificial intelligence. And I'm really pumped about that. Dr. Amy E. French [00:11:57]: And I'm still doing some training with some new software folks. But one of the aspects that I will give you a little teaser is we've got some 360 degree cameras, and our students are gonna be going places throughout the country looking at college spaces in some new ways. So I'm really pumped about it. Dr. Jill Creighton [00:12:15]: I love the aspect of tech integration into the modern curriculum of student affairs. It's definitely where we're going, and we've had a couple of episodes this season that talk about AI. I wanna loop back to the conversation on theory though, especially as someone who's innovating the curriculum. We've always had this tension in the field about the social justice aspects of the historical underpinnings of who our theories were created by and for. How are you addressing that tension with the modern day aspect of going, we still need to apply the basics of understanding how students are developing throughout their 4 years. Dr. Amy E. French [00:12:48]: Yeah. So I think that's a fantastic question. And it's gonna sound cheesy, but I think the example that I'm gonna use is gonna fall on the green book. Right? So so the... /episode/index/show/naspastories/id/34115851

Redefining Student Affairs: Insights from Dr. Ainsley Carry 12/05/2024

Redefining Student Affairs: Insights from Dr. Ainsley Carry In the latest episode of NASPA's SA Voices From the Field podcast, sits down with , Vice President for Students at the University of British Columbia (UBC), to discuss the current state and future directions of student affairs. Their conversation ranges from the importance of listening to students and adapting to cultural nuances, to the evolving role of AI and mental health support on campus. The Evolution of Student Affairs A Shift from Traditional Theories Dr. Ainsley Carry highlights that student affairs have undergone significant changes over the years. Historically, the field focused on career placement and leadership development, often driven by traditional theories like those proposed by Tinto and Chickering. However, Dr. Carry critiques these models for being outdated and restrictive. He argues for the necessity of freeing student affairs from these old theoretical constraints to better align with the evolving needs and cultures of modern students. From Leadership to Inclusivity The emphasis has gradually shifted from leadership, with its positional nature, to inclusivity in participation. Today's student affairs professionals recognize the importance of engaging students inside and outside the classroom, acknowledging the challenges in measuring qualitative learning experiences. According to Dr. Carry, the current trends in student affairs reflect a return to career exploration and identity development, rather than mere placement, recognizing the global nature of modern careers and the importance of early engagement through internships. Listening and Feedback Sessions Dr. Carry has introduced listening sessions at UBC, conducting over 100 sessions with thousands of student participants. These sessions are crucial for gathering feedback, understanding what works well, and identifying areas needing improvement. The methodology is simple but effective: asking students what’s working, what isn’t, what should be maintained, what should be stopped, and what other questions they have. This process ensures that student voices are heard and integrated into strategic planning. Enhancing Mental Health Support Reducing Wait Times and Expanding Access Mental health support on campuses has seen substantial improvements, as Dr. Carry points out. Universities have reduced wait times for counseling and expanded access through both in-person and virtual formats. Regulatory changes now allow cross-state counseling, and a greater number of individuals are pursuing careers in counseling, contributing to a robust pool of professionals ready to support students. Destigmatizing Mental Health Discussions Efforts are ongoing to destigmatize mental health discussions. Dr. Carry emphasizes that addressing mental health proactively is central to supporting students’ overall well-being. Institutions are aiming to normalize these conversations, making it easier for students to seek help without fear of judgment. The Promise of AI in Higher Education 24/7 Student Services One of the most exciting topics Dr. Carry discusses is the potential of artificial intelligence (AI) in student affairs. Just as calculators once transformed education, AI has the potential to offer 24/7 student services. This could address the common mismatch between student needs and the traditional service hours of university offices. AI can provide continuous support for academic, career, and mental health advising, particularly during after-hours when human staff are unavailable. Supplementing Human Interactions It’s crucial to note that Dr. Carry views AI as a supplement, not a replacement, for human interactions. While AI can enhance the availability and efficiency of student services, the human touch remains irreplaceable. AI can manage routine inquiries and provide timely responses, leaving more complex and sensitive issues for human professionals to handle. Navigating Cultural Differences in Higher Education Adapting to the Canadian Context Moving to Canada in 2019, Dr. Carry had to adapt to the Canadian higher education landscape, which differs significantly from the U.S. context. One prominent difference he observed was the less prominent role of Greek life and a lower incidence of binge drinking. Moreover, Canadian universities have a more balanced approach to college sports, and there’s a reduced concern about gun violence on campuses. Emphasizing Health and Well-Being In Canada, student health and well-being is a primary focus, especially considering the varying healthcare needs of international students. Dr. Carry underscores the importance of making career development resources accessible right from the first year and tackling affordability issues exacerbated by fluctuating international currencies. A Future-Forward Approach to Student Affairs Dr. Ainsley Carry's insights demonstrate a future-forward approach to student affairs, emphasizing the need to evolve with changing student demographics and cultural contexts. By integrating student feedback, enhancing mental health support, and leveraging AI, institutions can create more inclusive and supportive environments. As we look to the future, it’s clear that student affairs must continue to innovate and adapt, always keeping the well-being and success of students at its core. As always, NASPA's SA Voices From the Field thanks its listeners for their support and encourages feedback, topic suggestions, and reviews to continue delivering content that matters. TRANSCRIPT Dr. Jill Creighton [00:00:00]: Welcome to Student Affairs Voices From the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed pros wherever you happen to be. This is season 11, the past, present, and future of student affairs, and I'm doctor Jill Creighton, she, her, hers, your essay voices from the field host. Today on Essay Voices, we continue our journey with International Student Affairs Professionals by welcoming doctor Ainsley Carry. Ainsley joined the University of British Columbia on April 1st, 2019 as the vice president, students. Ainsley has responsibility for a portfolio that includes student health and wellness, center for student involvement and careers, center for community engaged learning, student housing and community services, and athletics and recreation. He also oversees strategic priorities, such as the university's well-being framework, sexual violence prevention and response office, and anti racism initiatives. The vice president's student's portfolio is responsible for a $300,000,000 budget, including more than 25 100 full time employees and 1500 student employees. Dr. Jill Creighton [00:01:05]: Ainsley's responsibilities encompass undergraduate and graduate students on the Vancouver and Okanagan campuses. Ainsley joins UBC from the University of Southern California where he served as VPSA from 2013 to 2019, and before that, Auburn University where he served in the same position from 2009 through 2013. Ainsley held a faculty role in the Rossier School of Education at USC and Auburn University's College of Ed. His higher education career includes stints at Temple University, the University of Arkansas, and Southern Methodist University. He's a 3 time graduate of the University of Florida where he earned his bachelor's degree, master's in counseling, and doctorate in higher education administration. Ainsley also earned an MBA from Auburn in 2011 and a master of studies of law from the University of Southern California in 20 19. Ainsley brings over 30 years of experience in college administration. He led several institutional initiatives to combat sexual violence on campus, prevent hazing, and respond to campus protests. Dr. Jill Creighton [00:01:55]: Yet Ainsley is most proud of his work to enhance the student experience. Ainsley wrote, throughout my career, I've come to realize that our greatest responsibility as academic leaders includes the health, wellness, and safety of all students. Issues of sexual misconduct, mental health, overconsumption of alcohol, and equity are public health matters. When any of these experiences negatively impact any student, their their learning experience is severely compromised. We must tackle these challenges with the same rigor to approach public health issues. Evidence based and prevention focused, there's no reason why UBC cannot be the healthiest campus in Canada. Ainslie begins his journey at UBC with a mission to interact with students daily and build academic partnerships outside the classroom. Ainsley, welcome to SA Voices from the Field. Dr. Ainsley Carry [00:02:35]: Jill. It's so good to be here today, and thank you for having me. Dr. Jill Creighton [00:02:38]: I always love getting the opportunity to talk to other student affairs professionals who are global. And you have been both domestically state side and are currently global. So I'm really looking forward to digging into your wealth of experience on the past, present, and future of student affairs, especially bringing in that Canadian perspective. You're currently sitting in the VPSA seat at UBC, University of British Columbia. And the first thing we always love to do on our show is get to know you by asking you, how did you land in your current seat? Dr. Ainsley Carry [00:03:06]: So I'll go a little bit back. I went to school at the University of Florida in Gainesville, and then I went there to play football. So I was so much in love with the sport that that was my motivation for going to university. But while I was there, I fell in love with learning things. I realized that if I applied the skills that I learned in my sport and applied those skills in the classroom that I could learn anything that I wanted to. So slowly, my 3rd 4th year, my attention drifted completely academics. And while I was focused on academics, I had the chance to work with other students who were still trying to figure out their learning strategies. And that intrigued me so much that when I graduated from the university, I first took my initial passion going to corporate America and I went into retail and I hated that experience. Dr. Ainsley Carry [00:03:50]: So it catapulted me back to the University of Florida. And I said, you know what? I enjoyed, I enjoyed helping people learn and helping them make meaning out of life. What degree program is that? And someone guided me into college administration, higher ed counseling with a student affairs focus. At the time, I didn't know it. I didn't understand it, but I knew the people that were most influential in my life were those Ired administrators, the deans of students, the vice presidents for student affairs. I remember Tom Hill was the dean of students at the University of Florida when I was a student, and then he's been this incredible pillar of the profession since then. So I earned my masters in higher administration and my doctorate in college administration and worked around the US at a number of different universities. Not gonna recall maybe about 10 years ago sitting now with my family and trying to imagine what's part of that future. Dr. Ainsley Carry [00:04:41]: We wanted to have an international experience, we wanted to live somewhere else in the world, drive on the other side of the road, eat different food, develop completely different taste buds and perhaps even learn a foreign language. We wanted our daughter to be a global citizen and what would that look like? So we imagine all these countries we might live in Singapore, Australia, China, Hong Kong, like where the places in the world we wanted to go and if that opportunity came up, we would say yes. So I received a call from a recruiter at the University of British Columbia. So I thought, woah, here's a great school in Great Britain, of course. Well, when I went and did my homework on it, I realized British Columbia is not in Great Britain. It's not even in Columbia. It's in Vancouver, Canada. So I made the trip up here, took the interview, fell in love with the environment, the people, and the portfolio is amazing. Dr. Ainsley Carry [00:05:33]: And I have a pleasure of working with an incredible group of student affairs professionals. So my journey was about saying yes to opportunities. That's how I ended up here at UBC beginning in 2019. Dr. Jill Creighton [00:05:44]: You remind me a lot of my friend, doctor Rafael Alex Moffett. He and I met when he was over in China and I succeeded him in a role over overseas in China. And, I think all of us who have taken that expat leap have that similar sense of adventure within us, but that global citizenship value as definitely something core to our being and and figuring out in the world. But I'm gonna say, Ainsley, you do not wanna drive on the other side of the road. I've been in the UK for about 6, 7 months now. I did drive for the first time. I thought it might die the entire time, So maybe don't put that one on the bucket list. Dr. Ainsley Carry [00:06:16]: Gotcha. Good to know. Thank you. Dr. Jill Creighton [00:06:18]: But you've been up at UBC for about 5 years now, riding it out through the pandemic in a different cultural context than the one that you come from, especially after having led in the US for so long. Can you talk to us about the first things that struck you as different in the Canadian higher ed context from maybe what you were expecting given your US training? Dr. Ainsley Carry [00:06:37]: Yeah. And I'll go pre pandemic. Prior to coming to UBC in Vancouver, I served as a vice president for students at Auburn University in Alabama. Enjoyed that Southeastern Conference. I'm an SCC graduate, so it was great to be in the conference and and be part of the energy and the atmosphere working and living in the SCC. And then after Auburn, I became the vice president for students at the University of Southern California at Los Angeles. Also, a major institution, major college athletics, big Greek life, donors and alumni support was incredible there. Just really great solid institutions. Dr. Ainsley Carry [00:07:11]: I came over the border north to Canada in 2019 and began my service as vice president for students here. So this was my 3rd vice presidency and I committed myself to arriving here and completely embedding myself in the new culture, listening, not making assumptions, suspending judgment about anything and really become a student of the environment. Like, let me learn it before I make any preconceived notions or make the mistake of copying what I learned somewhere else and attempting to paste it in a brand new culture. So I listened for my entire 1st year and learned so much and just have a great appreciation for the slight nuances and higher ed administration in Canada. Here's what popped out of me within my 1st year. At the end of the 1st year, some things were significantly different in my role as vice president. One, for example, I spent a lot of time at my prior institutions concerned with regard to issues of overconsumption of a binge drinking culture. So when there was Greek life and college athletics and big game days, alcohol was a part of the culture, and not a casual drinking way, in a binge drinking way. Dr. Ainsley Carry [00:08:21]: So my Saturday nights or Sunday mornings were consumed with responding to what happened the football game before. And sometimes that was an incredible drain on the student affairs team because we were responding at night to issues related to overconsumption of alcohol and students being transported to the hospitals. That had not been my experience in Canada. Canada is much more casual drinkers, so they consume alcohol, some may over consume, but the notion of drinking an entire bottle of vodka and 30 minutes is not an activity here that I've seen in my experience. So that completely changed the rhythm of my life, what the weekends meant. Greek life is a different culture here. It's not as prominent. It does not rule over decision making at the university in ways that it had at some schools in the states. Dr. Ainsley Carry [00:09:09]: So completely different culture. I didn't have to be concerned as much about issues of gun violence on campus. In previous institutions, I recall legislation work making its way through the state legislature about whether students should be able to carry firearms on campus. That is not a question that's coming up here in any Canadian context. The obsession with college sports, there's a healthy balance of the need for our teams to be successful and win, but there's a greater balance on those students being students before their athletes. And there is this overwhelming obsession with college football, college hockey, you name it. So it's an incredibly balanced environment with regard to those things. The last thing that I noticed, the diversity here was different. Dr. Ainsley Carry [00:09:58]: The diversity at UBC is a global diversity. Students coming from countries all over the world make up our international student population. In the US, it was largely black or Hispanic or different US cultures with a spattering of international students here. It's almost a complete blend of all of those cultures. So those were some of the things that I noticed that were distinctively different in Canada, and I can imagine different places in in the world may have some things that are different. What some of the things that were the same concerns about sexual violence also happening here, concerns related to mental health and students also happening here and how the administration supports that, issues of affordability, especially around housing and food, they are present here. So we have some of the same concerns, but many of the things that would consume the time of the vice president, I found to be less consuming here, quite less consuming. Dr. Jill Creighton [00:10:55]: And then looking at that alternatively, then what do you focus on most in the Canadian context as a bpsa Dr. Ainsley Carry [00:11:02]: student health and well-being is number 1. My 1st year, I spent that entire year hosting student listening sessions, small groups of 25 students. Sometimes I'd buy pizza for 400 students, and they'd show up in an auditorium and we would just talk. And I'd ask those students 5 questions. What's working? It's not working. What must we continue doing? What must we stop doing? And what question am I not asking you that you wish you I would ask and you wanted to provide an answer? And we did about 20 listening sessions with over 500 students in that 1st year. And the primary issues that came up navigating student healthcare was number 1. Our students were coming from all over the world and their healthcare systems were different than the healthcare that they were trying to navigate for the first time as an 18 or 19 year old 1st year student. Dr. Ainsley Carry [00:11:53]: They were away from their parents and they were making their own health related decisions and we didn't make it easy for them. We had multiple health center operations and students had to identify which one to go to in between classes and then they would find themselves at the wrong one and then they had to take another day to make another appointment to go to the other wrong place and by that time their health condition may have worsened or it may have resolved itself but we also found students who just said you know what it's too complicated I'll just wait till I go home And as you can imagine with health related issues, they don't get better as time goes along. You actually have to get them treated or get them responded to. So the first thing we worked on was fixing or making it easier for students to navigate health care. The second major concern that students raise were issues related to career development. So many students arrived on campus, had a great first and second... /episode/index/show/naspastories/id/34115686

Celebrating Thanksgiving: Honoring Indigenous Lands and Voices in Higher Ed 11/28/2024

Supporting Student Spiritual Development and Religious Diversity on Campus 11/21/2024

Supporting Student Spiritual Development and Religious Diversity on Campus On the latest episode of NASPA's Victors in Grad School podcast, host engages with and to shed light on the often-overlooked aspects of religious and spiritual diversity on college campuses. This episode delves deep into how institutions can create more inclusive environments that respect and celebrate diverse spiritual identities. Their insights provide valuable guidance for educational administrators and student affairs professionals aiming to foster spiritual inclusivity. Student Spiritual Needs and Inclusivity Dr. Renee Bolling begins by emphasizing the fundamental role that spiritual support and expression play in students' lives. College students value having access to prayer spaces, meditation rooms, and dietary options tailored to their religious needs, signaling to them that the campus respects and acknowledges their faith. The presence of these facilities does more than meet basic needs; it profoundly impacts students' perceptions of inclusivity and belonging. Impact of Campus Climate on Religious Diversity The discussion then shifts to the broader implications of campus climate on perceptions of religious diversity. Dr. Matthew J. Mayhew notes that events such as protests regarding geopolitical issues, like the Israel-Palestine conflict, can heavily influence students' perceptions of how their religious identities are valued on campus. He underlines the critical need for institutions to create environments that facilitate open, respectful dialogue around these complex issues. Demographic Shifts and Personal Spirituality A notable trend highlighted in the conversation is the increasing movement among students away from organized religion towards personal spirituality or secular identities. This shift challenges campuses to rethink how they provide spiritual support. Interestingly, their college experiences can either reinforce or reshape their spiritual commitments, suggesting that campus environments have a significant role in students' spiritual development. The Role of Student Affairs Professionals Student affairs professionals are at the forefront of fostering spiritual inclusivity. As Dr. Bolling points out, more public universities are creating religious and spiritual life offices, dedicated to supporting diverse religious expressions. These professionals are tasked with not only ensuring students' spiritual needs are met but also challenging them intellectually and promoting bridge-building activities. Advancements and Challenges in Spiritual Inclusivity The episode also highlights promising practices, such as providing transportation to spiritual or prayer spaces and enhancing bias reporting systems. However, both Dr. Bolling and Dr. Mayhew stress the ongoing training gap; fewer than 30% of staff in student affairs have formal training in managing religious diversity. They advocate for more comprehensive training programs to equip educators and student affairs professionals to handle spiritual diversity tensions effectively. Conclusion: Moving Forward with INSPIRES The INSPIRES index, discussed extensively in the episode, represents a significant advancement in assessing and improving campus climates for religious and spiritual identity inclusivity. Funded by the Arthur Vining Davis Foundations, INSPIRES provides institutions with a scorecard and actionable recommendations across seven domains, aiding in the creation of more inclusive campuses. Institutions interested in participating in the INSPIRES survey can access the index website, with the survey closing on December 16. In summary, this episode of SA Voices From the Field offers a comprehensive look at the multifaceted role of spiritual inclusivity in higher education. As colleges continue to evolve, ensuring that all students feel seen, heard, and respected in their spiritual identities remains a critical aspect of their mission. TRANSCRIPT Dr. Jill Creighton [00:00:00]: Welcome to Student Affairs Voices From the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed pros wherever you happen to be. This is season 11, the past, present, and future of student affairs, and I'm Doctor. Jill Creighton, she, her, hers, your essay voices from the field host. Today on Essay Voices From the Field, it's my pleasure to welcome 2 scholars from the Ohio State University. They're gonna be talking about the work they're doing with the INSPIRES index, which is an index that focuses on religious and spiritual identity. Our first guest is doctor Renee Bolling. Doctor Bolling is WorldView Research Director of the College Impact Labs Interfaith Projects at The Ohio State University and has over 20 years shaping the student experience in US and international p 20 education administration. Dr. Jill Creighton [00:00:53]: She chairs the NASPA Spirituality and Religion in Higher Education Knowledge Community, serves on the editorial board of the Journal of Student Affairs Research and Practice, and mentors international EDD students through an HBCU. Her research interests include comparative international education, critical internationalization, educational leadership, global learning, and worldview diversity, all topics related to her dissertation, which received the best practices in research and scholarship award from the International Education Knowledge Community. Renee earned her PhD from OSU's Higher Education Education Student Affairs Program, a postgraduate certificate in religious studies and education from Harvard, an MA in counseling and human development from Walsh University, and a BA in sociology from the University of Akron. Our second guest is doctor Matthew j Mayhew. Doctor Mayhew is the William Ray and Marie Addison Fletcher Professor of Educational Administration. His research is focused on how collegiate conditions, educational practices, and student experiences influence learning and democratic outcomes, including moral reasoning, pluralism, productive exchange across worldview differences, and innovation. To support the study of college and its impact on student development and learning, he's been awarded more than $20,000,000 in funding from sources, including but not limited to the United States Department of Education, the Ewing Marion Kauffman Foundation, the Merrifield Family Trust, and the National Science Foundation. He's published more than 60 peer reviewed articles and journals as well as how college affects students volume 3. Dr. Jill Creighton [00:02:15]: He received his doctorate from the University of Michigan. Welcome to SA Voices, Renee and Matt. Hello. Dr. Matthew J. Mayhew [00:02:21]: Hi. How are you? Thanks for having us. Dr. Jill Creighton [00:02:23]: Really looking forward to talking to you both today about all of the work you're doing with the INSPIRES index. But before we jump into the research and how you're contributing right now to the the present and the future of student affairs, we always love to get to know our guests by asking you kind of how you've gotten to your current seat. So, Renee, let's start with you. Dr. Renee Bolling [00:02:41]: Fantastic. Well, I'm really happy to be here with you today and everyone listening in. I started off in higher education student affairs and residence life like many of us, and then I wound my way into, k twelve counseling and student support, and ended up serving overseas in an international school. That got me more and more interested in this facet of diversity, religious, secular, and spiritual, or also known as worldview diversity. And so some questions from practice actually drove me back to a higher ed student affairs doctoral program where I met doctor Mayhew and began working on the INSPIRES index and some other projects. Dr. Jill Creighton [00:03:14]: And, Matt, how about you? Dr. Matthew J. Mayhew [00:03:15]: Wow. That was really impressive, Renee, I have to say. That was efficient and well done. I can go on for hours here, but I'll just say that I have a history with data and numbers and a history in student affairs. And those histories align with the journey I had through college. So I started at College of the Holy Cross for my 1st year, transferred to Wheaton College, then to Brandeis University, and then to the University of Michigan where I received my doctorate. And along the way, of course, those schools do identify differentially by way of RSSI or religious, spiritual, and secular ways of thinking about schools and who they serve. And so from those kinds of context and those experiences, I kinda came into the idea that college and university life should prepare students to have productive dialogue across all walks of life, including those we typically call religious. Dr. Matthew J. Mayhew [00:04:05]: And so I've practiced that in in not only my professorship, but also a long way. I was a resident director of a small college called Fisher College, Downtown Boston, and also I was the director of student life assessment at University of North Carolina at Wilmington. So my heart is in student affairs. I actually had a job in student affairs before becoming a professor of student affairs. And so all of those kinds of experiences blend together to inform my work. Dr. Jill Creighton [00:04:30]: I really enjoy the smallness of our profession sometimes. And just full disclosure for our audience, Renee and I have known each other for couple years now having met in that international education space. And Matt and I just met in the pre show chatter today, but we are connected to similar people within the profession. So I'm just gonna give a brief shout out to Ashley Staples, who I used to work with at NYU, who is I know a mentee of Matt's. So we're all interlaced in student affairs usually. Dr. Matthew J. Mayhew [00:04:55]: Absolutely. Hello. Dr. Jill Creighton [00:04:57]: And you all are at Ohio State or as an Oregon State alum myself, I I always have to give you all a little bit of the business for being the other OSU, but I'm sure that's not not a thing you all hear a lot. Dr. Matthew J. Mayhew [00:05:10]: Well, it's funny. No. We do, actually, because Oklahoma State also tends to have the same sort of introductory jokes and remarks. But remember, we are at the Ohio State. Dr. Jill Creighton [00:05:19]: So that might just irritate us a little bit. So That came out of here. Dr. Renee Bolling [00:05:24]: Well and to be specific, we're at the College Impact Lab in the College of Education and Human Ecology at the Ohio State University. Dr. Jill Creighton [00:05:31]: Well, the work that you all are doing with the INSPIRES index, I thought fit in really nicely with our theme, the season of the past, present, and future of student affairs, particularly with the present and the future. INSPIRES is an acronym, so I'm hoping you can start with telling us what it stands for and kind of how you got here. Dr. Renee Bolling [00:05:47]: It stands for the interfaith spiritual, religious, and secular campus climate index, INSPIRES for short, and it's really, an outgrowth of past research. It's a very much a research based assessment tool based on past ideals in research, which I I think doctor Mayhew can tell us more about in a moment. But its intention is really to provide benchmarking to institutions that they can use to improve practice for diverse RSSIs, and also to provide families, students, and the public with a public face facing tool that they can use for college choice to understand how different campuses are responding to and helping to support different students in this diversity. Dr. Matthew J. Mayhew [00:06:25]: That's exactly right. And thank you, Renee, for saying that. So I turned it over to Renee because I couldn't remember because I'm getting old. And my students call it seasoning, but my daughter calls it balding. I couldn't remember actually what INSPIRE stood, but I can give you some of the background and context, and that is Alyssa Rockenbach from North Carolina State, what used to be called Interfaith Youth Corps, but is now called Interfaith America. And I kind of started this partnership a long time ago to try to look at what religious and worldview identities, how they developed during college. And we've surveyed over thousands and thousands of students over hundreds of schools and talked to faculty and staff along the way. And we learned a lot. Dr. Matthew J. Mayhew [00:07:02]: And, basically, what the INSPIRES index does is it takes information from all of that research and and really distills it into one inventory so that we can say that campus x is a welcoming environment for Jewish students. Campus x might have some issues with being welcoming for Muslim students. And when we say that, it's not just theoretical. We've actually asked Jewish students and Muslim students, what makes you feel more welcome on campus? And then we turned those ideas into items on the inventory. So everything on the inventory comes from the voices of the very people we're trying to help. Dr. Jill Creighton [00:07:42]: What are some of the things that you're hearing are important for students who come from spiritual backgrounds, as they're looking at college choice? Dr. Matthew J. Mayhew [00:07:49]: The number one thing I would say that kinda cuts across all the groups, and this surprises people a lot of times is, the idea of space for support and spiritual expression. So all students, even evangelical students and students who I don't have identify with any particular religion or non religious students, When they walk onto campus and they see that a campus provides prayer spaces for Muslim students that think, wow, this campus is welcoming toward all religious identities, even my own. And that came up over and over and over again with regard to how students were making meaning of what is welcoming for them. There are welcoming issues and factors for each group specifically. As an example, for Jewish students, having, kosher meals provided in every dining facility on campus is really important. Some institutions have them, but they're in different buildings across campus. And so, when Jewish students wanna have a meal with their friends and they don't wanna have to schlep across campus to friends, sometimes that compromises whether the the Jewish students can eat with their friends or not. And so that is something that Jewish students feel is very important for making them feel welcome is this idea that there are kosher meals at all dining facilities across campus. Dr. Matthew J. Mayhew [00:09:02]: And we have examples of each of those kinds of things for each group. Dr. Jill Creighton [00:09:05]: Let's dig into that a little bit. I think it's it's quite fascinating to hear that the signal for inclusion may not even be related to my own identities, but whether or not the university or the college is is kind of outlying where inclusion happens for someone who might not identify like me. What do you make of that? Dr. Renee Bolling [00:09:23]: Well, we do see it over and over again. For example, one of the things that we've noticed is that students are paying attention when another student is experiencing a negative incident on campus. They're watching and seeing how it's handled. They're watching to see how faculty respond. They're picking up on how they perceive other groups as being welcome or not, and that informs their own experience of the campus climate. Dr. Jill Creighton [00:09:46]: You all have been doing this work long before the campus protests began to erupt regarding Israel and Palestine across the last year. How are you seeing that work impacted or affected or the the way that students are responding to the index be affected by the current climate? Dr. Matthew J. Mayhew [00:10:02]: It's a great question. We will have some data in about 2 weeks. You have to invite us back. We actually have a campus, a module as part of the INSPIRES index that asked campuses how they managed the campus protests over the course of the last year. And we asked very specific questions of campuses, and those questions came from experts in the Jewish faith and Muslim faith as well as psychometricians and folks on the ground. So student affairs officers who were dealing with the crisis on a day to day basis, we vetted the survey to make sure, oh, is this really tapping into the dimensions that you found to be important on campus? I think there's a lot to talk about here, but one of the things I'd like to talk about when this comes up is, you know, how religious diversity might differ from other forms of diversity. And because folks for a long time haven't thought about that really or or religion's been sort of stiff armed as something that is not as central to be an inclusion as other forms of Folks haven't really been readied for thinking about religion differently. So let me give you an example of that. Dr. Matthew J. Mayhew [00:11:10]: There's a logic of choice that oftentimes is is associated with religion that's not associated with, say, other forms of diversity. And so there are in the western way we think about religion, especially, a lot of the students that come to campus think that religion is a choice. On Tuesday, you can be atheist, and on Wednesday, you could be an evangelical. And because of that choice that people have and how they identify, then that kind of makes its way into diversity conversations as a distinctive, way of thinking about how do we then inform practice, inform policies on campus when choice might be something that students are thinking about. Choice is not necessarily something some a lot of folks think about, say, in the context of race, in the context of GLBTQIA plus issues, in the context of those kinds of things. But with religion, especially from the western perspective, choice is something that's entertained. We have other logics too like coercion. That's a logic also that might be very specific to religion. Dr. Matthew J. Mayhew [00:12:10]: How does an authentic conversation between people of different faiths or non faith based tradition, when does that evolve or devolve depending on whom you ask into a coercive conversation where somebody's trying to convert me rather than just have an authentic conversation about lived experiences? So those are the kinds of nuances that if we hadn't talked about religion, we need to start talking about it much more readily in order to really understand where the motivations for some of the protesting comes from and the policy set to manage the protest. Dr. Jill Creighton [00:12:41]: Let's back up for a second here, and I'd like to get into some of the demographics of the average American college campus. I think you're absolutely accurate in saying that the average student affairs practitioner maybe isn't as knowledgeable in the DEI spaces around religion as we might be around racial identity or ability or sexual orientation, etcetera. So who are our students right now on the average American campus? How are they identifying? And what do we know on kind of that metadata perspective? Dr. Matthew J. Mayhew [00:13:09]: I think that it's very different, Jill, based on the college that you're asking about. So when we think about things like Christian colleges or evangelical schools, what the average, if you will, look or makeup of that campus, it's gonna be very different than students may be at a public institution, and that's gonna look very different than students may be at a private institution, and that's gonna look very different than students may be at a private nonsectarian institution. And so the way we think about context really does inform the answer to that question. What we do know just in general is that over the college experience, there are more students who are leaving formalized religion and identifying rather as spiritual and non... /episode/index/show/naspastories/id/33972242

Duane Bedell Discusses Leadership and Mentorship in Tribal Colleges 11/14/2024

Duane Bedell Discusses Leadership and Mentorship in Tribal Colleges This week on NASPA's SA Voices From the Field podcast Dr. Jill Creighton sat down with , President of , to delve into the vital role the college plays in supporting student success and cultural preservation within tribal communities. From leadership advice to the integration of Ojibwe culture into educational frameworks, Bedell shared his path and vision for BMCC, emphasizing the college's motto of fostering personal and professional growth among its students. Bay Mills Community College: A Foundation for Success Duane Bedell underscores BMCC's mission to empower students to pursue further education or establish themselves in the workforce. At BMCC, mentorship and personalized guidance are integral to the student experience. Bedell highlights how the institution offers a supportive environment that helps students build confidence and identify their paths, whether it be continuing their education or entering their chosen careers. Encouraging Advanced Education and Leadership A passionate advocate for higher education, Bedell encourages students and staff at BMCC to aspire toward advanced degrees like PhDs and EdDs. He shares his own journey, starting as an adjunct faculty member in 2000 and progressing to the role of president in 2020, a journey marked by mentorship and dedication. His leadership advice is practical yet profound: take calculated risks, prepare for sacrifices, maintain an open mind, and always value team feedback. For Bedell, balancing professional responsibilities with personal life is key, and he promotes a healthy work-life balance among his team members by setting boundaries and prioritizing personal time. Integrating Ojibwe Culture into Education One of BMCC's unique aspects is its commitment to integrating Ojibwe culture into every course and aspect of campus life. Bedell emphasizes the importance of cultural sensitivity and understanding within educational institutions, particularly those serving tribal communities. Through partnerships with various tribes across the U.S. and innovative teaching strategies, BMCC ensures that students are deeply connected to their heritage and traditions. This holistic approach not only preserves cultural knowledge but also enriches the educational experience, making it more relevant and engaging for students. Supporting Student Transfers and Success Bedell's doctoral research focuses on the alarming success rates of tribal students as they transition from tribal colleges to mainstream institutions. Key findings suggest that a strong sense of community and family proximity are critical factors for student success. To facilitate this transition, Bedell advocates for collaborative practices between tribal and mainstream institutions, encouraging better communication and resource sharing. Future Directions and Concluding Thoughts As BMCC looks towards the future, Bedell envisions the need for education to adapt to societal changes and trends to meet evolving student needs effectively. Improvements in data collection and communication have already enhanced decision-making processes and student support services within higher education. Ultimately, Bedell’s leadership and insights illuminate how institutions can balance cultural preservation with academic excellence, offering a model for other colleges to follow. You are encouraged to share feedback, suggest new topics or guests, and leave a 5-star review on podcast platforms, helping SA Voices Form the Field continue delivering enriching conversations and insights from leaders like Duane Bedell. TRANSCRIPT Dr. Jill Creighton [00:00:00]: Welcome to Student Affairs Voices From the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed pros wherever you happen to be. This is season 11, the past, present, and future of student affairs, and I'm doctor Jill Creighton, she, her, hers, your essay voices from the field host. Today on Essay Voices, we welcome Duane Biddell, president of Bay Mills Community College. Duane resides in Ganuja Kaaneng, the place of the pike in the Bay Mills Indian community, and has worked in tribal communities for more than 20 years in various roles. He served as an information technology director for the Intertribal Council of Michigan, an adjunct faculty member for Bay Mills Community College, BMCC, and a full time faculty member and computer information systems department chair. He also served as Bay Mills Indian Community tribal manager for 2 years before being named by BMCC's Board of Regions as BMCC's president and CEO in 2020. Bedell attended and graduated from tribal colleges. Dr. Jill Creighton [00:01:02]: He attended Haskell Indian Junior College and completed his studies at BMCC in 1998 with an associate of applied science degree in computer information systems. While working full time and raising a family, Duane continued his education earning a bachelor's degree in information technology and security from Baker College in 2013 and a master of arts degree in education technology from the University Duane Bedell [00:01:21]: of Michigan Flint in 2015. In 2018, he Dr. Jill Creighton [00:01:21]: completed an education 2018, he completed an education specialist degree from the University of Michigan Flint. And in 2020, he earned the status of doctoral candidate in education administration. Fidel is expected to defend his dissertation in November of 2024. His commitment to giving back to education involves a presidential appointment to the National Advisory Council on Indian Education, along with mentoring future leaders who have an interest in higher education. Duane likes to be known as just a guy trying to make a difference in education. Duane, welcome to SA Voices. Duane Bedell [00:01:52]: Hi. It's great to be here today, and I absolutely look forward to our conversation today. Dr. Jill Creighton [00:01:57]: It's always such a pleasure for us here in a student affairs podcast to feature a college president because we can always learn from the much larger context of higher education when we get to hear your perspective on things. You're the current president of Bay Mills Community College, which is a community college that does focus on serving American Indians and indigenous American populations in your part of Michigan. And we always love to start off of our episodes by asking our guests, how did you get to your current seat? Duane Bedell [00:02:25]: Well, there is a long story that's behind it, but I'm gonna do my best to condense this. I started off as a adjunct faculty member here at Bay Mills Community College back in 2000, and the way I was asked to teach a computer science course, it was I was the only available person really, and they called me and they asked if I could teach the course. And of course, being a shy, nervous IT guy at the time, I had thought there is no way I could stand in front of someone around a classroom, particularly for folks who are generally older than I am. Because at that time, Big Boss Community College had a lot of non traditional students, and I think I was 23, maybe 24 at the time when I was asked to teach this course. So I told them I would do it if they couldn't find anybody, but honestly, I don't think they even tried because they called back in about 10 minutes and asked, hey, we couldn't find anybody, so could you teach this course? So moving forward 10 years later, I decided to become a full time faculty member here at Bay Mills Community College. And at that time, I decided I wanted to try something a little bit different, and I wanted to learn a little bit about administration. So I started asking questions, and I became involved with the occupational programs that we have here, and got to meet a lot of great folks throughout the state to learn about the occupational services or our program through all of the community colleges in Michigan. And I just asked that one question one day to our president. Duane Bedell [00:03:39]: I said, you know, what do I have to do to become the next you? Because he had signified that he was going to try to start mentoring some folks who were on the team already to see. So I had a private conversation with him over coffee, and he gave me a couple of really good pieces of advice that I followed up on and made happen. And lo and behold, here I am. I I am sitting in this role for 5 years now. I'm loving every minute of it. And I can tell you one thing, just to see the students really light up from the day that they walk into our facilities until the day that they graduate is just what I'm in it for. It's just watching student success and watching actually my team grow here at the college as well. Dr. Jill Creighton [00:04:15]: That's an amazing glow up from IT guy at the college all the way through sitting in the president's office today. What is the most important thing that your community college is focusing on right now? Duane Bedell [00:04:25]: Really just to meet the students where they are at right now. Like a lot of other community colleges, we get students that come from all walks of life. We have students who are full time parents, who are single parents, who are working full time jobs when trying to manage their family. But one of the most important things that we do here is strive to meet the student where they're at in life and provide the resources for them. I think as the community college, it's very important for us to learn who our students are, to learn about their different learning styles, and find the resources that are available to fit them specifically so they can move forward in their academic program. Dr. Jill Creighton [00:05:01]: Because your community college is fulfilling a very specific need in Michigan, what are you doing that might be unique for Bay Mills that other community colleges aren't doing? Or what are you doing that you might think even be more cutting edge than what we might see at another community college? Duane Bedell [00:05:17]: So one of the things that we do here at Bay Mills Community College, since we're designated as a tribal college, is that we incorporate our culture into every aspect of our campus. You can walk around the campus and see things written in the Ojibwe language. You can learn about the Ojibwe cultures in your classes. But most importantly is that you get to feel the sense of community while you are here as well. And once we incorporate all of these aspects into it, we really give a holistic learning environment for our students. Cutting Edge technology, we represent several tribes throughout the United States, and we also have partnerships with other tribal communities throughout the nation as well. So the last numbers that I took a look at, we represent 23 streets in the nation, and then we also represent, I believe it's 31 or maybe 32 tribes throughout the United States, and that's through our online environment. We do have a a, a lot of program that goes online towards tribal students, or essentially everybody can take these courses from from their homes. Dr. Jill Creighton [00:06:13]: In the theme of past, present, and future of student affairs and really your case, higher education, I'm really appreciative of the of the way that you're talking about. You know, it's it's an experience where our culture is part of the curriculum rather than it's something that we're trying to squeeze in as something extra, which is what a lot of universities sometimes find themselves doing. So when you talk about kind of infusing or even weaving in Ojibwe culture into all aspects of student life, Can you give us a couple of examples of what that looks like in practice? Duane Bedell [00:06:44]: Certainly. So our instructors or every course that's offered here on campus, whether it's an in person course or an online course, has to have some component throughout the semester that evolves around culture, or Anishinaabe culture, I should say. And our teachers have became very creative at that and how to incorporate culture into their curriculum. So I will follow-up on one example that that I was really fascinated by, and this came from a college algebra course, actually. So, you know, trying to blend math with Anishinaabe culture, or Ojibwe culture, is kind of difficult to do. But our math faculty member decided to have students work on building traditional regalia, dance regalia, but using mathematics and doing that as well. Another item too is just, you know, incorporate what our medicine wheel is or incorporate what our 7 grandfathers' teachings are as well. And we've incorporated these types of teachings into every course. Duane Bedell [00:07:36]: In fact, it's it's mandatory for every course to have this embedded into their syllabus. Dr. Jill Creighton [00:07:40]: When you think about, syllabus. When you think about the past, present, and future of tribal colleges, you know, it's a bigger question than your particular community college. Can you tell us about the trends, for incorporation of culture or how we've kind of evolved over time in higher education to serve our indigenous American and American Indian population? Duane Bedell [00:07:59]: You know, that that's a really good question. Where we have come from the past is just recognizing who tribal communities are and recognizing and learning about the different cultures and the different traditions that are involved with the tribal communities. And finding a way to bring that into a college could be difficult because there's so many aspects on that. But being located in a tribal community makes it a lot easier for a tribal college to do so. And one of the things is to always have the open ear and always listen because I don't know everything about my culture. And there's a lot of folks that I work with that don't know everything, but we rely on input from our community, particularly our elders. And our elders are really guiding us on the ways that help keep our traditions and our cultures alive throughout the program. So that way, the future generation will always have that as well. Dr. Jill Creighton [00:08:47]: Let's talk about student affairs specifically in your collegiate environment. I would imagine that you're also doing the same work to incorporate tradition and culture into aspects of student affairs. So with the team that you're leading, how are you taking the literature and the best practices that student affairs as a profession puts forth and making them work for your environment given that we know that our research is really focused on usually predominantly white institutions, predominantly white students, traditionally aged populations, all of those things. Duane Bedell [00:09:16]: First of all, I have to say I have an excellent student services team. We really have a a team that is very dedicated to student success and finding the resources for our students as well. But one of the things that our team does is really take a look at the data. They take a look at the data from, from existing research, but they also take a look at ways that we can incorporate our tribal values into that as well. So they go about this to not only help students become successful, but also help them learn about their by providing a lot of events on campus. We host cultural events probably 3 to 4, sometimes 5 times a month and so on. But at the same time, teaching the students how to take that knowledge that they're learning and turn it into ways that they can become more professional and more successful by really just building the confidence that they can truly learn and that they can truly accomplish anything that they put their minds behind. Dr. Jill Creighton [00:10:08]: Anything that you're particularly proud of in your community right now in this regard? Duane Bedell [00:10:12]: Just watching our tribal community grow and become more educated and not be afraid of education. When I first moved to the community and as I stated before recording, I was a military brat, so I got to travel around the world. When I first came here to our community, there were only 2 tribal members that had master's degrees. So moving forward about 25 years now, we have a significant amount of tribal members who have college degrees, whether they're associate degrees, whether they're bachelor's degrees, master's degrees, and doctoral degrees now, which to me is a huge accomplishment to see where we were back early nineties to where we're at right now. Dr. Jill Creighton [00:10:49]: You yourself are in the final stages of your doctoral dissertation, Polish. Can you tell us about your research? Duane Bedell [00:10:55]: So my research is really focusing on the success rate of tribal students who go to a tribal college versus students who go directly to a mainstream institution. And one of the emphasis that I really focused on is that tribal college, are they more successful when they transfer from the tribal college to go when they go to a university? And if so, what are some of the factors that that fall behind that? And one of the things that I really found was that the it's the sense of community at the tribal colleges. And the other part was that they're close to home. They have access to their families. Whereas if someone goes directly from a tribal community, which are typically rural areas, and move to a I'll use University of Michigan, for example, move to that campus. And just imagine how big that campus is. Their campus body is probably about sometimes 8 to 10 times larger than their entire community and trying to adapt to that, especially moving away from their families. So I was curious to see what are the success rates with the hopes of being able to develop a program that will allow mainstream institutions and tribal colleges to work together to support the, Native American students that attend their institutions. Dr. Jill Creighton [00:11:59]: That's an amazing outcome from that research. What would that look like in practice? I think what would look like outcome from that research. What would that look like in practice? Duane Bedell [00:12:02]: Yeah. I think what would look like is that both parties or institutions should have to sit down and share practices, knowledge, and share how they can engage particularly tribal students going to their institutions. But at the same time, folks who have tribal college also have to learn how the mainstream institutions work. So that way, they compare their prepared students as well when they make that transfer over. It's gonna take a lot of good conversations and a lot of planning, but I think it's something that can certainly happen. Dr. Jill Creighton [00:12:29]: There's a lot of social capital when we work with transfer students. And I think a lot of the things that benefit 1st gen students and what we know about 1st gen student research also applies to students who are transferring. And a lot of that has to do with simply doing the right onboarding for students on how to understand the system that they're entering. When we think about supporting students who are transferring from tribal colleges to, as as you term mainstream universities, what's the most important thing that the receiving institution can do to receive those students and set them up for success? Duane Bedell [00:13:00]: Just have available resources ready for them and be really prepared to have a method to get these students to ask questions. A lot of times from our Native Americans in particular and myself, I'm one of them. I was really shy and I didn't know what types of questions I need to ask. I didn't know where I could find his resources. Probably just me being stubborn too is that I can figure it out on my own. And I'm sure that there are a lot of students that have that same mindset. So just in taking the student, show them the resources that... /episode/index/show/naspastories/id/33766802

Overcoming Barriers: Black Male Engagement in Higher Education with Marcus Langford 11/07/2024

Overcoming Barriers: Black Male Engagement in Higher Education with Marcus Langford This week on NASPA's SA Voices from the Field Podcastr Dr. Jill Creighton sits down with Marcus R. Langford, the Associate Vice Provost for the Center for Learner Diversity and Inclusion at Oregon Health and Science University (OHSU). Marcus shares his thoughts on leadership, diversity, and balancing a demanding career with family life. The Path to Leadership and Diversity at OHSU Marcus R. Langford's journey in higher education began with a personal challenge—an arduous college transition—leading him to become an orientation leader. This pivotal moment guided his career, allowing him to work in various capacities across the country, from Oregon State University to the University of Cincinnati Blue Ash. Currently, at OHSU, Marcus spearheads initiatives to foster diversity, equity, and inclusion. Throughout this episode, Marcus emphasizes the significance of collaborating with intelligent, talented individuals. He credits his ability to identify patterns, navigate complex systems, and engage effectively with people as critical to his professional evolution from a specialist to a generalist—a valuable skillset for anyone in leadership roles within student affairs. Doctoral Research: Black Male Engagement and Placemaking Marcus is pursuing a Doctorate of Education (EdD) with his dissertation titled "Making Their Own Way, A Qualitative Case Study of Black Male Engagement and Placemaking at the University of Oregon." His research shines a light on the engagement and sense of belonging of Black male students at predominantly white institutions (PWIs). Drawing from personal experiences, Marcus highlights the challenges Black students face in these environments. His findings reveal that while Black male students are actively involved across campus, they often find meaningful engagement in culturally relevant spaces like the National Association For Black Journalists and the Black Cultural Center. Unfortunately, these cultural groups sometimes face institutional barriers, such as restrictive catering policies that hinder the authenticity of cultural events. The Need for Institutional Support and Recognition Marcus's research underscores the need for institutions to recognize and support diverse forms of student engagement. Traditional engagement opportunities, such as student government, are sometimes less appealing to Black male students due to microaggressions and dismissive behaviors. Institutions must reconsider how their policies may inhibit students from expressing their authentic selves and engaging fully. A practical example Marcus discusses involves the challenges cultural groups face when trying to work with external vendors to provide authentic cultural food. Institutional catering policies often prevent these collaborations, leading to unsatisfactory event experiences that can affect student engagement and sense of belonging. Updating Theories and Practices in Student Affairs Marcus advocates for a shift away from the overreliance on classical student development theories that may limit students' experiences. He suggests that institutions should expand the scope of what is considered valuable student engagement, integrating culturally relevant activities alongside traditional ones. Additionally, ongoing education for faculty and staff is crucial to understanding the evolving needs of students, which differ significantly from previous generations. Mentorship and Professional Growth Mentorship plays a vital role in Marcus's career. Larry Roper, a seasoned professional in student affairs, has been instrumental in guiding Marcus, emphasizing the importance of not needing to be the smartest person in the room and the value of continuous learning. Marcus appreciates the influence of younger professionals in challenging historical practices and pushing for necessary changes within the field. Balancing Professional and Personal Life One of the most profound insights Marcus shares is the importance of distinguishing between professional and personal commitments. He stresses that while he likes his job, he loves his family, and it's essential to prioritize personal relationships. This perspective, influenced by his mentor Larry Roper, reminds us that systems are designed to function without individuals, so self-care and personal well-being should not be neglected. Conclusion: Moving Forward with Inclusive Practices As Marcus R. Langford continues to lead efforts in diversity and inclusion at OHSU, his insights remind us of the ongoing need for institutions to adapt and support the dynamic needs of their students. By reevaluating policies, expanding engagement opportunities, and providing continuous education for faculty and staff, higher education can create more inclusive and supportive environments for all students. Stay tuned for more enlightening discussions on "Dads with Daughters," and be sure to catch future episodes where we continue to explore the intersections of personal and professional lives in meaningful ways. TRANSCRIPT Dr. Jill Creighton [00:00:00]: Welcome to Student Affairs Voices From the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed pros wherever you happen to be. This is season 11, the past, present, and future of student affairs, and I'm doctor Jill Creighton, she, her, hers, your essay voices from the field host. Today on essay voices, I am overjoyed to be joined by Marcus R Langford, who is currently serving as associate vice provost for the center for learner and diversity and inclusion at Oregon Health and Science University or OHSU. In this role, Marcus is responsible for providing leadership and vision for the center to advance OHSU's learner centered diversity, equity, and inclusion and belonging goals. This work includes providing educational engagement opportunities for learners, as well as working with institutional partners to envision and achieve a collaborative cohesive approach to the enhanced recruitment and retention of diverse learners. In this role, Marcus is fortunate to work with and provide leadership to a talented team of individuals committed to cultivating relationships, creating educational solutions, and interrogating policies, practices, and procedures in partnership with various institutional partners and constituents to build institutional capacity for transformative change. Prior to his OHSU work, Marcus was at the University of Oregon where he most recently served as dean of students. Dr. Jill Creighton [00:01:23]: Prior to U of O, over the span of 20 years in higher ed, he served in several roles with increasing levels of scope and responsibility at a variety of institutional types. Marcus has professional experience in a variety of functional areas, including academic intervention and advising, campus programming, crisis management, diversity, equity, inclusion and belonging, leadership development, multicultural affairs, orientation and new student programs, student involvement, and veteran student affairs. I also wanna take a moment to pre congratulate Marcus on his future defense of his doctoral dissertation. I'm so excited to welcome Marcus Langford to the show. So good to see you, Marcus. Marcus R. Langford [00:01:57]: Hey there. How are you? Glad to be here. Dr. Jill Creighton [00:01:59]: So for our listeners, Marcus and I have known each other for a very long time at this point. The very first time we met, Marcus was working at Oregon State in orientation and retention, and I was earning my master's. So we have been kind of at the same institution on and off a couple of times now. And so I'm so excited for our listeners to get to know you through your expertise and your research and and where you sit now. We always like to open our episodes by asking our guests how you got to your current seat and kind of teeing up from that journey out of orientation. How did you land into an AVP of DEIB space? Marcus R. Langford [00:02:37]: Glad to see you and talk to you again. Always fun to chop it up with you a little bit, and thank you for, giving me this opportunity. So whenever I talk a little bit about how I got somewhere, for me, I always have to start at the beginning. And so for me, starting at the beginning, you know, ensures that I let folks know that I am a Southerner by birth. That's a big part of who I am and how I see the world and how I approach the world. So I was born in Birmingham, Alabama, but I spent the vast majority of my growing up in Cincinnati, Ohio. But even though I spent more time in Cincinnati than in Birmingham, I still would say I'm a Southerner by birth. And so the vast majority of my growing up in Cincinnati, Ohio, and I'm a high school English teacher by training. Marcus R. Langford [00:03:19]: So my undergraduate degrees are in English Education and African American History. But how I got into the field was kind of typical or classic, and so much as I did not have the greatest transition to college. So much so that about midway through my 1st year, I vividly remember this like it happened yesterday, I called my mom and said, mom, I just don't know if this is for me. I think I want to drop out and come home. And in her infinite wisdom, my mom said, absolutely not. She said, dropping out is not an option. She said, you know, your your dad and I and other folks have invested too much time, energy, and effort into you, and you are more than capable enough to be successful in this endeavor. So she said, do one more thing, join one more club, one more organization. Marcus R. Langford [00:04:05]: And if that doesn't work, at the end of the year, we can revisit this conversation, but we'll talk about where you will transfer to, not the fact that you're gonna drop out. And so like any good Southern boy, I I did what my mom told me to do. And that one thing that I elected to do was to actually apply to be an orientation leader. And part of the reason why I did that is because even though I had a difficult transition or a rough transition, the one person that I actually was able to make some semblance of a connection with throughout my first the midway through my 1st semester and through my 1st semester was my orientation leader. I still remember her name, Amy Mandler. And so in typical orientation fashion, at the end of my orientation experience, she gave her email, and her phone number and said, if something comes up during the year, give me a call, and I'll see what I can do to help. And so even though I had a, again, a difficult transition, that was the one person who was somewhat of a lifeline for me. And so that one more thing that my mom compelled me to do actually was being an orientation leader. Marcus R. Langford [00:05:08]: But I still tell folks, even though Amy was a really, really great resource to me, I went into that experience with these nefarious purposes in my mind. Because in my mind, I was a black student at a predominantly white institution. And in my mind, I was gonna be the orientation leader that really kind of kept it real. But as you can imagine, for whatever reason, miraculously, I was selected. And as you can imagine, I had a fantastic experience. My experience as an fantastic experience. My experience as an orientation leader connected me to the institution, connected me to faculty, staff, and even other students in ways that I previously had not been connected. And so that really experience really was a pivotal point in my educational experience. Marcus R. Langford [00:05:47]: Not only did it change the trajectory of my educational experience as a student, but it ultimately ended up changing the trajectory of my life. So long story short, I ended up graduating and I set up my high school English teacher. So I taught high school English for a little while, but elected to go back to graduate school to get a master's degree. And I went back to Miami University where I did my undergraduate work, I got a master's degree in higher ed. And at that point, transitioned to higher education where I got my first job in orientation and new student programs at Oregon State University. So I spent about 5, almost 6 years at Oregon State working with orientation and new student programs. So summer orientation visit programs, the 1st year experience class before ultimately, transitioning from there to Rhodes College, which is a small private liberal arts college in Memphis, Tennessee. I ended up going to Rhodes to help them build a traditional summer orientation program. Marcus R. Langford [00:06:45]: So at the time, Rhodes was a small school, and they operated on the methodology that a lot of small schools did where they brought everyone to campus about a week or two before classes started. But what they found was that they were experiencing a high degree of summer melt because their students, all of their friends were going to orientation throughout the summer, coming home with schedules, coming home with IDs, coming home with shirts. And when you're a small institution that has a incoming class of a couple of 100, if you end up losing 5, 10, 20 students, that's a pretty big deal. So at Rose, I was hired to build a summer orientation program. So we backed up their fall orientation to a more traditional 2 day summer orientation program. So I spent some time doing that, but then at a small school, as many folks may know, you end up doing everything. And so that's where I started to get some more experience in academic intervention and crisis work and academic advising before ultimately leaving Rhodes to go back to Ohio where I grew up, to spend time working at the University of Cincinnati Blue Ash, which was a regional college of the University of Cincinnati. And for all intents and purposes, I was the chief student affairs for that regional campus. Marcus R. Langford [00:07:57]: And so everything student affairs related at some point kind of rolled up to me, and so that was career services, student government, orientation, multicultural affairs, Hispanic and Latino affairs. And so that's really where the breadth of my experience, started to, expand, a little bit, and was there for about six and a half, maybe 7 years before being recruited to come back to Oregon, to work at the University of Oregon. So I spent 7 years at the University of Oregon as an assistant dean, an associate dean, and then ultimately the dean of student. And that's where we came that's where we came back together. So that's where our paths cross stuck in. Spent 7 years there. Had a really, really good and rich experience there before ultimately making the transition to OHSU, which is where I am right now as the associate vice provost for the Center For Learner Diversity and Inclusion. And so I've end this role in Portland for just about 3 months now. Dr. Jill Creighton [00:08:56]: And when we think about your journey in student affairs, I think you have a rich diversity of geographical experience in the field. We see folks kind of do both. Right? Either that are very anchored to one particular region or folks that kind of you and I both have gone have gone all over the country in kind of service of the profession. So I'd love to hear from you on as you've evolved in the past, present, and future of your career, how has that geographical space made a difference or informed the way that you're practicing in the field? Marcus R. Langford [00:09:24]: That's a very good question, and I'll actually add another layer to that. And so I think my geographical experience has had an effector, and I also would add a layer of institutional type. And so what I would say is when I look back over the balance of my career, I think the fact that I've worked in multiple states and locations and the fact that I've worked at multiple institution types, that has served to strengthen me as a professional. You know, when I think about, you know, my experience at Oregon State University, which was a large land, sea, sun, space, air grant institute spa space, institution. There are skills and things that I had to think about there relative to connecting with students and the mission of the institution that in some ways did, and in some ways did not transfer to my experience at Rhodes College, which was a private, liberal arts focused, 1200 student institution. And so they were yes, there are oftentimes some through lines that exist when we're talking about working with and supporting college students. But some of the things that my students at Rhodes were dealing with were qualitatively different than, you know, some of the things that my students at Oregon State were dealing with or some of my students who, were at a commuter school, like the University of Cincinnati Blue Ash College. And so again, for me, whether it be institution type or geographical in nature, there were just aspects of that that I had to think about differently. Marcus R. Langford [00:10:53]: And for me, I think that served, to enhance me as a professional. Again, it it it forced me to think about what I did, how I did it, and why I did it in different contexts. And so I had to be adaptable and make adjustments, based on where I was. It wasn't necessarily the ability, again, to pick up how I do what I do and just drop it part for parcel from one place to another. So yeah. So both living in a variety of different places and working at a number of different institutional types, without a doubt, has served to strengthen me as a professional in my perspective. Dr. Jill Creighton [00:11:28]: You also went from being a specialist in orientation to moving into a more generalist perspective as your career grew and you kind of moved upward in the hierarchies of student affairs. How did you manage to kind of acquire those skills as you went along that really served you from going, okay, I am a person who is implementing this program to now I'm a person designing this program to now I'm a person who has this program plus a couple of others. And then all of a sudden, you're holding all of the cards for a dean of students area. And at the University of Oregon, it's probably one of the larger dean of students areas I've seen at an r one d one. I think a lot of times, modern deans of students offices are really in the core of conduct and care, and maybe there are some other functions. But the University of Oregon has about half of the entire student affairs portfolio in the office of the dean of students. So talk to us a little bit about how you made that transition from your past experiences to the present of holding 13 departments. Marcus R. Langford [00:12:26]: You're spot on. The dean of students portfolio at Oregon at the University of Oregon was and is rather large, and it was a lift. I I think one of the things that made that doable is the fact that there were some very, very talented folks there doing some good work. And so I was able to lean into the expertise and the experience of folks that surrounded me. But I'll come back to that because I think that's one of the reasons that I can say that I think I was able to serve in that role relatively well. But going back to your original question, yeah, so, again, I started, you know, as a specialist with within the context of orientation and new student programs. And I actually tell folks that of all functional areas, I actually think orientation is a very, very good one that can prepare you to advance. And one of the reasons why I say that is there are actually a couple of reasons. Marcus R. Langford [00:13:16]: One is orientation is one of those functional areas where and I know you can say this about others, but you have to know a little bit about everything. And so when you think about kind of understanding the ins and out of an institution, and when you think about being able to communicate and needing to... /episode/index/show/naspastories/id/33766637

Navigating Ethics and Inclusion in Student Affairs with Michelle Boettcher 10/31/2024

Navigating Ethics and Inclusion in Student Affairs with Michelle Boettcher Exploring Institutional Intelligence and Student-Centric Approaches In the latest episode of NASPA's SA Voices From the Field, welcomed , an associate professor at Clemson University, to discuss a range of pertinent topics in higher education. With a rich background spanning nearly 20 years in residence life, various administrative roles, and extensive academic experience, Boettcher brings a wealth of knowledge to the conversation. This episode, delves into the nuances of institutional intelligence, ethical considerations, and the essential focus on student-centric practices in higher education. Bridging Law and Ethics: The Minimum Baseline Dr. Boettcher emphasizes a crucial distinction between meeting legal standards and upholding higher ethical standards. In one illuminating example, she discusses an accessibility issue where a building at Clemson University housed both office space and an honors residential community on the first floor. Although the building was ADA-compliant, the arrangement limited accessibility accommodations to honors students only. Boettcher argues that this situation, while legally acceptable, raised significant ethical concerns. She underscores that legal frameworks should serve as a foundational baseline, and institutions should strive to go beyond mere compliance to embrace more inclusive and ethical practices. Unpacking Institutional Intelligence: A Framework for Change One of the key highlights of the episode is the exploration of "institutional intelligence," a framework co-developed by Boettcher and Salinas in their new book , and is designed to understand campus culture and decision-making comprehensively. This approach integrates three main components: law and ethics, the institutional environment, and decision-making processes. Boettcher elaborates on how this model assists practitioners in navigating institutional culture, underpinning decisions with historical context, and fostering positive institutional change. By employing reporter-like questions—who, what, where, when, why, and how—this method helps gather and analyze vital information, ensuring well-informed decision-making. The Core of Ethical Practice: Human-Centered Policies Boettcher's commitment to student-centric approaches shines through as she emphasizes the importance of keeping students at the center of all institutional efforts. Drawing inspiration from Ruth Bader Ginsburg's dynamic view of law, she illustrates the need for adaptability and responsiveness in student affairs. Boettcher's approach is grounded in balancing control and care, aiming to build more collaborative and engaging environments for students. She also highlights the increasing recognition of student affairs professionals and their critical role in managing various campus scenarios, from everyday operations to crisis situations. Practical Applications and Reflective Practices Throughout the conversation, Boettcher stresses the significance of practical applications and reflective practices. Whether it’s onboarding new staff, managing crises, or implementing change, the institutional intelligence framework serves as a guiding tool. Boettcher also touches on the importance of taking time to pause and reflect, referencing mindfulness practices as a metaphor for the long-term benefits of reflection in professional settings. Merging Law, Ethics, and Practicality This episode of NASPA's SA Voices From the Field underscores the intricate balance between legal obligations and ethical responsibilities in higher education. Dr. Michelle Boettcher's insights remind us that effective student affairs work hinges on understanding and navigating institutional culture, centering student needs, and committing to continuous reflection and improvement. Her practical, human-centered approach offers valuable guidance for educators and institutions aiming to foster more inclusive and ethical academic environments. Listeners are encouraged to provide feedback, suggest topics, and leave reviews to help SA Voices From the Field continue reaching a wider audience with such impactful discussions. TRANSCRIPT Dr. Jill Creighton [00:00:00]: Welcome to Student Affairs Voices From the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed pros wherever you happen to be. This is season 11, the past, present, and future of student affairs, and I'm doctor Jill Creighton, she, her, hers, your essay voices from the field host. Today on Essay Voices, we're welcoming doctor Michelle l Batcher, sheherhers. Doctor Batcher studies the overlap of student affairs and higher education practice with policy, law, and ethics. She examines how these areas intersect in the areas of career decisions, diversity, equity, inclusion, access, and belonging, popular culture, residence life, the scholarship of teaching and learning, and work environments. After working for nearly 20 years in residence life and student conduct, she's now an associate professor at Clemson University in the student affairs and higher education graduate program. She has a great job, enjoys life as well as work, and is the luckiest person she knows. Dr. Jill Creighton [00:01:00]: Michelle, welcome to SA Voices. Dr. Michelle Boettcher [00:01:02]: Thank you so much. I'm excited to be here and have some conversation today. Dr. Jill Creighton [00:01:06]: And while we are here primarily to talk about your new ish book, which is , which you coauthored with doctor Christabel Salinas junior, we always wanna start our shows by getting to know our guests. So can you tell us how you landed in your current seat at Clemson? Dr. Michelle Boettcher [00:01:25]: Absolutely. So I'll go back to undergrad. I was an RA. And when I graduated, I said I would never live in a residence hall again. Then I went to grad school, and I worked in housing for almost 20 years. So just don't say never. I did that, worked different places. My undergrad's Iowa State. Dr. Michelle Boettcher [00:01:47]: My master's was University of Arkansas. I was at the University of Cincinnati. I took a year and well, first after that I was at Ohio University and then I took a year. Because when you work in housing, you don't always have time to think about, do I wanna stay in this work because you're just busy all the time? And I worked at a public radio station for a year in California, which was very fun. And then decided, yeah, higher ed is my thing. I was at Dartmouth for a semester and then moved back to Iowa, which is where I'm from. Went back to Iowa State for a practice interview and was there for 12 years. So I was there for 5 more years in housing and then right before my current position, I was an assistant dean of students and director of student conduct. Dr. Michelle Boettcher [00:02:35]: And I love that job. It's not for everybody, but I really enjoyed it. While I was doing that, I finished my PhD and started to look at faculty positions. Got the interview at Clemson and came and just really enjoyed the people, both the faculty and the students. And that's what I do now. I just am finishing up 10 years at Clemson, which is mind boggling to me, but I love it. It's the right job for me. It's a good mix of working on my own and then getting to spend really great time with students. Dr. Michelle Boettcher [00:03:09]: So, yeah, that's a condensed version of my journey. Dr. Jill Creighton [00:03:11]: I love that you've gone from that practitioner perspective to that kind of researcher perspective and and scholar practitioner because it really, I think, informs your position in your research about how you're going to be approaching challenges and those intractable problems that we're looking at in higher ed. I know a lot of faculty members have gone straight through that faculty track, and a lot of practitioners have never been in that scholar track. So giving those two perspectives some voice, how does that change how you approach your work? Dr. Michelle Boettcher [00:03:39]: Oh, I love that question. So I think first and foremost, I'm always looking to partner with practitioners. I'm a faculty member. I will always be a practitioner at heart. And I worry sometimes that as faculty, we can get really excited about questions that may not be as pressing and relevant to practitioners as those questions that we can come up with when we're partnering with them. And I'll sort of reference the book in this too. When Chris and I were working on the book, it was really important to us to have practitioner voices in the text. And so almost every critical scenario, we coauthored with practitioners. Dr. Michelle Boettcher [00:04:22]: And then there are introductory quotes for the functional area chapters and the same thing. We did bring in some other faculty and academic and administrative leaders, but we really wanted this to be rooted in the day to day doing the work kind of thinking. So I love working with practitioners as co authors or supporting them because the people doing that face to face work with students and with incidents on campus, they're the ones who really know what the most important topics are. I very quickly, to my students, became just a faculty member, but at my core, I'm always, I think, gonna be a student affairs practitioner. Dr. Jill Creighton [00:05:02]: Leading into the book, how did you decide this was the topic for now? Dr. Michelle Boettcher [00:05:06]: So I did not set out to write this book. I set out to find this book. I get to teach law and ethics every fall, and it is definitely one of my favorite courses to teach. And I don't know that it's the course every student looks forward to. And my coursework was very much studying case law and understanding how case law and policy inform what we do. And that's important, and that's part of the sort of context section of our textbook. But for me, I wanted, how do you think about it? How do you plan for things? And I also wanted an ethical component. Because while a lot of the decisions we make on a daily basis might have legal implications, it's the ethics. Dr. Michelle Boettcher [00:05:53]: That's, like, almost every decision we make. There's some sort of ethical piece informing that. So I looked and I just couldn't find the book that I wanted. And Chris and I had worked together on a different book related to hazing. And so I reached out to him and said, hey, I wanna put a proposal together. I know that we write well together. He also had practitioner experiences in areas that I have not worked in. And so I thought we make a pretty good team and he was really good. Dr. Michelle Boettcher [00:06:25]: But his first question was, are you sure I'm the person you wanna write this with? And because he said, I haven't done that work. I said, oh, but you have. You know, you you make those decisions. And he had the academic, like, advising and and mentoring experience, and I just haven't had that. And so that's where it came from. I was looking for a book for class, and I couldn't find the book that I wanted. And so then I was like, okay. I think at the time it was like, we'll just write it. Dr. Michelle Boettcher [00:06:56]: Yeah. So that just it's a bigger project than, just, but but that's how it came to be. And like I said, I love the topic, and I'm really interested in it. And I want it to be approachable for people. So that's where it came from. Dr. Jill Creighton [00:07:08]: I would also consider myself a bit of a case law nerd and definitely a policy nerd. One of the things that I've been doing with NASPA for many terms now is sitting on the public policy division and kind of looking at the lens of what are we doing in terms of policy information for practitioners, and there's the intersection of law and policy. And ethics is an interesting place to introduce that topic for aspiring student affairs practitioners. Why at Clemson and for your class in particular, do you choose to pair those 2 subjects together? Dr. Michelle Boettcher [00:07:37]: So that predates me. That's how the course was set up. But I once I got into it and was working with it, like, it's never even entered my mind to separate them. Mhmm. Because I think we it kinda comes down to just because it's legal doesn't always mean that that's the answer to the question. And I'll give an example. My last residence hall that I worked in as a hall director, I was in a a brand new building, which is an experience unto itself. And if you're listening and you've had that experience, you know, everybody thinks everything's gonna work on move in day and it doesn't really. Dr. Michelle Boettcher [00:08:18]: There are tweaks still to come. Well, one of the things in this particular building, the first floor, half of it was office and meeting space and half of it was a residential community. And it was an honors community, which meant if you had needs around accessibility, unless you were an honors student, you could not live on the 1st floor. The building was up to code in terms of ADA and all of that. There were lots of really good spaces, but not on the 1st floor, again, unless you were an honor student. So during that 1st year, we had conversations about, can we move the honors floor? And our honors community was one where students tend to tended to stay for a couple of years, and students were not excited about moving until we were able to work with the honors program and expand the community. So the upper floors were full floors, so it was twice as much space. So that was kind of how we were able to make that change. Dr. Michelle Boettcher [00:09:19]: And it didn't mean that every student with an accessibility issue chose to live on the 1st floor because we have one student who was living on the 3rd floor, and he liked his community there. He didn't wanna move down to 1st floor. But for me, ethically, to not even have that as an option in the newest building on campus was problematic. So I think our our ethics and our laws, like the legal standard is the lowest standard. It's not what we aspire to. And so for me, that's where ethics come as comes in is how do we do the legal thing as well as we possibly can do it? Does that answer the question? Dr. Jill Creighton [00:09:58]: Yeah. I think we say the similar thing with policy, which is the policy is the floor, not the ceiling, meaning that the policy is the baseline expectation of how we are fundamentally providing access for someone or how we are looking at equity in other learning opportunities or what we expect from our students from a behavioral perspective. I think you and I both grew up in the conduct perspective. That conduct code isn't telling us what we can do. It's telling us what we can't do, and we see that all over the place. And so thinking about the book that you wanted to create for your class, you and Chris invented a framework called the institutional intelligence approach. And when we think about this season of our podcast theme, the past, present, and future of student affairs, this institutional intelligence approach to me frames the questions we have been asking in the past, examines the challenges of the present, and gives us a framework to look towards institutional decision making in the future. So can you talk to us a little bit about what is institutional intelligence? Do you and Chris have framed it in your work? Dr. Michelle Boettcher [00:10:58]: And I love the way that you put that in terms of past, present, and future. I'm working with students right now on a project using it around the job search, which is future oriented. But absolutely, it's really, I think, a pretty simple model. And so institutional intelligence is at the center. And it's always in flux because there's change all the time on campuses. So it's never that you reach the now I know everything about my institution. It's a growing, evolving kind of thing. And the model, it's 3 pieces. Dr. Michelle Boettcher [00:11:35]: So on on one end, you have law and ethics. And I would put policy in there. I would put procedure can be part of that as well. But that's sort of the guide. Those are the guidelines. And then in terms of the law and policy piece, the ethics is how do we enact that. And so those help to set the stage for what's the culture on campus. The other side is the who, what, where, why, when, how questions. Dr. Michelle Boettcher [00:12:04]: And using those, the way that we talk about them in the book is as you navigate institutional culture, how can you build your awareness or your intelligence about a given campus? It could work for another organization. It could work in another context, but you can go through. So just thinking of who's your supervisor. Right? So who are they? What is your relationship with them? How long have they been on campus? How long have you been on campus? You just can go through the questions to kind of anticipate or reflect or again to your point in the moment when you're dealing with something, who needs to know about this? A student just shared something with me. Who else needs to be informed? What's our process for communicating that? When do I need to make sure other people are aware of this situation? And so it really is and it was not a starting point for the book. It came up as we were talking through other things, and it's like this could really be helpful. And again, coming from housing and conduct where there is a lot of crisis, you can get so overwhelmed with whoever is right in front of you in the moment that you can miss other things. And so this model is meant to sort of give you a moment to think about it. Dr. Michelle Boettcher [00:13:21]: And that moment may come it might come during the event, but it might come after the event. So you're using it to look back and reflect on what did we do? What would we wanna do differently? How did we communicate with the community about this? And it might be used to look forward in terms of changes that we might wanna make in case this situation comes up again. But I think a lot of people use at least parts of it intuitively. We want to understand the place where we are or the situations that we're in. And so we just put a little more detail to it and a little more formality and structure to what a lot of us do instinctively, I think. Dr. Jill Creighton [00:14:01]: Let's back up a minute. And can you define institutional intelligence as you and Chris use it in your book? Dr. Michelle Boettcher [00:14:06]: Yeah. So the idea of institutional intelligence is really being aware of the culture of the place and understanding how does it work. I would say at the core, institutional intelligence is knowing your place in the larger picture. And it's understanding, again, policy history is really important. When I teach law and ethics, I talk about the idea of the random campus policy. Every campus has this weird policy that you've never heard of anywhere else. It's almost always the result of a thing that happened, right? There's a story behind those and sometimes we can get to those stories and other times It's so far gone that the story is lost, but the policy remains So it's about awareness. It's about just understanding how things work in an effort to understand how to make things happen, how to create change, or how to sort of engage in ongoing improvement, things like that. Dr. Jill Creighton [00:15:10]: And when we move into the framework that the 2 of you have developed, you mentioned that you're looking at what I would call the reporter questions. Maybe when we first learned in early schooling years how to interview someone or how to ask a question or how to write an article for something, we're looking at that who, what, where, when, why, how, the 5 w's plus how questions. Tell us about how you arrived at these questions, which are well known in... /episode/index/show/naspastories/id/33463687

Storytelling and Diversity: Mike Segawa on Enhancing Student Affairs and Higher Education 10/24/2024

Storytelling and Diversity: Mike Segawa on Enhancing Student Affairs and Higher Education In the latest episode of NASPA's SA Voices From the Field, Dr. Jill Creighton sits down with Mike Segawa, an esteemed student affairs professional with over 40 years of experience, to delve into the evolving landscape of student affairs. Mike shares his invaluable insights on the importance of storytelling, professional development, and the challenges facing the profession today. The Power of Storytelling in Higher Education Storytelling holds a unique place in academia, especially within student affairs. Mike Segawa underscores the value of storytelling not just for engaging students but also for communicating effectively with cabinet members, board members, alumni, and presidents. Particularly in the Pacific Northwest and among indigenous populations, storytelling is a revered cultural tradition. It serves as an entertaining and less threatening way to convey significant impacts and digest information. Through stories, professionals can humanize data and present compelling narratives that illustrate the importance of their work. Grad Prep Programs: A Traditional Path with Modern Challenges Mike reflects on the traditional career trajectory in student affairs, from resident advisor (RA) to vice president. However, he acknowledges that this path is becoming less common, as many professionals now enter the field from diverse backgrounds. Mike's own graduate program was extensive, covering legal issues, counseling, diversity, and history. Today’s programs, constrained by shorter durations, struggle to fully prepare students for the complexities of modern student affairs roles. This gap necessitates enhanced and ongoing professional development. Professional Development: Beyond Conferences Practical training such as graduate assistantships (GAships), internships, and practicum experiences are crucial but vary greatly in quality. According to Mike, professional development should extend beyond national conferences. Local and regional opportunities, as well as diverse and structured activities, are vital for continuous growth. Mike stresses the need for purposeful professional development plans that are aligned with individual career aspirations and institutional goals. Sustaining a Career in Student Affairs: Combatting Burnout The discussion also touches on the increasing burnout among student affairs professionals, exacerbated by the COVID-19 pandemic. Dr. Jill Creighton notes that the complexity of roles has grown, encompassing more legal and regulatory challenges. Mike advises maintaining strong personal relationships and taking regular vacations as essential strategies for resilience. He emphasizes that supervisors must model this behavior to set the right expectations for work-life balance within their teams. The Dual-Edged Sword of Technology Technology has fundamentally changed how students interact with each other and with institutions. While beneficial, it also presents challenges, particularly through social media, which can sometimes cause harm. Mike highlights the importance of ensuring a balanced and positive experience for students, fostering both intellectual development and joy during their collegiate years. Looking Ahead: Advocacy and Equity Mike Segawa advocates for a proactive approach in engaging with public entities like legislators and civic leaders. By sharing data-driven stories, student affairs professionals can better demonstrate their contributions to education and gain support. He also discusses the ongoing challenge of promoting diversity and inclusion, noting the need to constantly justify these efforts in an increasingly scrutinized public and political environment. The Enduring Impact of Student Affairs Mike Segawa's insights highlight the critical role of storytelling, the necessity of comprehensive professional development, and the enduring challenges faced by student affairs professionals. His advice and reflections serve as a guiding light for current and future practitioners, emphasizing the importance of balancing work and life, leveraging technology wisely, and advocating for equity and inclusion in higher education. For more insights and to hear the full conversation, tune into NASPA's , where we explore the multifaceted world of student affairs and the voices shaping its future. TRANSCRIPT Dr. Jill Creighton [00:00:00]: Welcome to Student Affairs Voices From the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed pros wherever you happen to be. This is season 11, the past, present, and future of student affairs, and I'm doctor Jill Creighton, she, her, hers, your essay voices from the field host. Today on SA voices, we are honored to welcome Mike Segawa. Mike served as an SSAO for over 16 years at the University of Puget Sound, Pitzer College, and the Evergreen State College. During those times, his staff was responsible for a variety of student services offices, including dean of students, counseling and health, housing and res life, career services, student activities, multicultural support services, Greek life, orientation, outdoor programs, student conduct, access services, and recreation and athletics. The majority of his 40 year career was spent in residence life at Evergreen, the University of Washington, and then Central Missouri State University. And while Warrensburg, Missouri was not his favorite place to live, he did meet his wife of 42 years there when both he and Mary were on the residence life staff there. Dr. Jill Creighton [00:01:11]: Mike has served many of our professional associations, including NASPA, ACPA, and Akuhoai. While with NASPA, he served in a variety of roles, including president, regional vice president, conference chair for Chicago in 2001, and the Orlando joint conference with ACPA in 2007, and 10 years on the national board of directors. His most enjoyable role, though, was as the coordinator of the SERVE Academy. He's also been the host for the Small College and University Institute, a number of SSAO institutes, and the region 5 SSAO retreat. He proudly served for 12 years on the region 5 advisory board. Mike has been honored with the 2022 distinguished pillar of the profession award, the Henry g outstanding mentoring award from the APIKC, the 2007 pillar of the profession, the Doris Machi Coaching breaking the glass ceiling award, and the region 5 Turner award. Now fully engaged in active retirement life, he continues to enjoy his fanaticism for the Seattle Mariners baseball team, fantasy baseball, running, traveling with his wife, Mary, spending time with their 2 kids and their families who live in Seattle and Virginia, and reading The Chronicle of Higher Education for purely entertainment. Mike, we're so glad to have you on SA Voices. Mike Segawa [00:02:21]: Jill, thank you. I'm looking forward to this. Dr. Jill Creighton [00:02:23]: And Mike, you and I have been connecting at annual conference for, I think, probably several years at this point. You're a pillar of that, the AAPI community for NASPA, but also a distinguished pillar of the profession. And you've just had just an illustrious and very complex career. So I'm looking forward to talking to you today about the longevity of being a student affairs professional and kinda what you've seen. And normally, we start our episodes off by asking our guests how you got to your current seat, and your current seat is retired life. So without kind of going too deep back into the bio a little bit, can you tell us about your journey through the profession? Mike Segawa [00:03:02]: Oh, it was 40 years, Jill, and it never felt like it. I loved every step of the journey. And, actually, you know, a lot of folks, especially when I was a senior student affairs officer, asked what was your favorite job? And they assumed it was being a vice president. And instead, I went the opposite direction. I said, actually, my favorite job was being an RA. And yeah. Absolutely. I've said that in front of RAs. Mike Segawa [00:03:24]: Every time I greeted them for training, I've said it in front of parents and students. Being an RA was the best job I ever had. So started there, but I loved every job that I had after that, whether it was as a hall director or director of housing or vice president or whatever. I loved every job, so it was a wonderful 40 year career. But I knew it was time to leave when, staff would come to me and said, we need a new strategic plan. And I said, yeah. You're right. I don't wanna do that. Dr. Jill Creighton [00:03:54]: Sounds like a lot of work. Right? Mike Segawa [00:03:55]: Yeah. Dr. Jill Creighton [00:03:56]: So it it sounds like what drove you into student affairs is that kind of semi traditional RA path. What sparked joy for you as an RA that made you wanna launch into the career? Mike Segawa [00:04:08]: It was the basis of my happiness throughout my whole career, and that was the individual students. You know, as we get deeper into the career and you move up the ladder, the chance for contact with individual students gets harder to do, but I always manage to find ways to do it. And when I think back to my RA years, you know, when I needed a study break, all I had to do was walk outside my room and walk down the hallway, and there were always gonna be residents there that I could talk with and just find time to have fun with. Got harder when you became a vice president or dean of students. You know, this when you would walk up to a student, they go, did I do something wrong? But that was it. It was that individual student contact that, even to this day, is the joy of the work. Because every few months or even actually more than few months during a month, on a monthly basis, I'll have some former student reach out or some former staff member reach out, and we'll have a conversation whether by email or phone or text or whatever. And frankly, those are the highlights of the week, man. Mike Segawa [00:05:11]: They still are, even now being retired for about 3 years. Dr. Jill Creighton [00:05:14]: MEWI recently won a mentorship award, the Henry G, mentorship award through the APIKC. And so I think that really speaks to your willingness to give to professionals even though you're no longer on a college campus day to day. Mike Segawa [00:05:27]: Yeah. And, you know, the mentorship piece is a fascinating dynamic to me because stereotypically, people see that almost as a one way street that the mentor is providing support service to the mentee. But actually, especially when I was practicing, I got more out of that interaction than I felt the mentee was getting. Because I was still learning so much about what was going on in the lives of our students or our staff members or employees or whomever that, gave me an insight that when you're especially sitting in what I call the big chair, people don't necessarily volunteer that to you. And so having those opportunities to engage colleagues in that way was very much a two way street. Dr. Jill Creighton [00:06:10]: I'll give a shout out to another NASPA pillar, Doctor. Mary Jo Gonzales, who's a a mentor of mine as well. And she would talk often about, you know, needing to find truth tellers when you're sitting in the big chair, and being able to, have those around you who who you can trust to tell you the truth even if the truth is hard. Mike Segawa [00:06:28]: Yeah. And, you know, and the truth can be hard, and it can be hard to hear it sometimes. You know, and some of us are better at that than others. And so that's something I think that requires usually practice. Dr. Jill Creighton [00:06:39]: So let's pop back to that RA space for just a minute because you came into the student affairs profession at a time when the literature, especially around student development, was still pretty focused on a particular population. And so I'm just gonna name that. We know most of our original student development theory work was focused on white cisgendered men. And so we know that the literature has evolved since then. But knowing what you were getting into in the state of the field at the time, what do you see as things that were important for you as a as a learning space? And what did you see as things where you were still filling in the gaps of your own knowledge and how you were working with students? Mike Segawa [00:07:17]: As folks could see from my bio, I did my undergraduate work at UC Irvine, and that was way back in 1975 to 79. One of my first supervisors as an RA was an Asian American woman. Little did I know how unique and rare that would be for me in my career to have an Asian American woman be a supervisor. However, it was so important. What I learned from her by watching her, by having her as a role model, conversations and all that, that was hugely important to me as I reflect, you know, on the whole arc of my career. And so it it was just reinforcement for the importance of having a diverse workforce, including in student affairs, and that we're still a ways away from it. So that was hugely important to me, who I was working with, who my supervisors were. And I had the advantage that throughout my career, I had folks from diverse backgrounds who were supervisors. Mike Segawa [00:08:13]: But again, at the time, I didn't really appreciate it. They were just my supervisor. They were Rob. They were Charlene. They were Jim. They were the folks that yes. They're my supervisor. But their identities, in their own ways, they role modeled how to do that really well. Mike Segawa [00:08:29]: And you know, I think the common denominator for those that I most enjoyed working with in that role was their own self of sense of self confidence and self worth. And so that's something that I didn't fully appreciate at the time. And I think as we're on the journey, you may not fully appreciate the presence of some of those folks in your career. They could be supervisors. They could be peers. They could be students that you're working with who are student leaders. But surrounding yourself with folks who are different from you in so many ways really enriches the career, makes it more fun, but also enhances your skill set in a way that the research can't do, the books can't do, the lectures can't do. It's only in that interaction personally, 1 on 1 especially over an extended period, that I think you get the most advantage of having diverse voices around you. Dr. Jill Creighton [00:09:17]: And in thinking about how diversity has evolved and DEIB has changed from when you entered the field to now, can you help us understand how that evolution felt as you were moving through it? Because we can look at it from a retrospective and say, yes, we're in a different place now, but we also know that happens incrementally. Mike Segawa [00:09:35]: Yeah. We are at a different place now. Maybe I'll start there because the place we are now, literally today, honestly, I think is so much harder than where we were 40 years ago when I first started the work. The challenges that we are facing in the way of social justice and equity, especially external to the academy, is not some place I anticipated us having to go. And I've talked with a lot of my colleagues who are still in the field, especially senior officers, and I shared with them that I never imagined 10 or 20 years ago that we would have to be engaged in these kinds of conversations, justifying what I would consider to be some of the pillars of our profession, some of the core tenants of our profession, the things that almost all of us grew up with, believing in strongly and still believe in, that we would have to justify it in the ways that I am seeing, especially at some of our flagship institutions that are just more visible to the public and to politicians and to other folks. So I'll start there. Like I said, that I think today's work in the way of social justice and equity inclusion is harder than it was 40 years ago. But the evolution of it on so many levels is gratifying. Mike Segawa [00:10:43]: We're talking about things now that are so much further ahead of where we were 40 years ago. 40 years ago, it was very much a representation issue. It was a numbers issue that we saw or the lack thereof. Especially in student affairs, I'm proud of the job that we've done in terms of diversifying our own workforce, but we still have a ways to go with that. Whether it's with indigenous populations or Asian American, Asian populations, Southeast Asian populations, Hispanic, Latino, Latinx. We've got a ways to go still with that. But it's gratifying to see that we're beyond simply needing to get numbers in the door. And I think we've become, inside the the academy and especially student affairs, we've become better sophisticated about the students that we're dealing with and each other as peers and colleagues. Mike Segawa [00:11:34]: So that's progress. But we're being challenged now in a way, like I said, I didn't see this coming. And it's really frustrating to me that that's now a critical part of the work. Because having to do that kind of work that many of you are doing in defending the work means that's a diversion from being able to deliver day to day service to students or to our institutions. Like I said, it's a frustrating dynamic for me to watch. Dr. Jill Creighton [00:11:56]: Do you have any advice for those of us that are in those weeds? Mike Segawa [00:12:00]: Well, with student affairs and actually with higher education in general, we generally don't get to shape the agenda socially, even when it has to do with us in terms of higher education and our students. So we do have to be reactive to it. And in this case, I don't see this dynamic going away where having to justify the work around equity and inclusion. It's gonna be on our radar screen, and it's gonna be foisted upon us as an agenda item for a while. So it's not gonna do us any good to try and avoid it or to downplay it or to pooh pooh it or to just dismiss it as these are people who just don't know or understand or their motives are not pure in why they're challenging it. So having said that, I think that we in student affairs and especially some of our senior officers and our equity inclusion officers, we're gonna have to get more comfortable and more engaged in what I call the public square conversations. We're gonna have to be engaged in those conversations outside of the academy, outside of our ivy covered walls, and engage it and bring our perspective and data assessment to it to inform the conversation. And we're not always gonna be successful with that, and it's not always gonna be heard. Mike Segawa [00:13:17]: But we need to have the opportunity to at least put it out there, like I said, in the public square. And we're not used to that. You know, our graduate programs don't teach us or train us for that. Our professional training doesn't do that. I don't know that we've seen very many, if any, programs at NASPA or ACP or anywhere else on this kind of thing. But we're gonna need to engage our publics in a way that we have not had to do historically around here. I think we can do it. I know we can do it. Mike Segawa [00:13:43]: But this is a different direction that we're gonna have to go, because I think we need to be more assertive about sharing who we are, what we do, and what it accomplishes on behalf of our students. Dr. Jill Creighton [00:13:56]: I think that's true both in and outside of the academy. One of the things I've always talked about in senior leadership roles is how student affairs tells its story to the rest of the campus community and the stakeholders. Because I think a lot of student affairs professionals, and I've felt this way in my career as well, kind of always feel like the underdog a little bit that we're constantly scrapping to prove that we are deserving of resources or time,... /episode/index/show/naspastories/id/33463437

Melissa Manuel on International Collaboration, AI, and Transforming Student Experiences 10/17/2024

Melissa Manuel on International Collaboration, AI, and Transforming Student Experiences In this episode of "SA Voices from the Field," Melissa Manuel, a seasoned student affairs professional with extensive international experience, offers valuable insights into creating more efficient, collaborative, and holistic systems within higher education. Here are some key takeaways from her conversation. Bridging Gaps Through Service and Collaboration Melissa Manuel emphasizes the importance of fostering community involvement among students who cannot afford traditional courses by offering them roles within the institution. This not only helps these students receive education but also instills a sense of service and dedication, aligning them closely with the institution’s vision and mission. The integration of such methods shows promise in creating a more inclusive and invested student community. Leveraging Global Perspectives Manuel advocates for a more holistic and international approach to research and collaboration within student affairs. By looking beyond local data and considering global perspectives, institutions can vastly improve their policies and initiatives. This approach also ensures that practices are culturally inclusive and innovative, benefiting from the diversity of thought from various parts of the world. Technological Advancements and AI Integration One of the compelling areas of discussion was the application of AI and digital tools to streamline administrative processes. Manuel highlights the potential of AI in automating tasks such as scanning transfer credits and reading transcripts, thereby saving valuable time and reducing human error. She also points out the slow adoption of such technologies in higher education and urges institutions to become more open to these advancements for greater efficiency and effectiveness. Developing Holistic Student Systems In her current role, Manuel is working towards creating holistic and interconnected systems that integrate student affairs with academic affairs. These systems aim to provide a seamless experience for students, similar to the comprehensive view offered by K-12 teachers. By breaking down silos between departments and encouraging collaboration, institutions can ensure that every student’s journey is well-supported and aligned with institutional goals. Personalized Learning and Data-Driven Solutions Melissa also touched on how AI and data analysis can create tailored learning experiences. By understanding students' interests and areas of difficulty, AI can recommend curriculum adjustments and additional resources, providing a more personalized education. Additionally, data analysis can uncover trends, such as geographical challenges faced by students, leading to solutions like increased online course offerings. Empowering Students Through Experiential Learning Drawing from her entrepreneurial experience, Manuel supports models of experiential learning where students are actively involved in managing projects and initiatives. This hands-on approach not only provides practical experience but also promotes a sense of ownership and adaptability among students, preparing them for real-world challenges. To round off the episode, Melissa thanks everyone who has impacted her professional journey and emphasizes the critical role of collaboration within student affairs. Listeners are encouraged to engage with her on LinkedIn or via email for further discussions. By incorporating these innovative practices and fostering a collaborative environment, higher education institutions can better support their students' holistic development and success. TRANSCRIPT Dr. Jill Creighton [00:00:00]: Welcome to Student Affairs Voices from the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed pros wherever you happen to be. This is season 11, the past, present, and future of student affairs, and I'm doctor Jill Creighton, she, her, hers, your essay voices from the field host. On today's episode of Essay Voices, we welcome Melissa Manuel. Melissa has over 17 years of experience in higher education across 5 countries and 7 institutions. Having worked for 4 startup institutions in the Arabian Gulf, Melissa is familiar with how internationalization, multicultural working environments, pedagogy, and student success comes together in a variety of combinations to support student and institutional success. Her experience has also bred familiarity with many student and academic affairs best practices, as well as practical considerations and implementation outside of our common practices. Melissa will be talking to us today about starting up a brand new institution, building systems from scratch. Dr. Jill Creighton [00:01:07]: So in our theme of the past, present, and future of student affairs, Melissa brings rich experience to this dialogue. Hope you enjoy it. Melissa, welcome to SA Voices. Melissa Manuel [00:01:16]: Thank you very much, Jill. I am very excited to be here. Dr. Jill Creighton [00:01:19]: It's always such a delight for me to get to talk to our international guests, and tell us where you are joining us from today. Melissa Manuel [00:01:26]: Today, I am in Saudi Arabia. Dr. Jill Creighton [00:01:28]: And Melissa is at a not to be named at this point institution that is building and growing in the role of registrar. So, Melissa, can you tell us how you got to your current seat? Melissa Manuel [00:01:39]: Well, that's a long story, but one full of lots of twists and turns. So I did begin working in higher education in Canada for quite a few years while I was doing my undergrad degree. And then I got an opportunity to work in Qatar where I worked for 2 institutions. And then I moseyed on over to Saudi about 6 years ago, and now I'm in Northern Saudi Arabia. So total, I've got about 17 years in higher education between 3 countries, but with the 2 extra degrees are outside the countries that I've worked in, probably a total of 5 countries. Dr. Jill Creighton [00:02:09]: That's amazing. So what are the other two countries on the list? Melissa Manuel [00:02:12]: So my master's degree was done in the United Kingdom, and I'm currently doing my PhD in the United States. Dr. Jill Creighton [00:02:18]: So like many of our international guests, especially expat international guests, you've had a journey that has taken you through multiple cultural contexts. And that's one of the reasons that I'm thrilled to be talking to you on our past, present, and future theme because you've kind of seen the way that higher ed is playing out in a variety of different contexts. So what can you tell us right now about the context for higher education and student affairs in the kingdom of Saudi Arabia? Melissa Manuel [00:02:42]: That's a really great question. So student affairs, I would say specifically in Saudi, and I would extend that toward the Greater Arabian Gulf, doesn't exactly exist as a profession just yet. You do see more of a student affairs presence in a lot of branch campuses to international institutions, especially the American ones where student affairs really does have a strong preference. But for the most part, it is a growing area. But what you see in those areas is a lot more in in institutional collaboration because student affairs doesn't exist on its own, but it's really wrapped up in academic affairs or student services or student success, which is what you see, especially even in a lot of Asian institutions where student success will really encompass both the registrarials type of side where we're looking at registration and letters and support. And then also the student affairs type of side that we see where we have student clubs and activities, internships, career support counseling. So it's really more of a holistic feeling, I would say, in this region. But with that, it does have a lot of room to grow, which is really wonderful and to be part of that foundation. Dr. Jill Creighton [00:03:45]: Having done this work in the Canadian context, which, from my limited knowledge looks a little closer to US based student affairs work. What can you say in the compare and contrast space about what you love about this holistic student success model you're working in, and what you wish might look a little closer to the system that you grew up in? Melissa Manuel [00:04:04]: In Canada, I would agree that student affairs at least is a lot more similar to the United States student affairs type of systems. However, on the registrarial side, so I'm currently a university registrar. It is actually a lot more holistic in the Canadian context where you generally have a registrar's office that serves both admissions and enrollment and records. Whereas in the United States, you'll have admission because it's so tied to funding as a separate entity. And I think there can be a lot lost between those different groups, whereas in Canada, I do see that a lot more closer. In my current context, I see all of those mingling together a lot more, which is really wonderful. Because again, it provides, I think, a stronger and more holistic student experience because you're more familiar with the journey that those students have come from. You know where they were recruited from. Melissa Manuel [00:04:52]: You maybe know what kind of cultural context they're coming from. You've seen them go through admissions. You've seen them go through registration and maybe some of the points that they had at the point of initial registration and orientation where maybe they had a lot of family support or parental guidance. And you can kinda watch that and see how that's affected their student journey and where they go through clubs, what interests them, what their career paths are because you've seen how those other factors have influenced their choices and their interests. So that's what I do really love here, and I would like to actually see more of that collaborative holistic student experience in other countries as well. Dr. Jill Creighton [00:05:27]: What does that look like structurally? I think when we look at US and Canadian higher ed student affairs structures, they're kind of established and matured now and a little bit solidified in a lot of ways in terms of the way that the work is pretty vertical, meaning that we've got people that are specialized in various functional areas. And those areas of specialization have really become their own mini professions at this point. We're seeing far less generalists in student affairs than we used to. And I think that is creating some unique pathways into mid and senior level leadership as well because some of those skill sets mean that we don't necessarily get exposed to other parts of the profession. So I'm hoping you can share more about what that means to truly be more integratively collaborative. Melissa Manuel [00:06:12]: Well, definitely the background of what you see student affairs professionals coming in internationally, and I would say that not just for the Arabian Gulf, but in many different regions. Australia is a really good example of that because they don't have a strong student affairs type of system. A lot of their local students don't live on campus, so student affairs is actually really integrated with their curriculum development. So same as in Australia as you see here, and I would suggest a lot of Asian institutions as well as maybe European too, that you can see people coming into student affairs at fairly senior levels without any experience in higher education, but maybe they come from counseling backgrounds or career development services or maybe student clubs or recreation. You see a lot of that as well. And it is really interesting having worked for very young institutions to see how the individuals that are coming in with those very particular backgrounds outside of student affairs have influenced the structures internally and the way that the university goes, what kind of resources are given because they see those things as priority in many cases. And I really like to see that because I do think it provides a more individual, a different type of set of circumstances that students can kind of go towards, and there's more influence because maybe if you'd haven't worked in student affairs, then you're more keen to see what your stakeholders have to say because you haven't been exposed to that before. And so I think that's something that's really special here, and I think it provides an opportunity for innovation because we're not so tied to maybe the education and the history that we've gone through. Melissa Manuel [00:07:40]: I do think that there can be some things that are lost obviously in translation in understanding what that student experience means and how it can really change a student's life. So I do think there again, there are going to be pros and cons. In terms of structures, generally, what I have seen, and it really depends on if an institution is a homegrown local institution or they are a branch campus. Homegrown local institution or they are a branch campus, particularly if they're US branch campus or even a Canadian branch campus. But what I have seen a lot of the times is you'll have a director of enrollment or a director of student services or student success. Sometimes this individual might be a manager or they might even be a VP. And then from there, you'll have people that are working on specific areas, but really they're all reporting to the same individual. And I think that's something that can be challenging in the US context is that generally, you'll have student affairs or a dean of students reporting up one side and then you'll have the academic side of the house, academic affairs that are dealing with policies. Melissa Manuel [00:08:36]: So this is an administrative side of the academic house that's going up the academic side and they don't really talk to one another. So what I have seen in my own experience is a little bit of a mismatch sometimes when it comes to the institutional voice, how policies are put into practice, and how things work in general, and the type of support I think that students can get. I think this has been fixed a lot with a one stop shop that we see with a lot of institutions now. But I do still think that there's not as much communication as there does need to be because with the student experience, it's a holistic experience. And in particular, there's some really great research that has shown that students, and this is in the US, that American students feel a lot more comfortable asking for any type of career kind of support or academic support from their faculty versus the specialists that are working in, let's say academic advising. And there's a few different reasons I think for that. One is the passion, of course, that's gonna bring faculty to the table anyway. But also, I think that they have a greater understanding of that kind of holistic map of where a student can go, where somebody in it specifically in advising may be able to say, okay. Melissa Manuel [00:09:40]: These are the courses that you can take, but can they tell you maybe this person's doing a startup over here and you should try that, or this institution is looking at some kind of commercial engagement that might be of interest to you. And so they have a more specialized map because they're specialists, and we're kind of losing that I think overall holistic vision, which we don't know what's most important to students. So I do think a holistic vision in my point of view, I think is preferable. Dr. Jill Creighton [00:10:03]: There's 2 things I've always said to team members that I've worked with, which is, you know, the students don't care how we're organized. They don't care who reports to who. They don't care really what funding streams are going to x, y, and z sometimes. Sometimes they do. But the reality is the the anchor of the point of care for a student is what is their experience on the campus. And they don't differentiate between an in and outside of the classroom experience on a US campus. They look holistically, as you've mentioned, what is my experience as a student at this institution? And that whole picture is what paints their entire experience from, you know, entry to degree. So this is a an approach I think a lot of institutions are working towards in the US, trying to make more fluid some of those boundaries that have somehow become a little harder over time. Dr. Jill Creighton [00:10:49]: And I'll give a shout out to Chris Lewis, our co producer and audio engineer on this show, because he is the NASPA, I believe, co chair of the SAPA knowledge community, which is student affairs partnering with academic affairs. And the goal there is kind of the same thing, to soften some of those boundaries. But I also know for a lot of the US based professionals, those boundaries we seek to soften them, and we're not necessarily met with that same idea from some of our partners on the academic affairs side. So I'm wondering if you could talk a little bit more about how you've worked with your colleagues to soften some of those boundaries. Melissa Manuel [00:11:22]: Absolutely. And I 100% agree with you, with what you just said. And also shout out to Chris too. So I actually did attend a Sapa meeting. I think it was last year because I did wanna become part of that team, but then I became a member at large on a finance committee for ACRO, the American Association For Collegiate Registrars. And so I couldn't really do both, but I absolutely agree with the work that Chris is doing and making sure that academic is partnering with student affairs and vice versa. So some of the things that I have done, and I will admit it has been a lot easier, I think, for me than you might see in other institutions because I tend to work for very small start up institutions and ones that are very young. So there's not a lot of history that suggests only this side of the house can deal with this and only that kind of side of the house can deal with that because we haven't faced a lot of those issues to be able to determine those pathways. Melissa Manuel [00:12:12]: So again, I think it has been a little bit easier for me. Because they're small or because the institutions I've worked had have been small, I have made a very strong effort to meet individually with every single stakeholder that is in my institution. So, my previous institution, the registrar's office that I was working at didn't have the best reputation and just for servicing stakeholders and that especially came from faculty. So I really made it my mission to take every single faculty member 1 on 1 out for coffee just to understand their point of view. And it was really a kind of a two way street. So I was able to really write down a lot of the priorities that they had had and be able to clarify some of the reasons maybe why certain certain things weren't happening in a certain way because maybe their population or maybe of their students or what they wanted was only gonna service, let's say, 0.5% of our student demographic. So where are those resources going? And then also to be able to explain some of the reasons why we've done things and maybe where it is on the priority list of changing it in the future. And I have done that also with a lot of my colleagues on the student affairs side. Melissa Manuel [00:13:14]: And then again, when it comes to any type of project, I really try and make sure that we're sharing that. And a really good example is between the academic catalog and the academic hand or the student handbook. So one of the things that I did in one of my previous institutions was I rewrote the entire academic catalog with the support of my office and our senior academic leadership. But because we were changing everything there, we really needed to have an understanding of how those... /episode/index/show/naspastories/id/33460597

SA Voices From the Field

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