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.
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From Student Affairs to College President: Dr. Joshua Moon Johnson’s Journey
01/01/2026
From Student Affairs to College President: Dr. Joshua Moon Johnson’s Journey
On the latest episode of Student Affairs Voices from the Field, sits down with , the trailblazing President of (Manchester, Middlesex, and Asnuntuck), for an inspiring conversation that’s sure to resonate with higher education professionals everywhere. From Student Affairs to the Presidency Dr. Joshua Moon-Johnson shares an authentic, winding journey to leadership that began much like many in student affairs: as an “overly involved” undergraduate seeking belonging. Coming from a multiracial, first-generation background, student affairs became a hub for discovery, community, and professional love—and ultimately, a lifelong calling. What’s striking is Dr. Joshua Moon-Johnson’s deep commitment to social justice, equity, and access, themes that have been woven throughout his career—across four-year research universities and community colleges alike. Why Community Colleges Matter A central theme is the vital, often under-recognized, role of community colleges. Dr. Joshua Moon-Johnson highlights their generational impact: “We’re not just transforming one life, but generations to come.” Community colleges are bastions of second chances—for veterans, ESL learners, first-generation students, parents, and non-traditional learners. The conversation delves into how these institutions can be life-changing, especially for historically marginalized populations. Student Affairs: The Essential Connector If you’ve ever grappled with explaining the value of student affairs, this is the episode for you. Dr. Joshua Moon-Johnson argues the core value lies in fostering a sense of belonging—for both students and staff. Especially at community colleges, student affairs professionals often play generalist roles, bridging academics, crisis response, and holistic support with compassion and ingenuity. The episode explores the complexities presidents face, balancing limited resources, compliance obligations, and the profound desire to advocate for students’ needs. Listeners gain rare insights into how institutional leaders make tough decisions, and how student affairs voices can drive real change. Advocacy, Research, and Representation A significant part of the episode covers Dr. Joshua Moon-Johnson’s research and writing around marginalized identities. His work brings visibility to queer and trans students, students of color—and pushes for actionable change in the face of societal headwinds. Why Listen? Whether you’re an aspiring leader, a student affairs professional, or someone passionate about equity in education, this episode offers valuable wisdom, empathy, and actionable advice. Hear first-hand how Dr. Joshua Moon-Johnson blends identity, experience, and advocacy to shape the future of higher ed. Tune in and be inspired—your student affairs journey will thank you! TRANSCRIPT Dr. Jill Creighton [00:00:02]: 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 13 on the value of student affairs. I'm Dr. Jill Creighton, she her hers your Essay Voices from the Field host here on Essay Voices. It's always such a pleasure for us to welcome anyone who's serving in a college or university president role, especially when they've come up through student affairs pathways. So today it's our Honor to welcome Dr. Joshua Moon-Johnson Johnson, he or they who is a seasoned educational administrator, best selling author, social justice educator and advocate who has dedicated his career and life to education reform, LGBTQ advocacy, economic justice and racial justice. Dr. Jill Creighton [00:00:50]: Joshua serves as the President at Connecticut State Community College, Manchester, Middlesex and Asnuntuck. He previously served as Provost in and Vice President of Academic affairs at West Valley College, Vice President of Student Services at the College of San Mateo, Dean of Equity and Student Services at American River College, Assistant Dean and Director of the Multicultural center at the University of Wisconsin, Madison, and the Director of the LGBTQ Student center and Women's center at the University of California, Santa Barbara. He's also served in adjunct faculty roles at Binghamton University, the University of Wisconsin Madison, Semester at sea, CSU Long Beach, San Diego State University, USC and Concordia University, Portland. His social justice work has led him to become a best selling author with his book Be Beyond Surviving From Religious Oppression to Queer Activism, which was also ranked as number three on Book Authority's 20 Best Selling LGBTQ Activism Books of All Time. Joshua also published Authentic Leadership, Queer People of Color in Higher Education, and Queer Trans Advocacy in the Community College. Joshua received a doctoral degree in Adult and Higher Education and LGBT Studies from Northern Illinois University, a Master's in Social Sciences focused on student affairs and Diversity from Binghamton University, a Master's in Marketing from the University of Alabama, and a Bachelor's in Business from the University of Alabama. Joshua served on the Board of Directors for the association of California Community College Administrators, or acca, and was the founding Chair of the Equity and Social Justice Committee. Joshua previously served as the VP for the Board of the Sacramento LGBT Center. Dr. Jill Creighton [00:02:16]: NASPA has been a special place for Joshua and he previously served as the Chair of the Multiracial Knowledge Community, a Regional Representative for the Asian Pacific Islander Knowledge Community, Member at large for the International Education Knowledge Community, and as an Editor for the Journal of College and Character, and if you'd like to learn more about Joshua you, you can find their website@joshuaMoon-Johnsonjohnson.com Joshua welcome to Essay Voices. Dr. Joshua Moon-Johnson [00:02:38]: So happy to be here, Jill. Thanks for having me. Dr. Jill Creighton [00:02:41]: It's a rare treat that we get to have a president on the show, especially a president who's come through the pathways of student affairs like your journey has taken you. And we love to always start our episodes by asking our guests, how did you get to your current seat? Dr. Joshua Moon-Johnson [00:02:54]: I don't even know if I ever thought, oh, I want to be a college president or anything like that. I started out as one of those, of course, like overly involved young student affairs students who kind of never, never left. I think, you know, for me, as a first one in my family to go off to university, I was terrified. And the thing that I do when I'm terrified, I overly prepare. And part of that was doing everything I could on campus because I was so afraid I wouldn't know what to do or how to get along. And finding social spaces within student affairs clubs and employment and extracurriculars and leadership really helped me find who I was and find purpose and help other young students. And then that kind of continued. And so most of my career has been in student affairs and higher education. Dr. Joshua Moon-Johnson [00:03:37]: I took a one year gap and worked in fashion marketing and quickly thought, hmm, I think higher ed's for me. And I spent probably the first almost 15 years at large, mostly research one universities, and then made the pivot to community college as that aligned a little bit easier for me to do equity social justice work in the ways that were meaningful to me and with larger populations who are more likely to be at a community college than a highly selective universities. I made that pivot, I think it was about eight years ago now and have had the opportunity to do a couple of student affairs like a dean of student services and equity and then a vice president of student affairs. And then I got pulled over to the provost side and was able to kind of dig a little deeper into academic affairs and this opportunity came up where I get to lead three community college campuses in Connecticut. I'm four months in and so far it's everything I hoped it would be. So it's been exciting so far. Dr. Jill Creighton [00:04:32]: Well, that's incredible to be a new president as well, coming out from the idea space as well as from the student affairs space. Joshua, you mentioned that community college has really spoke to you and your mission in terms of the students you could serve and the impact that you could have. What's different in that community college space from that highly selective four year. That really drew you that way. Dr. Joshua Moon-Johnson [00:04:51]: Yeah. I mean, and I'm not sure I don't know your background, Jill, like, if you ever did anything with community college. But I did not in most ways. So my family, I'm the youngest of five kids. My dad's the white military veteran. My mom's an immigrant from South Korea. And I never really realized it, but in some way, everybody in my family engaged in community college at Mississippi Gulf Coast Community College on the, you know, Gulfport, Biloxi, Mississippi. My dad as a veteran coming back in the early 70s. Dr. Joshua Moon-Johnson [00:05:21]: My mom is an ESL student. And then each of my siblings went to community college. First for me as the youngest, I went off to a university, but I kept. Went back for summers and did community college to save money that I'd work all summer and pay off my tuition in that way too, because I was pretty much on Pell grants, scholarships, full financial aid, and trying to find ways to save money as much as possible. But I never really thought about college as a career after that. I really loved being at a university and specifically the identity development part of being in a kind of core student affairs and how they develop young folks. And that was fun for me. As I moved through kind of the traditional residence life path of ra, then hall director, then assistant director, I started to think about identity a lot more and who was included and who was not. Dr. Joshua Moon-Johnson [00:06:09]: So I pivoted to doing director of LGBT center, director of multicultural Center. And I think the first time I thought, like, community college could be a space for me, I was at University of California, Santa Barbara. I originally got hired as the director of the LGBT center, which they call the Resource center for Sexual and Gender Diversity. And then, you know, this was 2010 budget cuts in California. Then I got asked to be the director of the non traditional student center. I was like, what is that? It pretty much served older students, parenting students, veterans at the beginning. And these were mostly students coming to UCSB from California community colleges and starting to hear more about their struggles, their life paths, and really that community college space, giving people that opportunity for a second chance who maybe didn't have a great high school experience, didn't know how to navigate applying to universities financially was not a possibility. And seeing how those community college experiences gave them that opportunity to go to a top 10 public school like UCSB or, you know, Berkeley or Stanford, some of these schools, and I was like, wow, it really resonated with kind of this underdog cheerleader that I've always been Some reason. Dr. Joshua Moon-Johnson [00:07:22]: And that really spoke to me, was exciting about that. So I did, you know, one more kind of, you know, big job at University of Wisconsin Madison, where that was 50,000 students, huge. And then after that I was doing a job search and started to really prioritize trying to move into community college world. And I got to be the dean of equity programs at a large community college in Sacramento. That was most of my job, was serving populations who've been historically excluded in higher education or even when they do go to a university, they're marginalized at the university. So that was a really exciting opportunity for me to do that. It was challenging going from big four year to community college, but once I kind of figured out that rhythm, I knew it was kind of where I was meant to be. Dr. Jill Creighton [00:08:03]: You asked if I had any experience with community college, not as a professional, but as a student. I did summers at the local community college near where my family lives. And then also my father had always emphasized the importance of what he would term junior college from the era that he went to school because he did two years at junior college before transferring to the University of Washington. And he really has talked about how the junior college experience helped prepare him both academically and socially to go to that four year and be independent. And this was a couple decades ago. Dr. Joshua Moon-Johnson [00:08:33]: Love that. I mean, and it really is, and we often say this in the community college world, that we're not just kind of giving an opportunity to transform one person's life, we're transforming the generations to come after them. Because you do see that a lot where one parent who first in their family goes to a junior college or community college, depending on most people call it community college now, I guess. And then you see the generations that are all kind of trickling after them where maybe they don't even go to community college. Kind of similar to your path, they go straight to the university, which is fine too. I think as much as people are like community college are great, they are great. Also four year universities are great. And sometimes it's better for the student to go to those too. Dr. Jill Creighton [00:09:11]: Absolutely. And you have one of these transferable experiences where you can talk about a four year, highly selective, a four year state and a community college experience. And across all of those, when, when you think about student affairs, can you talk about the value of student affairs and how it plays out differently at each of these institution types? Dr. Joshua Moon-Johnson [00:09:28]: Yeah, it was a big change for me to go from a very traditional student affairs world. Naspa I found pretty early on I was the muff generation minority undergraduate fellow program for folks who are like, what are you talking about? But I came in probably 22. I started engaging with NASPA and kind of stuck with that. That was my community, my space, the API knowledge community, the multiracial knowledge. Those were my people for 10, 15 years of my career. Very kind of student adversary stuff. And then I went to community college. And lots of our community colleges aren't engaged in professional associations like naspa. Dr. Joshua Moon-Johnson [00:10:05]: And not to always critique or to blame them, it's many times a financial resource situation. So I love that ability to try to pull community college people into naspa. So all of my roles, I'm like, I'm going to find some money, I'm going to pay for the journal, I'm going to send you to the conference, something like that. And I remember going to, as a dean at, at a community college and nobody knew what I was talking about with NASPA or formalized Student Affairs. And they still call it student services in many ways. And I would say many folks in the community college world don't always have that opportunity to invest in the, the professionalization, the research, the academic discipline of student affairs and student development. And so I felt very fortunate that that was the beginning part of my career. I had that foundation on higher ed and student affairs research that helped me kind of learn how community colleges work. Dr. Joshua Moon-Johnson [00:10:56]: And then I had a strong foundation of leadership development, social justice theories, team dynamics. That was really beneficial as I moved into a dean role and then as a senior student affairs officer. I'll also caveat. I spent most of my community college career in California, which is a little bit different. It's kind of a beast of a system. In 16 colleges, over 2 million students, largest higher education system in our country. So it's very regulated, very compliance based. A lot of the ways we operate in student affairs is from assembly bills and Senate bills. Dr. Joshua Moon-Johnson [00:11:28]: And the folks writing those assembly bills are not student affairs people typically, yet it impacts how we do student affairs. So that was a big shift for me. I was like, wait, I don't get to like apply this theory to practice in the way that makes sense to me. No. And so that was a big difference. I think also it was a learning space for me to be in a management position and strong bargaining unit cultures, where there are employee unions that have a lot of authority and power as well as shared governance, is a lot more focused within the California system. So I adapted to those and I really value those. I think that oftentimes they can seem like barriers, but Once you learn how to work collectively with those groups, it can actually make the institution a lot stronger. Dr. Joshua Moon-Johnson [00:12:15]: So those were some of the big changes of like the pros and the cons. So many beautiful things about being at a community college. And I don't know even if you were there for the summer, I don't know if you realize recognize this, but when I first got to community college, the things I did as a normal student affairs hall director, stuff like that, investing in students, get to know them, advising them, the students were so appreciative and it was like, wow, I think I was there a semester and there was this panel and two students said I was their mentor, which was heartwarming and meaningful. And at the same time, I felt a little sad that many of these students had been neglected. And again, not to blame our community college people. We often have so fewer people at a community college who work there versus at a big university. You have a lot more people, I guess, to mentor students, to guide students. And so our community college students don't often get the individualized support that a lot of folks who go straight to university get. Dr. Jill Creighton [00:13:05]: Absolutely. And when I also think about the community college experience in student affairs, we just had a guest on earlier this season who had a similar experience to you where she went from four year experiences to two year experiences. And one thing that she talked about was that while teams might be smaller, they're also more knowledge, knowledgeable about the students around you because you have to think more stratified across functional areas as opposed to kind of verticals within student affairs. Dr. Joshua Moon-Johnson [00:13:30]: I don't know what kind of path you started in studios, but starting out as like a hall director or resident, you're kind of like a generalist of everything. And in community colleges, that's very common. You know, I do wish some of our areas in community college had a lot more specialized people. But you see, it's more common that student affairs folks are generalist, not just in student affairs, but they know a little bit about academic affairs and facilities and everything. And I think coming out of a life housing background, that's very normal for those spaces too. So super grateful that I started in student affairs. Even now as a president. The level of crisis response that you get coming out of student affairs, goodness, like, I'm always prepared. Dr. Joshua Moon-Johnson [00:14:07]: They're like, oh, wow, you handled that crisis. Where I was like, I started out in res life, I was like, I lived in the residence halls with the students for 10 years. I was like, I don't think there's going to be a crisis that happens, that's going to surprise me. Dr....
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Happy Holidays from SA Voices From the Field
12/25/2025
Happy Holidays from SA Voices From the Field
Dr. Jill Creighton and Dr. Christopher Lewis talk about the past season and the holidays as they prepare for a short break and then the end of Season 13. TRANSCRIPT Dr. Jill Creighton [00:00:02]: 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 13 on the value of student affairs. I'm Dr. Jill Creighton. She her hers Your essay Voices from the Field Host. Dr. Jill Creighton [00:00:27]: Happy end of 2025. Dr. Christopher Lewis [00:00:28]: Chris Happy end of 2025. It's been a great 2025 thus far. I know we've got a maybe another week or so left in it. We'll see what happens over the next week. But happy holidays to you and your family and friends. Dr. Jill Creighton [00:00:41]: And to yours as well. I hope everyone in Michigan is doing well in the snow and staying warm. It's just a much colder climate than I've ever lived in, so I know you must have the best coats. Dr. Christopher Lewis [00:00:52]: We do have good coats, but I will say I have been to London at New Year's and dang cold. So though you may not have the snow, you definitely have the cold weather. Dr. Jill Creighton [00:01:02]: Oh my gosh, I'm freezing here all the time because it's so humid even when it's really cold. But we hope that everyone is enjoying a calm holiday season with your loved ones. This year we're going to do something a little bit different with the break in the past. We've been done with our fall season, but we wanted to make sure that we are bringing you continual episodes as best we can. So instead we're gonna take the next two weeks off. So we won't drop one on Christmas Day, we won't drop one on New Year's Day, but our last two episodes will come out the following two Thursdays in January, and then we'll take our break between seasons at the end of January with hopes that we're bringing you our next season in early February. Dr. Christopher Lewis [00:01:42]: Looking forward to coming back. We got these final episodes are really powerful ones, so I really encourage you to take a listen once they come back. It'll be a great way to start the new year. Dr. Jill Creighton [00:01:52]: And one of our lovely guests will be a current college president who came up through Student affairs, which I always think is a fantastic story for us to learn from and kind of hear the perspectives on higher education from various places in people's careers. The other episode coming your way is all about public policy and higher education. We know that this has been a super funky two years of policy shifts and we're going to be bringing on our incredible chair of the Public Policy division, James Tiger and Diana Ali, who works with NASPA in Public Policy Perspectives. So look forward to those two drops coming in January. In the meantime, we wish you and yours a very warm and renewing break and start to your 26. We'll see you next year. Dr. Jill Creighton [00:02:41]: This has been an episode of Essay Voices from the Field brought to you by naspa. This show is made possible because of you, the listeners. We continue to be so grateful that you choose to spend your time with us. If you'd like to reach the show, you can email us@savoicesaspa.org or find me on LinkedIn by searching for Dr. Jill L. Creighton. We welcome your feedback and your topic and guest suggestions always. We'd love it if you take a moment to tell a colleague about the show and leave us a five star review on Apple Podcasts, Spotify or wherever you're listening now. Dr. Jill Creighton [00:03:11]: It really does help other student affairs professionals find the show and helps us to become more visible in the larger podcasting community. This episode was produced and hosted by Dr. Jill Creighton. 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 time.
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Balancing Perspectives: The True Value of International Students in Higher Ed
12/18/2025
Balancing Perspectives: The True Value of International Students in Higher Ed
The latest episode of “Student Affairs Voices from the Field,” hosted by , delves into the complex and evolving landscape of international education, featuring the perspectives and expertise of , Senior International Officer at the University of Michigan-Flint. From the outset, listeners are treated to Dr. Zachariah Mathew’s personal journey—a career that began as a physical education teacher in India, transitioned into higher education in the United States, and flourished with a research focus on international student college choice. His story reflects how diverse experiences and a global outlook can enrich student affairs and the field of higher education. One of the central themes is the motivation and decision-making process behind international students studying abroad. Dr. Zachariah Mathew identifies three drivers: economic and social mobility, the pursuit of knowledge and professional impact, and the prestige associated with international degrees. However, as global immigration policies shift and uncertainties around regulations grow, students and their families are increasingly risk-averse—reconsidering where and how they invest in their education. The conversation explores how universities often view international students through an economic lens, sometimes seeing them as “cash cows” rather than valuable contributors to campus culture. Dr. Zachariah Mathew urges institutions to define the true purpose of internationalization, moving beyond financial incentives to prioritize perspective-building, idea-sharing, and the cultivation of global competencies. The podcast offers valuable strategies for supporting international students and fostering a truly global learning environment. Best practices include intentional integration of international and domestic students, articulating clear institutional goals for internationalization, investing in well-resourced support centers, and scaffolding opportunities for cross-cultural engagement both inside and outside the classroom. Dr. Zachariah Mathew emphasizes the importance of intentionality—creating spaces where all voices are heard, identities are recognized, and learning outcomes span both academic and personal growth. This episode also examines the vital role of student affairs in transforming academic degrees into holistic educational experiences. Drawing on the philosophy of Ubuntu—“I am because we are”—the conversation calls for greater collaboration between student affairs and academic departments, and for institutions to nurture students’ adaptability, curiosity, and sense of belonging. If you’re eager to understand the challenges, opportunities, and responsibilities at the intersection of international education and student affairs, this episode is a must-listen. Tune in, and gain fresh insight from voices shaping the future of higher education. TRANSCRIPT Dr. Jill Creighton [00:00:02]: 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 13 on the value of student affairs. I'm Dr. Jill Creighton. She her hers your essay Voices from the Field host. Dr. Jill Creighton [00:00:27]: Zachariah welcome to Student Affairs Voices from the Field. Dr. Zachariah Mathew [00:00:30]: Jill thank you very much for having me. It's truly an honor and that you consider me worthy of this opportunity. So thank you very much for having me. Dr. Jill Creighton [00:00:37]: We're looking forward to learning more about your expertise in the international education space. And you have an incredible journey that has brought you to your current seat in international education, weaving through different parts of higher education administration and also through the world. So we'd love to know if you could tell us, how did you get to your current seat? Dr. Zachariah Mathew [00:00:55]: Absolutely. It's in the process started somewhere. Today I'm here. God knows where I'll be tomorrow. So I started off as a physical education teacher in India, teaching at some prestigious institutions in Bangalore. And when I started my career I realized that I wanted to do more. And that also meant that I had to kind of not be where I was, but go up so that I can be in a decision making place. And at some point, almost seven years into my teaching career, I realized that I did not know enough to do any of these things. Dr. Zachariah Mathew [00:01:28]: So I decided to pursue my higher education in sports science and sports management. And this was in India at the time, sports was not an advanced field of study. So I chose to come to the United States. I did my master's in sports management. And the experience as an international student, it was the first time I really looked back into cultural vibrance or cultural competency or global competency. Because while we in India we spoke five or six languages and nobody cared. Everybody does. We eat all kinds of foods and we understood other cultures. Dr. Zachariah Mathew [00:02:04]: So you never thought about it. But it's only when I came to us I really realized the dynamics of those cultural diversity and perspective. But it was within me. I was thinking about it. I was very active as an international student. I was not a traditional student. I was almost 26 years old when I came here. This is about 25 years ago. Dr. Zachariah Mathew [00:02:20]: And that was kind of bubbling in me. I was very engaged with faculty, administrators, seniors to gain their perspective and also very engaged with the student affairs because I was doing my master's in sports management. And then I started working for State University of New York at small community college within that space. And in 2009 I decided to quit my job, go back to school to do my PhD in higher education leadership and Administration at Indiana State University from where I already had my Master's and I specialized in international student affairs there. So my dissertation was on international students college choice. While I was there, while I started, the position position opened up as one of the international student advisor position or the engagement specialist position. It was an associate director position and I was fortunate to have that position. So it started off as engaging the students and looking at it through the student development theories and to see how we can develop the student and bring a holistic education into the student. Dr. Zachariah Mathew [00:03:21]: You know, not just international students, but broadly all how to provide the domestic students this perspective. And that started in 2011, 2025. I'm here at the University of Michigan Flint as the Director and Senior International Officer. Dr. Jill Creighton [00:03:36]: That's quite a journey. And I love hearing people's student affairs and higher education journeys as they weave through different parts of education. As we've talked about many times on this show, no one grows up saying I want to be a student affairs professional. And so taking that skill set that you built in sports management, sports science and translating it into an international education career is a really great representation I of how we get into this field and move through it. Zachariah, you mentioned that you have experiences looking at international student choice through research. And I know that research is a little bit older now, but can you tell us what we knew then about international student choice in terms of where they're going to school and what that looks like presently? Because we know that that has shifted a little bit. Dr. Zachariah Mathew [00:04:17]: So the students choose to study abroad primarily for under three different categories. That is a college choice. So where they go is comes after why they choose to study abro abroad or stay at home. So one aspect is and most every decision has some element of all the three, but predominantly one is economic decision or social mobility. So they make this decision for social mobility or economic prosperity. So it is a one time investment. Students really take this opportunity to invest in quality education so that not only them but the coming generation can have better economic prosperity and social mobility, which is really correlated. And then there is the psychometric which is about having this opportunity to gain the knowledge and to have higher impact within the field of what they do. Dr. Zachariah Mathew [00:05:05]: And the third one is social. Social is also to aspect is to be able to say where they go and the social prestige that comes with it. So it could be a country it could be a university within the country and it goes on. So these are the major areas and where they go depends on a combination of all these three. So for example, if somebody can afford to go to a private university in the US where there is quality education, they might choose if they have the capacity to withstand the academic rigor and can pay for it. Whereas if somebody does not have the capacity to pay, they might not choose us, but might choose a country where the education is not as expensive as it is in the US So it is a balancing of all these three that really comes in and says, okay, this is where we are going to go. So one might choose United States States, but they might choose a university that might not be expensive because it is an economic decision that they're making because they do not have the capacity to invest where there might be other situation where it's fully funded. So a student who is looking at it through the social aspect could say, you know what, I'm going to go to the prestigious university where I can get accepted into because I don't have to worry about the pay. Dr. Zachariah Mathew [00:06:16]: And also then the, I mean this is not to say that the academic focus does not come into play. The students also look at the academics and the university's capacity to deliver those curriculum and the proficiency of the faculty. So it's a combination of different factors and it is very dynamic. What has changed today with uncertainties in the immigration regulations and its interpretation, students are hesitant to take the risk. So something very important that we need to recognize is if you really look at the large number of international students here in the United States, most of them are from high context cultures where there is uncertainty avoidance. They are willing to take a decision if they are certain about the consequence. But they are hesitant to take a decision when there is not much of certainty in what is going to happen tomorrow. So that is impacting the students decision to choose United States as a destination for now. Dr. Zachariah Mathew [00:07:11]: And in all this we need to recognize that this is a one time investment for the students. And it's also important to recognize that these international students are buying this commodity called education, which according to World Trade Organization, higher education is a tradable commodity. They are buying this purely based on perception. They have never used it before. They talk to people around, they talk to officials, they go on YouTube, they go on Facebook, they look at pamphlets and buy the most significant influential commodity in their life, investing pretty much everything that they have. So it is a significant decision that they make. And they try their best not to take chance. So students risk aversion and parents and families as well because this is a major investment. Dr. Zachariah Mathew [00:08:01]: Kind of not willing to take that chance at this point because of the uncertainty. I mean, the interpretation is changing. We hear something today and tomorrow. It's like, sorry, that's not true. Something else has come up and that is not helping us at all. Dr. Jill Creighton [00:08:13]: It's a tough situation, especially for English speaking countries that are receiving international students because we've enjoyed some global privilege on being quite popular destinations historically. But both the United States and the United Kingdom have put down some pretty stringent requirements for international student entry that really haven't been present in the past. And we also know that a lot of American and British universities are heavily reliant on international student tuition dollars in order to make certain budgetary decisions, work and continue to offer certain student services and things like that. So it's an interesting place to be. So with all of that said, Zachariah, what are you seeing inside of our international education crystal ball about what we're looking down the pike gap for the next several years of international ed, knowing that these regulations are changing and that affordability is changing. Dr. Zachariah Mathew [00:09:05]: Affordability, yes. It's a big question. That is an important thing. But I think at the national level it is important that nations define the purpose of international education. What the motivation is, is it just purely economic or is it about perspective building and bringing the brilliant minds together and sharing those perspectives and ideas and culture? We can look at different countries. Canada opened up their doors many years ago, but they did not have the infrastructure so they had to slow down about a decade ago. Australia did that because of the money. In the US it is a $43 billion industry. Dr. Zachariah Mathew [00:09:40]: These money that the international students bring, that's a lot of money. So there might be motivations for the universities and institutions of higher education to bring more and more international students, but they do not ask the question if they have the capacity. And very often some of the universities don't even define why they want the international students on their campus. They're seen as cash cows. I'm sorry, they are seen as cash cows. Supplementing the loss of revenue from other sides to it comes in the demographic cliff. We all talk about the demographic cliff and that there are not enough students to go to the US Universities and these universities were built on GI Bill. And then the other part that nobody talks about is the big question is, you know, is this investment worth it? This is a big question that people all around it was in the US but now globally they're asking, is this high investment worth the returns? Does the higher education have the value that it says it has? It all comes down to roi. Dr. Zachariah Mathew [00:10:35]: You know, I do not have a crystal ball, but I think it is very important that institutions of higher education define its purpose. And this is something that I'll talk a little more about. This is we need to define what the difference between an academic degree and an education is and what common good are we serving. So unless and until we define that, I think it would be very difficult for us to really bring a big picture on what the landscape is going to look like. And again, it is also changing dynamically. I did not know what AI was 18 months ago in the way I never thought I would use AI. But today I'm so much into it. I mean we are talking about in person classes, then it became virtual and now we are talking about meta varsity. Dr. Jill Creighton [00:11:20]: Let's go back to what you said about the purpose of why we're bringing international students to our college campuses. And I think you made a really poignant statement when you said that universities are looking at the dollars but not looking at effectively the human element of what we're offering to the students that are choosing to come to our campuses from other countries and how we are creating infrastructure to support them. So if you were to look at the most promising practices in international education that really are doing the of helping international students succeed in specifically US universities, what are you seeing that's on the table that's really promoting that engagement, growth, support education and academic success? Dr. Zachariah Mathew [00:12:01]: First and foremost at an institutional level, they need to articulate why have international students or why internationalize. This includes integrating global perspectives into everything. The curriculum, their day to day operations, and also in articulating the learning outcomes. So that's the first part, institutional level, level articulation of white. Have them. Number two, make sure that these departments or the centers like the center for Global Engagement International center are very well staffed and resources are provided. Only then can we talk about doing anything that would ensure student success. And we have to make sure and recognize that these students whom we accept to be part of our community, know nothing about our community. Dr. Zachariah Mathew [00:12:47]: They're coming into a new land, a new culture, culture of the land and culture of the organization. With just a suitcase and some dollars in the pocket, we then have the responsibility to integrate them into the community, not expect them to assimilate, integrate them into the community and then also make sure that we provide the added resources for them to be successful. Be that navigating the cultural differences or understanding the education system. You know, plagiarism is a major issue here, but in a lot of countries, you are required to plagiarize. You have to memorize and literally write the same thing on the paper and submit it. So we have to make sure that the campus community understands those cultural differences as well. Finally, we also have to make sure that these students are given and extended the opportunity to learn from each other. It is just not the international students having the responsibility to teach or engage the domestic students, but from the domestic students also have the opportunity to engage with international students. Dr. Zachariah Mathew [00:13:52]: And what really happens, and this is just not in the classroom, but also outside the classroom where the perspectives are shared, they learn from each other. We always talk about higher education being the space to create innovators, but we are so slow to innovate ourselves. We do not. So we need to create the space where the students can be innovators in the sense that they are not being taught, just taught to solve today's problem, because they need to be taught how to solve the problems of tomorrow when they graduate, and not in their home country or hometown, but God knows where. So it is very important to make sure that the students, both domestic and international students, learn from each other and provide that conducive environment where they can learn from each other, contribute towards a common cause, and that's important. Dr. Jill Creighton [00:14:41]: I think one of the most difficult things in welcoming international students into the community is that we also often do not focus on the domestic students that are on our campuses who are also going to be learning alongside students from a different cultural perspective. So we're in a space where our domestic students are for the very first time meeting people from across their home state, perhaps, or from a different type of city than they're from, or from a different type of community. And so there's so much emotional and intellectual growth happening in that space that we, we all know about from a student affairs lens. But then when we add the dimension of international perspective, a lot of times we're working with a space where maybe perspective taking is really difficult, because I have no conceptual foundation for understanding what life is like in a different part of the world, which you don't to visit a place to build...
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The Unique Value of Community Colleges in Student Affairs
12/11/2025
The Unique Value of Community Colleges in Student Affairs
Student Affairs professionals often serve as the heartbeat of a college campus, shaping transformative experiences for students at every stage of their educational journey. In the latest episode of Student Affairs Voices from the Field, host is joined by , Director of Student Services at Miracosta College’s San Elijo campus. Together, they deliver an insightful discussion on the unique value of student affairs—especially within community colleges. This episode masterfully details Colleen Maeder’s multifaceted career spanning both two-year and four-year institutions, public and private, on both coasts. Dr. Jill Creighton highlights how Colleen’s trajectory allows her to offer a “bird’s eye view” of why student affairs work truly matters. One major theme centers on the personalized and community-focused approach at community colleges. Colleen Maeder emphasizes that student affairs at these institutions must deeply reflect the local community’s needs—whether serving traditional-aged students, adult learners stepping back into education, seniors, or those facing significant basic needs challenges such as food or housing insecurity. “Everything we do should be a reflection of the community that we are in,” she explains, illustrating the importance of adaptability and empathy. Another critical topic is the evolving role of technology, specifically Artificial Intelligence. Both Colleen Maeder and Dr. Jill Creighton recognize AI's double-edged potential: while it evokes new concerns about academic integrity, it also offers opportunities for innovation in supporting and reaching students. Despite challenges, the human element of care and personal connection remains irreplaceable. Building trust and fostering belonging remains at the core. Many community college students have faced systems that let them down, making it vital for student affairs professionals to be truly present. Colleen Maeder discusses the imperative for in-person support, consistent follow-through, and programming tailored to diverse populations and needs. The episode also addresses a persistent challenge: effectively communicating the value of student affairs. Too often, student affairs professionals are “really, really bad at this,” Colleen admits. She calls for improved storytelling—sharing real, transformative moments and personalized successes—to enhance understanding both within and outside higher education. If you’re searching for inspiration, practical insights, and a celebration of the deeply human work at the heart of student affairs, this episode is a must-listen. Tune in to hear firsthand stories and advice from passionate professionals who are shaping the future of higher education—one student at a time. TRANSCRIPT Dr. Jill Creighton [00:00:02]: 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 13 on the value of student affairs. I'm Dr. Jill Creighton. She her hers your Essay Voices from the Field host. Dr. Jill Creighton [00:00:27]: Today on SA Voices, we're welcoming Colleen Maeder. Colleen earned her Bachelor of Arts in Sociology from Lemoyne College and a Master of Science in Community Counseling from Syracuse University. Her journey in higher education began as a resident Director at Binghamton University and the College of New Jersey. She later discovered her passion for community colleges while serving in the conduct office at Kingsborough Community College in New York City. Colleen transitioned to the private sector at New York University, where she advanced to Associate Director for Student Conduct and Restorative programs, focusing on Title IX conflict resolution and restorative practices. Her career then took her to the west coast where she served as Associate Director for Student Wellbeing at Santa Clara University, supporting non clinical mental health and basic needs. Today, Colleen is the Director of Student Services at Miracosta College's San Elijo campus and Deputy Title IX Coordinator. Her portfolio includes student life and leadership, student government conduct, Title IX behavioral intervention, and basic needs support. Dr. Jill Creighton [00:01:19]: Outside of work, Colleen enjoys yoga, running, hiking, and traveling with her partner. Colleen, welcome to Essay Voices. Colleen Maeder [00:01:26]: Thank you so much for having me today, Jill. Dr. Jill Creighton [00:01:28]: It is just such a pleasure to have you on the show. For our Essay Voices listeners. I used to host a different podcast for another professional association, and Colleen was our audio engineer and co producer on that show. She and I pretty much had no idea what we were doing when we started it, and by the time we were finished, we had produced 45 episodes. That was an oral history of that corner of the profession. And so it's really lovely to be reunited with you in podcast land. Colleen Maeder [00:01:51]: I am thrilled to be here and I can't believe we did. So you said 45 episodes? Dr. Jill Creighton [00:01:54]: Something like that? Yeah, about 45. Colleen Maeder [00:01:56]: That is an insane amount of episodes. But it was an awesome experience to do and learn something I never tried before. Dr. Jill Creighton [00:02:01]: And even though Colleen has spent so many hours behind the scenes doing editing, this is her first time in front of the mic. So we're glad to have your voice included in the story of the student affairs profession. And we always like to get to know our guests first by asking you, how did you get to your current seat? Colleen Maeder [00:02:17]: Absolutely. So I think I started as mosted where I was a resident assistant in undergrad for my junior and senior year and didn't quite know what I wanted to do. So I decided to go to grad school, which was the common thing back then. And I got my master's in counseling and was unlucky to graduate right in 08 during the crash that took place and decided to work in res life because that's what I knew, that's what I liked, that's where I felt at home. So I became a residence director at Binghamton University. I had the experience of overseeing a residence hall that was a break housing building. So it was open all year, it never shut down. And the main students that it held were international students and student athletes. Colleen Maeder [00:02:58]: So very unique combination of students there to manage in a residence hall and living together in suites. From there I went to the College of New Jersey, which is a public school, four year school in New Jersey, of course, where I was a resident instructor for several different buildings there. Absolutely loved it and had a phenomenal experience working with our Office of Student Conduct and was really able to start with the assistant director at the time, Elizabeth Gallus Mediation Program, and just kind of fell in love with that world, fell in love with student and how do we become educational? How do we resolve conflict without getting to student conduct? And from there that led me to my first experience outside of residential life, which was at Kingsborough Community College where I was a student conduct officer. Really unique, normal title, Student conduct officer. You don't hear that a lot. And it was this community college in Brooklyn. The claim to fame that I used to tell people was we had a beach on campus, loved it there, did a lot of work, really, really enjoyed the community college experience, which we'll get back to where I am right now. But from there I switched and went to nyu, so New York University, right in the heart of New York, and worked in their student conduct office where I met you. Colleen Maeder [00:04:09]: I mean, we started the podcast and really was there all the way through Covid 2021. Loved the experience and I was in the student conduct office, but I focused heavily in the world of Title nine. I did a lot of work with our Office of Equal Opportunity, oversaw hearings, started a conflict resolution process, did a lot of conflict resolution training. So a very unique position in the world of student conduct that I haven't seen many other place. Loved NYU but really wanted to get out of New York City after Covid. So in 2021 I had the opportunity to work at Santa Clara University, which is up in the Bay Area south of San Francisco as the Associate Director for Student Wellbeing in the Dean of Students office. And it was non clinical mental health. Absolutely. Colleen Maeder [00:04:51]: Loved it. It was a bucket list item for me to work at a Jesuit school. Cause I went to a Jesuit undergrad and I was lucky enough to meet my partner in the Bay Area who was transferred down to San Diego, which is how I got to Miracosta. Currently the Director of Student Services at our San Leo campus and I'm also a deputy Title IX coordinator here. Dr. Jill Creighton [00:05:10]: One of the things I love about your experience is that I think you're one of the few in the profession that have transitioned from a two year institution to a four year institution, to a two year to a four year and back to a two year. And you've also worked at both public and private institutions. So you've got this incredible diversity of experience in student affairs, which gives you kind of a bird's eye view in a unique way of why student affairs matters and why it has mattered over time. So this season we're focusing on the value of student affairs and I'm wondering if we can hone in a bit on your community college experience. And can you talk to us about what you can say about the community college experience as a professional compared to your experiences at four years? Colleen Maeder [00:05:51]: Absolutely. And I have been lucky enough to work at two different community college experiences. In some way they are very, very similar in the sense that student affairs at a community college needs to actually represent the community where you are. So my college is located in North County, San Diego right now. Kingsborough Community College was located in Brooklyn. Everything we do should be a reflection of the community that we in. So who are the students that we're serving? What are their needs? What are we worried about? How do we help them be able to come to our campus, get to our campus, be able to take classes, whether it's online, hybrid or in person. What does that look like? What does the student experience look like? When I was at Kingsborough, this was pre Covid, right after Hurricane Sandy. Colleen Maeder [00:06:36]: That's going to look very different than a post Covid world. But we are really trying to what are the current needs to what our community is? And what do we think the current needs are going to be 5, 10, 15 years from now? And what do we need to do as student affairs to make sure that we are meeting not just the needs of our current students, but planning for the future because we should grow with our community. Dr. Jill Creighton [00:06:57]: Having a beach on campus sounds really interesting until you realize there's a hurricane coming right at Your campus and the water level of your campus is right on that beach. Colleen Maeder [00:07:04]: I started directly afterwards. We had a nice. There was a lot of flooding. I was told after that experience. Dr. Jill Creighton [00:07:10]: Absolutely. So when you think about your current student population, can you tell us who they are? Your university or your college has multiple campuses. So who are the students that attend Miracosta and what are the needs that you're meeting as a community college student affairs squad that maybe you're seeing the four years not doing? Colleen Maeder [00:07:27]: Yes. So I will say Miracosta is a proud hsi. I'm very cautious saying that on a podcast right now, given the current political context. But we are a very proud hsi. We really want to make sure that we are serving all of our students. So we have anything from. We have the traditional student age population. We have adult students who are making the difficult choice to say, you know what, I'm going to step back from maybe my employment to go to school to better myself, to be able to then get a better job, to support my family. Colleen Maeder [00:07:56]: We are working with students who. We have a large population of seniors who come back and take classes. We have a high level of basic needs and food insecurity that we are helping with our students at. We have a black and Latinx population that we are supporting and wanting to continue to grow and nurture all of these populations because they are what makes up North County San Diego, and we are here to support them in having our students reach their dreams and succeed in whatever avenue they want, whether it is an associate's degree, an associate's degree to transfer. We do have a bachelor's program on campus. We have many certificate programs through our tci, which is our certificate location. So really finding the. What is it? What do we need to do to be able to support our students in whatever their goal is? And that's gonna look different depending on the student population, depending on the time of year, and depending on what their go. Dr. Jill Creighton [00:08:48]: With such diverse student needs, with ranges of populations from students that are earning their first degrees right out of high school to those adult learners that you've mentioned, how does a student affairs division organize itself to meet needs on such an individualized level while still kind of stratifying across administration like we know we have to. Colleen Maeder [00:09:06]: Absolutely. So I think some of it is just open lines of communication. It's not being afraid to pick up the phone and ask questions or say to a student, you know what? I'm not the person to help you, but I'm gonna connect you with this person in this office, and I'm gonna do that one handoff. Whether they're currently on my campus, walking them to that class, walking them to that office, whether it's sending that E introduction. I think it's also in terms of future planning, which Miracosta does this really, really well, is what does the future look like? What are kind of the signals that are going on outside of higher education that we need to pay attention to? How do we continue to support and what does that look like? How are we using our benefits? I think there's a lot of negative viewpoints right now on AI and how that's going to impact the workforce. But is there a way that we can utilize AI to better reach our students, to provide supplemental education, to be able to get them answers or help them through a process where we know higher education is complex? How do we make it less complex and easier for someone to understand, especially if they are first generation or returning to education and they've been gone for two decades, three decades? So what are we doing right now to make it easier for our students? And this is something where our division, we are across multiple campuses. We get together the senior leadership in our division once a month to be able to talk about some of these things. And I haven't always seen that on other places I've worked at. Dr. Jill Creighton [00:10:32]: You mentioned AI as a potential tool. I'm currently teaching a master's class on technology competencies and AI integration and student affairs. How are you all figuring that out on your campus? Colleen Maeder [00:10:43]: So I think the key word is figuring it out, and I think it's trial and error. I think it's one as professionals should be trying different AI tools so that we understand what the benefits are, but also what are some of the concerns? How do we have conversations with students from a purely basic level? I do student conduct right now, and we have academic integrity issues that are almost all coming from the use of AI. How are we teaching our faculty, teaching our staff, teaching our students to use AI appropriately? And I think the issue is no one has figured that out yet. So we're kind of figuring this out as we go. And I've tried the past month or two to try things with AI to see what students are using to understand kind of that perspective. And I think we have to also be early adapters of that. I'm not as early as other people, but I am learning it. I'm trying to figure out how to use it appropriately or use it when it can be an added benefit, but when you need to stop using it. Dr. Jill Creighton [00:11:41]: We had Dr. Claire Brady on last season and she just wrote the NASPA AI report. And one of the things she said on the podcast is that higher ed is in danger of getting stuck in the academic integrity segment of AI without thinking about all of the other things that Gen AI could be doing for our campuses. I think that's such an important message. But I also understand that there are instructors and professors out there who are doing kind of keystroke analysis too, and having students like show their progressive videos of them writing their essays instead of of seeing a copy and paste of a ChatGPT essay or something like that. But it's an interesting lesson in cognitive development. I also saw a study recently that there's cognitive decline in people who use regular aigen for kind of solving problems rather than trying to think through the problem themselves first. So we've got a lot to kind of negotiate through how AI can benefit us, but I think it's not going to be able to replace that human element of care and that human element of empathy that we really employ in student affairs more than any other skill. Colleen Maeder [00:12:37]: Absolutely. And I went down a little bit of a rabbit hole the other week when I was doing some research for a work project about loneliness and just how much loneliness can be tied to social media and AI. If you're just gonna rely on AI, you're losing the human interaction of engaging with someone to find out that answer to think critically about. Oh, here is all this information. Am I gonna challenge it? I'm just gonna automatically assume that it's correct. And we know AI is not always correct. So how are we balancing using that while understanding the loneliness is on our eyes and the impact that it has to our marginalized communities as well as education, social media. And it's just so this interconnected web of everything, this is a total aside. Dr. Jill Creighton [00:13:17]: But I also read something recently where someone had married an AI chatbot or something to that effect, and then the company that ran the chatbot shut down or was bought and the AI was no longer being updated. And so that person essentially lost their relationship. And it's an interesting question to on how you define a relationship with an algorithm at the end of the day. So, total aside. But I know if these things are in the media, that our students are also experiencing them. Colleen Maeder [00:13:43]: Absolutely. Dr. Jill Creighton [00:13:43]: Colleen, you've spent time at both the two year experience and the four year experience, and you've talked a bit about how the two year experience is a lot more personalized and tailored. I'm wondering how you are different as a Professional when you're in each type of environment. Colleen Maeder [00:13:57]: Yeah, I think that's a great question. Where it's my values haven't changed with whether I'm working at a four year public, a four year private versus a two year. But I think it's how you go about and how you interact with students and with others while also trying to navigate. Most two years are public institutions and there's a lot, at least in California you have ed code. So you're constantly of what is current ed code, what is the law as well as in how do you serve students and...
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Why Student Affairs Matters: Unpacking College Value and Worth
12/04/2025
Why Student Affairs Matters: Unpacking College Value and Worth
If you’ve ever wondered about the real impact of student affairs in higher education—or if you’re searching for compelling ways to articulate its value—this episode of "Student Affairs Voices from the Field" is a must-listen. Host brings together three leading voices in our field—, , and —to discuss NASPA's groundbreaking report, The Human Dimension of College: Why Student Affairs Matters. More than ever, higher education is under scrutiny. Public questions about its worth, declining college-going rates, and increasing skepticism about return-on-investment are creating intense pressure. Against this backdrop, Dr. Anna Gonzalez explains, this report began as a “bold” effort to clarify—and elevate—the unique contributions of student affairs to both the value (market-based outcomes) and worth (intrinsic and societal benefits) of the collegiate experience. The conversation quickly gets to the heart of what makes student affairs essential. As Dr. Michele Murray points out, college isn’t just about earning a degree or improving one’s economic prospects; it’s a profound period of personal and civic development. The panel identifies seven core dimensions where student affairs “animates” both the value and worth of higher education: career and academic development, civic engagement, access, health and well-being, leadership, innovation, and personal growth. Listeners will appreciate how candidly Dr. Lori Reesor and Dr. Michele Murray share their own personal journeys and the collaborative process behind the report. They emphasize the vital but often “invisible” work of student affairs—preventing crises, fostering dialogue, and guiding students through transformative moments. They also celebrate the report’s new toolkit, which is designed to help professionals tell their story better to external audiences—presidents, trustees, legislators, families, and beyond. As the discussion closes, the call to action is clear: the time has come to showcase our impact on students and society, both quantitatively and through powerful stories. Whether you’re a veteran or a newcomer, this episode offers insights, practical tools, and inspiration to help you articulate why student affairs is more valuable—and more vital—than ever. Ready to dive deeper? Listen to the full episode and access the toolkit via NASPA’s website—start telling the story of student affairs in a whole new way! TRANSCRIPT Dr. Jill Creighton [00:00:02]: 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 13 on the value of student affairs. I'm Dr. Jill Creighton. She her hers your essay Voices from the Field host today on Essay Voices. We are thrilled to be welcoming the curator and CO authors of NASPA's latest report, the Human Dimension of College why Student Affairs Matters, which is perfect for our season on the value of Student Affairs. We've got three phenomenal student affairs professionals joining us today. Dr. Jill Creighton [00:00:45]: Our past board chair and curator of this report, Dr. Ana Gonzalez. Welcome, Ana. Hello. Dr. Michele Murray [00:00:52]: Hi. Dr. Michele Murray [00:00:52]: Hi Jill. Dr. Jill Creighton [00:00:53]: Lovely to have you back on Essay Voices. And if Ana's voice sounds familiar, she did one of our episodes in her board chair year. So you can go back to past seasons and check that out. Our second guest is Dr. Lori Reesers. Lori, hello. Dr. Lori Reesor [00:01:04]: Hi Jill. Dr. Jill Creighton [00:01:05]: Good morning and welcome. Coming in to us from Wisconsin today And then finally Dr. Michelle Murray. Dr. Anna Gonzalez [00:01:11]: Michelle, hello. Dr. Michele Murray [00:01:12]: Hi Jill. Thank you so much for having us. Dr. Jill Creighton [00:01:14]: And Michelle, one of our good old region fivers. So we've got people from all over, all over the US today. So I want to get started by asking you all how you got to your current seats and then we'll dig into the reports. Ana, I know you've told some of your story before on our pod. You're still at WashU. Anything you want to add to your journey? Dr. Anna Gonzalez [00:01:34]: Yes, thanks, Jill. I'm still the Vice Chancellor for Student affairs at Washu. And now the last time I spoke to this podcast, I was actually the NASPA Board chair. I am now on my last year as a NASA board, as the board chair, pass board chair, recent passport chair. So I think that's all that's changed. Dr. Jill Creighton [00:01:51]: And Lori, it's your first time here on SA Voices. You were at UW Madison. What you have going on in terms of your journey and how you got to that seat. Dr. Lori Reesor [00:01:59]: Yeah, thanks, Jill. It's great to be on and my first podcast. So a little nervous but a little excited. I have spent almost my whole career in student affairs. This is my third ssao job and it was a way to continue doing the work as a student affairs leader, but also come back home to my home state of Wisconsin. So it's a win win for me and my family and just excited to be doing the work. Dr. Jill Creighton [00:02:20]: And in our pre show chat I mentioned my mom is an alum of UW Madison, as well as all of her siblings and her dad. So I have to say, go bad on behalf of my fam. Dr. Lori Reesor [00:02:29]: Go badgers. Love it. Dr. Jill Creighton [00:02:30]: And Michelle, welcome to our show for your very first time. We're excited to have you former region fiverr. Now region one person, tell us how you got to your current seat. Dr. Michele Murray [00:02:40]: Yeah, sure. So I'm at the College of the Holy Cross here in Worcester, Massachusetts, and it's my third Jesuit institution. My second time as the senior student affairs officer. But also at Holy Cross, I serve as the senior mission officer as well. So staying very busy and we like. Dr. Jill Creighton [00:02:57]: To see that VPSA em in combination. I think you get a much more unique perspective on the whole arc of the student experience when you're going from recruitment to graduation. Dr. Michele Murray [00:03:07]: Sorry, you know what? It's not admission, it's mission. So. So the Jesuit Catholic mission and identity of the institution. Dr. Jill Creighton [00:03:15]: Excellent. Well, we're here today because you all have put out the latest NASPA report. And Ana, this began as a charge under your board chairship. Can you talk to us about why this report? Why what drove the board in this direction to create this. Dr. Anna Gonzalez [00:03:31]: That's great. So when I got elected as board chair elect, I've been really. I was really thinking, where are we going in terms of as a student affairs as a profession? It was a time when people were saying they wanted to leave the profession. How hard it was a little past Covid and really thinking of the value of student affairs and why student affairs and why higher education. The numbers were shocking in terms of people not wanting to go to higher education, not believing in our. And then in many ways student affairs over the years being blamed or being shut down, but yet being needed when times of COVID or other disasters were happening. And so it was really trying to get the lay of the land to really respond and frankly to look up bold ideas about why student affairs is actually the value proposition in higher education and why I believe we bring worth to the institution of higher education. But is that right? Is that just my voice? And so getting really a group of experts in the field and then being led and tapping Michelle and Lori to lead that discussion has been like an honor for me. Dr. Anna Gonzalez [00:04:42]: And I just love how the report ended up to be. But it was really that response in my head thinking, what is the worth of higher education? And as a first generation college student, I always knew the worth. But it seems like so many people are questioning it now. Dr. Jill Creighton [00:04:55]: Absolutely. And we're seeing a shift in how the value of higher education is being perceived across The US Right now in terms of what does the value of that education mean for everything from employability through positionality in society and other things. So this is very, very timely for what we're seeing. How did you select Lori and Michelle to be leading the charge forward? Dr. Anna Gonzalez [00:05:20]: They are brilliant. So I've known both of them in different capacities, met them both through naspa. Lori, during my first time as a senior student affairs officer, she actually invited me to be on a panel at a session. And then Michelle, she started kind of taking on different leadership roles, and so. And then culminating when she was the conference chair. I was always like, she's so cool. Both of them are so great and cool. Both of them also represent different regions, right? The east coast, the Midwest, large R1, and then a private Jesuit institution. Dr. Anna Gonzalez [00:05:55]: And so all of the things mattered to me. And so I wanted brilliant leadership and then different experiences in the field. Dr. Jill Creighton [00:06:02]: You started with a blank slate and idea to represent the value proposition of student affairs. What was the charge to Laurie and Michelle when you invited them to participate in this new adventure? Dr. Anna Gonzalez [00:06:12]: It was so funny because I come up with great ideas, and then I did get brilliant people to actually make it happen. And they did. But the charge was to think boldly, to really center the conversation in our contributions in this profession and in the world. Why does someone choose to go to higher education? Everyone gets a degree when you go to higher ed, or you hope to. But what are the unique things that actually enhance it? What increases the value of that education? And so I kept saying, it's student affairs, centering student affairs into dialogue, into discussion. And we've had some fun conversations. They were like, oh, this is going to be a little bold, a little scary. I'm not sure our other colleagues would believe it. Dr. Anna Gonzalez [00:06:56]: And so just kind of pushing that through. And they both said yes. And so I love that. And. And they both led the conversation in terms of making sure that the right kind of individuals, in terms of who they represented, really fit in the group. Dr. Jill Creighton [00:07:10]: All right, Lori and Michelle, you get the call from Ana. She says, please help us build this thing. Tell us what your experience was putting together the task force, as well as figuring out what the heck you were going to write about beyond this idea. Dr. Lori Reesor [00:07:23]: I'm happy to start. First of all, I'm a huge fan girl of both Ana and Michelle, so you can't say no to Ana Gonzalez. I think everybody knows that. And in all true confession and transparency, I didn't get her vision. I knew she had it, but I wasn't sure like, just like she said, like, what are we doing? Like, I get the concept, I get the. But, like, how are we going to do this? And I'm a little bit more on the operational kind of strength. I think of things. And so I think that's just a lesson to, honestly, to NASA members is sometimes you get asked and you're like, okay, I'm in. Dr. Lori Reesor [00:07:56]: I don't really. I don't think this is my strength. I really didn't. But then when she partnered us with me and Michelle, which was like, oh, my gosh, again, everybody knows Michelle Murray and the, you know, the savior of the NASPA conference and all these other things, I mean, it was just like, no. Yes, it's true. It's true. She's shaking her head. Anyway, it was just an honor and privilege and then to work with really amazing people, too. Dr. Lori Reesor [00:08:19]: Right. So that was the other gift, is that the three of us then got to put together our team. We wanted to really make sure that all regions were represented. Represented. It represented all types of institutions. And so then that made it really, really rich as well. And so I described us as kind of a think tank. And that was, again, really an honor and privilege. Dr. Lori Reesor [00:08:38]: And I think Ana might have been desperate in. In picking me to do this, but that's okay. It was fun. It was fun. It was good. It was a good stretch for me. It was a good stretch for me. Dr. Anna Gonzalez [00:08:46]: I'm going to interrupt to say the funny part is that I forgot to say why I picked Lori. She talked about Michelle's great, amazing, the conference, saving us and sharing that despite all Lori's strength is Lori asks questions. And so she always makes me think, like, we sit on other different boards and committees. And I love that Lori thinks things through and asks questions. She doesn't just say, this is how it's going to be. So that is why. Dr. Lori Reesor [00:09:13]: That's so sweet, Ana. Dr. Jill Creighton [00:09:14]: So my. Dr. Lori Reesor [00:09:15]: One of my NASA awards, I have a plaque over in my office says, ask the hard questions. And so thank you. Thank you for that. That's so sweet. Dr. Michele Murray [00:09:22]: I absolutely see that. And I think, Laurie, you and I were very different, but we work together so well, and I love that you do ask questions. You're also really methodical about how we go about things, and that helped us make sure that no stone was left unturned. And really attending to all the different intricacies that were a part of the discussions that we had, and you made sure that. That we accomplished our goals. Right. It just was really helpful, I think. Jill, your question was what happened when we got the call. Dr. Michele Murray [00:10:00]: So let me go back to that and say, yeah, I was surprised. Lori is 100% right. No one says no to Ana. So I knew that wasn't even an option. And I absolutely understood. I thought Ana was prescient in being able to identify that there's a public concern about whether or not it's worth it to go to college and what's happening at our at higher ed institutions. And I already had a concern for myself that were some populations of young people being discouraged from college attendance. And so having this opportunity to really dig in and describe what it is that happens for students when they pursue a degree was, I think, really very meaningful to me. Dr. Michele Murray [00:10:48]: And so, as Ana said, right. People attend a class college because they're hoping to get a degree. They work hard to earn that degree, and that's one piece of it. There needs to be of economic benefit in terms of employability at the end. And I get that too. And there is something that's happening during college attendance that's really about an informed citizenry, that's really about how people work and live together that is less talked about and less known. But still, as a society, we rely on all of that. We rely on that human development. Dr. Michele Murray [00:11:26]: So having an opportunity to think boldly with a group of colleagues about how might we represent this, this side of college attendance that isn't really talked about very much, how do we represent it fairly and in a way that people understand it and can get on the train and believe in its importance? I thought that was a really great vision that Ana had and I'm really feel really lucky to have been a part of it. Dr. Jill Creighton [00:11:54]: I want to make sure we mention for NASPA members, this report is available for free with your membership. It was also sent out in an email earlier in October. So please go back and check it out and you can kind of follow along with our conversation. One of the things that's right up front in the report is the executive summary that distinguishes the importance and delineation of value versus worth. This is such an important component. Our season theme for the podcast is the value of student affairs. As soon as I read this, I went, oh, maybe we should have reframed this as both value and worth. And so I want to just read a moment in the report. Dr. Jill Creighton [00:12:26]: It reads, the value refers to the market based outcomes of higher education such as employment, income and economic security, Whereas worth encompasses the intrinsic and societal benefits of a degree such as civic participation, personal growth, and community vitality. Both are essential and both are strengthened by student affairs. Why did you all decide to anchor the report with this message? Dr. Anna Gonzalez [00:12:48]: I can start a little bit and maybe the two of you can jump right in there. You know, I've been thinking a lot about, as I thought about the podcast and this work, I had a trustee at my former institution at Harvey Mudd, and he did not have a college education, did not, and is executive vice president of a major, major corporation. And always said they just thought it was too late to get a college education. But he invests his time and money and energy in college education. And again, saying that there is something both the worth, right, you graduate. But more importantly, he said, there's something that is so valuable about college education that you can't put money on it. But the students learn to be leaders. And so I think in our discussion of value and worth, the different ROIs, what are they and how do we categorize them? But the value and worth piece did not come from me, although that's in a way what I was thinking. Dr. Anna Gonzalez [00:13:50]: We led to it. So Michelle and Lori can jump in there. But I remember it vividly. The conversation at my dining room table with the committee at my home. Dr. Michele Murray [00:13:59]: Let me jump in there. And Ana just referenced our first in person meeting. And maybe it was our only in person meeting. It was several days long and she opened her home to us. And so we had these very deep conversations about what is happening for students when they are enrolled in our institutions in a really comfortable, hospitable environment that allowed us to play with the different ideas and identify what it is that we observe and have been observing over the course of our careers. And very quickly, actually, we settled into this conversation about value and worth. And NASPA is doing its strategic planning concurrent to us having these conversations. And so maybe part of it was related to the conversations that NASPA was having separate from this task force. Dr. Michele Murray [00:14:51]: But almost very quickly, you know, we said there is something that's happening for students in their growth and development that has everything to do with their out of classroom experience. And that's the piece that we have to capture because the public conversation is about the worth of the degree and what happens around employability. And we were focused on how students, the only words I have for this is how they come home to themselves and discover a bit about who they are and how they want to be in the world. And so that's what we wanted to identify as. At least that's my recollection of how that all came together. Dr. Lori Reesor [00:15:32]: You can tell Michelle's Mission driven purpose in life always comes through which I adore and respect and admire so much. And that was a huge integral part of this project too, I think. Like Ana, I'm a first generation college student and going to college changed my life. I'm the oldest of six children. I'm the only one that finished college. And I love all my siblings and they have great lives, but they have different lives and in a lot of ways and so I'm grateful. And that's what propelled me to go into student affairs, that's what propels me to stay in this work, is that I truly believe higher education changes lives and I believe higher education changes society and democracy and all of those really important things. And...
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Enjoy The Short Break!
11/27/2025
Enjoy The Short Break!
Season 13 of "Student Affairs Voices from the Field," hosted by Dr. Jill Creighton, shines a spotlight on the value of student affairs through engaging stories from both fresh perspectives and seasoned experts. In the recent Thanksgiving break episode, and reflect on the whirlwind pace of the academic year and extend heartfelt wishes for rest and rejuvenation to their listeners. They express gratitude for the incredible guests featured so far and tease upcoming episodes with compelling new voices that will continue to explore the impact of student affairs work. A main theme of this episode is the importance of reflection and self-care, especially as the term comes to a close and the holiday season approaches. Dr. Jill Creighton also highlights the complexity of Thanksgiving, encouraging listeners to learn more about indigenous communities through resources like Native-Land.ca. This thoughtful acknowledgment underscores the podcast’s commitment to inclusivity and deeper understanding within student affairs. Whether you’re looking for inspiration or practical wisdom for your work in higher ed, this podcast delivers accessible, relevant professional development. Tune in to be part of a community that values learning, reflection, and authentic storytelling. Share "Student Affairs Voices from the Field" with colleagues and dive into the conversations shaping the future of our field! TRANSCRIPT Dr. Jill Creighton [00:00:02]: 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 13 on the value of student affairs. I'm Dr. Jill Creighton. She her hers your essay Voices from the Field host. Dr. Jill Creighton [00:00:27]: Happy Thanksgiving, Chris. Dr. Christopher Lewis [00:00:28]: Happy Thanksgiving, Jill. Dr. Jill Creighton [00:00:29]: It's always catches up with me this time of year that we're already at this time of year. Dr. Christopher Lewis [00:00:33]: I know it really, it sneaks up on you and I am never prepared for it. And then you realize right after this, there's only a few weeks left before the end of a term and only a month left until the end of the year. It's crazy. Dr. Jill Creighton [00:00:47]: Well, this year we've had such tremendous guests in the first three quarters of our season. When we come back from our break this week, we'll have a couple of episodes, including some folks that we're just really excited to bring you their stories. And then we'll be back in January. But traditionally we take this week off from releasing the podcast. We hope that all of you who are based in the US Are enjoying some rest this weekend and getting to spend some time with family. We also like to take a moment to acknowledge that Thanksgiving is a complicated holiday for a lot of people. And because of that complexity, we want to remind you that if you're interested in learning more about the indigenous communities that originally were caretakers of the land where you live and work, that there's a really great website resource for that, which is Native Dash land Ca and this is a website where you can input your address or your city where you work or live, and you can see what indigenous people used to have caretaking for the land that you're currently living on the map has expanded a lot over the years and it used to just look at the US And Canada. Now we're seeing that they've covered information for all of South America and Central America, Australia, New Zealand, parts of East Asia, parts of Russia, parts of Northern Europe. Dr. Jill Creighton [00:02:01]: So it's become a really great and robust resource and we encourage you to check that out. Chris, is there anything else that we want to add as we head into the break? Dr. Christopher Lewis [00:02:09]: Just wishing everyone the best as we move into this holiday season. You know, take some time for yourself, rest, reflect and be able to prepare yourself for a brand new year because it's coming sooner than later. Dr. Jill Creighton [00:02:22]: Take good care everyone. Safe travels. Dr. Jill Creighton [00:02:29]: This has been an episode of Essay Voices from the Field brought to you by naspa. This show is made possible because of you, the listeners. We continue to be so grateful that you choose to spend your time with us. If you'd like to reach the show, you can email us at or find me on by searching for Dr. Jill L. Creighton. We welcome your feedback and your topic and guest suggestions always. We'd love it if you take a moment to tell a colleague about the show and leave us a five star review on Apple Podcasts, Spotify, or wherever you're listening now. Dr. Jill Creighton [00:02:59]: It really does help other student affairs professionals find the show and helps us to become more visible in the larger podcast casting community. This episode was produced and hosted by Dr. Jill Creighton. That's me, produced and audio engineered by Dr. Chris Lewis. Special thanks to the for your support as we create this project. Catch you next time.
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Navigating the Enrollment Cliff: Student Affairs & Enrollment Management Today
11/20/2025
Navigating the Enrollment Cliff: Student Affairs & Enrollment Management Today
On the latest episode of Student Affairs Voices from the Field, host explores the intersection of enrollment management and student affairs with special guest , Executive Director of Enrollment Management at the University of Michigan’s . If you’re curious about the challenges and changes facing higher education, this episode offers a timely and thought-provoking conversation. Facing the Enrollment Cliff The “enrollment cliff”—a predicted decline of about 15% in college-bound students—is front and center in this discussion. Dr. Tremblay walks listeners through the domino effect: declining birth rates and economic factors have shrunk the pool of future college students, and institutions are strategizing how best to adapt. He points out that while enrollment management always relied on advance notice through birth rate data, today, the challenge is more acute. Colleges are shifting focus from just increasing headcount to more nuanced “revenue management.” Not every student brings the same tuition dollars, so institutions must balance both enrollment and financial sustainability. The episode also acknowledges the hard truth—some colleges may face mergers or closures as the cliff approaches. The Looming Impact of International Policies The enrollment pressures are compounded by changes to visa policies and regulations, making it tougher for international students to study in the U.S. Dr. Tremblay warns of a “double whammy” for colleges: fewer domestic students and fewer international enrollees, as restrictions force many to defer or pursue education elsewhere. Other countries, like Canada and Germany, are stepping in to woo these students, signaling a shift in the global education market. The Crucial Role of Retention & Student Support But it’s not all gloom—the episode celebrates advances in student success and retention. Investing in support systems, academic advising, and holistic onboarding not only helps students persist but is often more cost-effective for colleges. Dr. Tremblay describes the value of a “high tech, high touch” approach and advocates for ongoing, personalized support through a student’s first year and beyond. He even dreams of a four-person support team for each student, recognizing the complexity of academic, financial, and career decisions. Why Listen? If you’re a higher ed professional, parent, or student wondering what lies ahead, this episode delivers valuable perspectives. It underscores the essential partnership between enrollment management and student affairs, and calls for more collaboration in service of student success. Tune in to hear how institutions are navigating uncertain times—and why student affairs remain critical to transforming lives. TRANSCRIPT Dr. Jill Creighton [00:00:02]: 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 13 on the value of student affairs. I'm Dr. Jill Creighton. She her hers your Essay Voices from the Field host Today on Essay Voices from the Field, we're heading to the enrollment management side of The House with Dr. Christopher W. Tremblay. Dr. Jill Creighton [00:00:33]: He brings three decades of leadership in higher education enrollment management. Currently serving as Executive Director of Enrollment Management at the University of Michigan's Taubman College of Architecture and Urban Planning. He also serves as Director of ACRO Strategic Enrollment Management, or SEM Endorsement Program. Tremblay earned both his bachelor's and Master's degrees from Western Michigan University. He has a post Master's Certificate in Enrollment Management from Capella University and a Doctor of Education in Education from the University of Michigan, Dearborn. Tremblay is the co founder and co editor of the Journal of College Access and has served as Editor in Chief of College and University Journal since 2020. He's a scholar and researcher of Walt Disney, teaching the only college course on the life of Walt Disney called Walt's Pilgrimage. Christopher welcome to SA Voices and today we're going to be speaking to you. Dr. Christopher Tremblay [00:01:19]: Thank you. Dr. Jill Creighton [00:01:19]: Great to be here about the enrollment management side of the house and all the things that are going on in acro. But before we go there, we always like to get to know our guests by asking you, how did you get your current seat? Dr. Christopher Tremblay [00:01:31]: Wow, that's a long journey. But I will give you the abbreviated version. I actually am grateful that my career in higher education I'm now in my 32nd year and it started because I was an undergraduate orientation student leader. So I feel like it was the impact of student affairs that changed my life and brought me to this profession. So my first job in college was at Western Michigan University as an admissions counselor, actually before I even graduated from college, which was an incredible opportunity. And then I got hooked and I just loved admissions. I loved higher education. And then throughout my career I have done college admissions, I've done financial aid, I've done orientation, and have been doing enrollment management, gosh, for probably over a decade now. Dr. Christopher Tremblay [00:02:16]: And I've been at the University of Michigan Talbon's College of Architecture and Urban Planning for five years now. But just prior to that I also worked in College Access within the State of Michigan at the Michigan College Access Network. And I have a huge passion for college access, especially as a first time. Dr. Jill Creighton [00:02:32]: Sitting at one of the university universities that's largest in the U.S. i think you'll be in a great position to be able to speak to what you're seeing in terms of changes. One of the things that we've been talking about in student affairs, and I'm sure more so in enrollment management for about the last 10 years, is this pending enrollment cliff that has been coming towards us. We knew that birth rates in the United States had declined in the Great Recession that happened in 2007. For those of you who were in the profession at that time, it was a bit of a squeeze for everybody from a budgetary perspective. But we also saw massive impacts around housing crises in the country, food insecurity and some other things. And that greatly impacted people's family planning choices. And now we're in a position in higher education where there's, I believe it's a 15% drop off of potential enrollees in universities. Dr. Jill Creighton [00:03:20]: So I would love to start there. Christopher, if you can talk a little bit about how enrollment managers are planning for this, how colleges and universities should be bracing for this and, and what that means for our profession. Dr. Christopher Tremblay [00:03:33]: I guess the blessing of our work is that we always have advance notice because of the birth rate of how many people we think will be ready and eligible to enter college. And so we do have that lead time, but it is definitely a challenging time. While we're still trying to increase the percentage of high school graduates going to college so that we can increase college attainment rates, we know that the starting pool is much smaller and will get smaller for the next. I mean, basically indefinitely from the data that we're seeing from Wiche in terms of high school projections. So it's definitely putting a lot of pressure on colleges and universities. And I would say really enrollment management is shifting to be more about revenue management. And this is where it gets very delicate because cost is one of the primary barriers for students and families as the cost of higher education has increased and there's been less investment at the federal and state level. And so therefore the cost burden is being passed on to the students. Dr. Christopher Tremblay [00:04:29]: So really our job is to really articulate the value of higher education and showcase its benefits both financially as well as personally and professionally, and that the workforce needs higher skill levels for those who are graduating from high school. And certainly, I think all of us who are in higher education are proponents of. There are many pathways to post secondary education and some of that might include pursuit of what we would have deemed work in the trades. But like for example in Michigan, that training for the trades predominantly is offered at our community colleges and that is going to college. And so part of it's also shifting the mentality still that college is an option for everybody and that there are multiple pathways to pursuing. Dr. Jill Creighton [00:05:13]: I think that's an interesting credential framing that you've mentioned that enrollment management is shifting to more revenue management. Can you talk more about what that means to the profession? Dr. Christopher Tremblay [00:05:23]: Historically, as I always experienced the work in enrollment management, it was always about headcount and the number of bodies that you enrolled and the number of students. And I think there's more of a movement and has been for a number of years of counting, you know, headcount equivalent. So in other words, not every student is enrolled full time. Some students might be dual degree and so their revenue may be split. And so really using projections that showcase both enrollment but also tuition revenue. Because at the end of the day also not every student brings in the same amount of revenue because you have different tuition rates, you have different lengths of degrees. For example, in my particular college, we have degrees that are four year undergraduate degrees, we have two year master's degree, we have three semester post master certificates. And so really looking at as we set our enrollment targets, how does that translate into the revenue that's being generated? I also feel like colleges related to enrollment management and this enrollment cliff is that I think we are working very hard to protect our existing infrastructure and the educational experience, to protect the quality of the experience. Dr. Christopher Tremblay [00:06:34]: And it's like, well, how do you do that when you have less expected revenue? And so I, I think a part of enrollment management is also helping institutions find alternate sources of revenue to alleviate some of that pressure. So whether that be offering some pre college programs or some non credit bearing options that allow you to still offer all of your academic offerings at the highest level in terms of the experiences you want to offer students. Because we don't want to sacrifice that, even though we might have a shrinking size of class. I think that many colleges in the country are going to be faced with some very tough decisions because we all can't win in this race, if you will. So I think that we're going to see many more mergers and or closures unfortunately just because there won't be enough students to fill every degree, every class in the country. So I think we are already starting to see that. I think many of us don't want to see that. But the reality is if there's not students because of the declining birth rate. Dr. Jill Creighton [00:07:34]: And this is expected to last 15 to 16 years, I believe is the current data set. So it's going to be a change in the way that we have to function, especially in student affairs. I've worked at several institutions where the student affairs model was largely based on student fees for certain parts of organizational structure. And with less students, there are simply less student fees, which means that there are less opportunities to potentially use that resource in a way that benefits students. So it's an interesting thing to think about. Right now. It seems to be more of an intellectual exercise, but I think very soon it will be a reality in our budget lines. Dr. Christopher Tremblay [00:08:15]: Absolutely. I think we've already seen, unfortunately, with layoffs by some of the largest and most prestigious universities in the country because they're recognizing that the dollars just aren't there to be able to do that. And so there is going to be, I think, a shift in the types of services and resources that are provided. I think everybody wants to be very conscientious and careful about that because we still have a lot of support that we need to provide to students. They just don't show up and are perfectly experienced. Our system. Right. There's stumbles along the way, there's support that's needed. Dr. Christopher Tremblay [00:08:47]: And so I think my hope in this as we talk about the work of student affairs is that that is not sacrificed or doesn't get to be so slim that, you know, it becomes non existent. Because I think it's still going to be just as important tomorrow as it. Dr. Jill Creighton [00:09:01]: Is today as it was yesterday with the uncertainty of the future of international students in the US and we've got an interesting time ahead of us in higher education from an admissions perspective. Christopher, can, can you talk to us about what those changes are and how you're seeing some of these things that are proposed by the current administration impacting your ability to recruit international students? Dr. Christopher Tremblay [00:09:23]: I think what we're seeing happening in D.C. is devastating to higher education and it's basically eliminating opportunities for international students to study in the United States. And I think it's a huge brain drain for us because we're going to see the impact of this for decades because if we're not enrolling these students, we're certainly not going to be graduating them and adding them to the workforce, whether it be in the US or if they go back to their own country or go elsewhere. So those changes obviously have been restrictions on visas. The pause on visas this past summer definitely hurt us because it caused delays. We ended up deferring many students to next year in hopes that they can still get a visa, but there's no guarantee. The new social media screening has added complexity to that and has changed students behaviors and made them much more conscientious about what they can and should be posting on social media and in what channels. So I think all of that is affecting it. Dr. Christopher Tremblay [00:10:21]: I think the other regulations regarding you have to get your visa in your home country so you can no longer travel to another country to get that. It is devastating for some students because our international students have been very entrepreneurial and resourceful and determined to get a visa. And so they have flown to other countries and other embassies to try to get that work done and now that option won't be there. And so I think it's unfortunate because it's just barrier after barrier being put in front and we are just going to continue to see a decline in international students. And unfortunately there's not the domestic population that can immediately or fully replace their seats and their enrollments. And so I think it's definitely caused strain and commotion in higher education that we didn't, I think, fully expect to see coming. And so I think that in addition to the enrollment cliff, this is now a double whammy for higher education and has put so much pressure that we have not seen in at least in the time that I've been in higher education, other than again, challenges with COVID Somewhat joked with colleagues that I was like, gosh, it's like I almost want to go back to the COVID years because now they seem not so hard as it does now. We didn't know that then, right. Dr. Christopher Tremblay [00:11:36]: What was coming. So I think, you know, the institutions that are going to be successful are going to be the ones that can be nimble and extremely responsive and act diligently regarding either the finance or the finances, either reducing expenses or generating new sources of revenue. I mean, those are really your only two options when you look at the, the financial impact of the international student enrollment crisis. Dr. Jill Creighton [00:12:04]: And for many schools that are funded by their state governments, we've seen that decline over the years and taxpayer dollars being diverted to other important public services and projects. So it's really a squeeze point for higher education at the moment with the international student enrollment component and with those visa barriers that have been broug on in the last year or so. I've also seen other countries kind of pick up on that and perk up on that. The UK has also done some similar things with putting more visa restrictions on students. So with the UK and the US in combination going, we're going to be admitting less international students like Germany have really picked up the mantle. And I've seen some advertisements where German universities are saying, we know you probably don't speak German, and getting an education in German is going to be very hard, but we're going to help you with that. So come here. We'll teach the language and you can get your degree. Dr. Jill Creighton [00:12:55]: So. So I wonder how that's going to shift the market. Dr. Christopher Tremblay [00:12:57]: I think we saw that with our neighbors in Canada. I know that there was some schools that immediately were trying to capture some of the enrollment that would be coming to the US and it's like, still come to North America, but just come to Canada. So, I mean, they were smart in doing it. I don't know how many students actually followed through on doing that, because if you have your heart set on coming to the United States, there's certain places that I think attract our students in our country. The large coastal cities, the midsize college towns, wherever students feel like there's a fit and opportunity for them. But, yeah, I think we're going to see other countries definitely capitalizing and providing some additional incentives to woo those students. So we. We definitely have to keep an eye on that. Dr. Jill Creighton [00:13:40]: So the picture we've painted so far in our conversation is a lot of challenges ahead. But what's going well in enrollment management right now? What are universities that are attracting students still doing that, that is working in the environment we have today? Dr. Christopher Tremblay [00:13:54]: I would say probably the biggest sense of, I think accomplishment is related to success and a commitment to retention and helping the student in the most holistic way. So I think since I've been in the field, I would say this has been the biggest improvement and kind of mindset the concept that it's cheaper to retain a student than it is to recruit a student. How can we make sure that our graduation outcomes continue to increase? Because there is much scrutiny by the government and other organizations on the outcomes of higher education, and we still have a long way to go to demonstrate that. But I think a lot of it is our students need a lot of academic and social support. We know that there's a lot of students that experience anxiety and the stress levels of just everything going on in the world. I think we all need to be reminded that that just like it affects us, it affects our students. And if their primary focus is academics and then all of their extracurricular activities, but then they're worried about cost or they're worrying about the political environment or they're worried about things going on in the world. Those are detractors can set students up to not be successful, you know, academically. Dr. Christopher Tremblay [00:15:04]: So I would say that all of the student success measures from early alerts and follow up and all...
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Global Perspectives: The Impact and Value of Student Affairs Around the World
11/13/2025
Global Perspectives: The Impact and Value of Student Affairs Around the World
In the latest episode of Student Affairs Voices from the Field, host Dr. Jill Creighton brings together members of the third cohort of the Global Master's Students Program, a unique partnership between NASPA, the European University College Association (EucA), and Lumsa University in Rome. This special episode showcases graduate students from around the world—including the Philippines, Belgium, Italy, Namibia, China, the Netherlands, Germany, Trinidad & Tobago, and South Africa—sharing their varied experiences, perspectives, and hopes for the student affairs profession. Thank you to Lida Ricci, Julia Jaque, Joseph "Joel" Parcon, Luca Corona, Vency Mupupa, Raghavendra Reddy Manda and Leah Punch for sharing their voices today. Central Themes: Heart, Transformation, and Collaboration At its core, the conversation orbits around the powerful value student affairs brings to higher education globally. Joseph "Joel" Parcon emphasizes "values formation"—the role of student affairs in nurturing not just academic talent but shaping students as positive agents for societal change. Julia Jaque and Leah Punch echo this sentiment, describing student affairs as “the heart of the student experience,” fostering belonging and personal growth beyond classroom walls. The theme of transformation comes alive through Raghavendra Reddy Manda, who poignantly describes student affairs as “the soul of the higher education system”—a journey where students find purpose and learn to make an impact. Vency Mupupa adds that key values like diversity, respect, integrity, and care reflect a commitment to inclusive, supportive campus environments. But visibility remains a challenge for the field. Many panelists note that student affairs is often misunderstood or underappreciated. Luca Corona and Leah Punch advocate for “joyful testimony” and storytelling, letting students themselves express how involvement in campus life, community, and extracurricular activities enriches their university journey. Collaboration—between student affairs, academic affairs, administration, and students themselves—is seen as crucial to raising awareness of the broad impact and importance of the profession. Diverse Pathways, Unified Purpose Panelists also share their personal motivations for studying student affairs: from accidentally stumbling into the field to intentionally pursuing it as a vocation. Each story reveals a commitment to supporting students, fostering development, and elevating the human aspect of academia. Why Listen? If you’re curious about the future of student affairs—how the profession is viewed and evolving across continents—this episode will resonate. Hear firsthand how practitioners are meeting challenges and opportunities in vastly different cultural and educational contexts. The candid reflections and shared wisdom from emerging leaders across four continents are sure to inspire anyone invested in student success and campus well-being. Tune in to this thought-provoking episode for a truly global perspective on why student affairs matters—and how its impact ripples far beyond campus boundaries. TRANSCRIPT Dr. Jill Creighton [00:00:02]: 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 13 on the value of student affairs. I'm Dr. Jill Creighton. She her hers your essay Voices from the Field host. Welcome back to our next episode of Student Affairs Voices from the Field. We have a very special episode today where we're going to be talking to our current Global Master's Students cohort. Dr. Jill Creighton [00:00:37]: This is our third cohort of global Master's students and this is a collaboration project. This course is in collaboration with NASPA and EucA, which is the EucA University College Association, and also Lumsa University, which is a university in Rome, Italy. We have students today spanning the entire globe, many, many different time zones, all earning their master's degrees in student affairs, and I'm thrilled to bring them to the podcast today. So our first student is Joel. Joel, please tell us where you're joining us from, what university you're at. Joseph "Joel" Parcon [00:01:09]: So, I'm Joel. I'm from the Philippines. I am the Vice Chair for Student affairs in the University of Asia and the Pacific. Dr. Jill Creighton [00:01:16]: Welcome. Joseph "Joel" Parcon [00:01:17]: Glad to be here. Dr. Jill Creighton [00:01:17]: Our next student is Julia. Julia Jaque [00:01:19]: Hello, I'm Julia. I'm project Coordinator at European University College association in Belgium. Dr. Jill Creighton [00:01:26]: And welcome. Julia, glad to have you here. Luca, you're our next student. Luca Corona [00:01:30]: Yeah. My name is Luca Coroa and I'm a Catholic priest from Rome and I worked for 15 years in institutional affairs as the director of the residence of Collegio Marzza. But now I am professor of Theology at the Catholic University in Rome and I continue to give my contribution to serious affairs. Dr. Jill Creighton [00:01:52]: Thank you for joining us, Luka. I'm glad to have such a diversity of perspectives amongst the three we've introduced so far. We've got four more to go. Our next student is Venzi. Vency Mupupa [00:02:01]: Good afternoon. My name is Vensi Mpupa. I am originally from Namibia. I worked previously at the University of the Free State in student affairs for 10 years, and then I moved to the University of Diukunshan in China, where I was also working in the Residence Life office and I'm currently based in Namibia, working for Safland Property Services as an executive assistant. Dr. Jill Creighton [00:02:26]: Welcome. And next we have Raghavendra. Raghavendra Reddy Manda [00:02:29]: Hello, My name is Raghavendra reddymanda. I'm a PhD candidate in entomology at Wageningen University and Research in the Netherlands, where my research focuses on sustainable pest management in greenhouse horticulture. I also serve as the communication Officer of Wageningen Doctoral Council and the chair of Career committee at a national graduate school working to enhance doctoral well being and career development. In future, I aspire to build a hybrid career which combines my passion for scientific research with leadership in student affairs and higher education administration. Leah Punch [00:03:04]: Good day everyone. I'm Leah Punch. I'm from Trinidad and Tobago. Currently I work in Bremen, Germany at Constructor University. There I work as a residential life manager, mainly responsible for incidents and emergency response. Dr. Jill Creighton [00:03:20]: Next up, we have Lida. Julia Jaque [00:03:22]: Hi, I'm Lida and I'm responsible for educational and cultural activities at the University College of Merit in Rome where I've been working for the past couple of years. I've always been passionate about the academic world, which led me to pursue a master's program focused on higher education and student affairs. Dr. Jill Creighton [00:03:45]: So because there are so many of us today, I'm going to be asking us just two questions focused on our theme on the value of student affairs. And I'd love to hear all of your perspectives, especially because we're so global. Our first question is when you think about the value of student affairs, what comes to mind first and why? And we'll have you go in the order you introduced yourselves. Joseph "Joel" Parcon [00:04:05]: Okay. So when I think of the value of student affairs, particularly in the University of Asia in the Pacific, we're actually, we are given the. The hallmark of values formation. So it's important for us as the center for student affairs to be able to provide opportunities for students to be able to add value to their student life so that they don't just learn on the academic side, but they also learn outside of the classroom and they graduate to become positive agents of change in service to society. Dr. Jill Creighton [00:04:37]: Thank you, Joel. In the Philippines, it's interesting to hear that you've got set expectations in that way a little bit more national and standard than what we see in other parts of the world. Joseph "Joel" Parcon [00:04:46]: Yeah. In particular with, especially in the uanp, there are three centers that are actually given all of these different things that they need to focus on. So we are the ones on values formation. There's another unit that's in charge of research and development and another for people development as well. So we are the ones who really are supposed to be the other side of the coin of the academic affairs. Dr. Jill Creighton [00:05:08]: Julia, go ahead and jump on in. Julia Jaque [00:05:10]: I guess for me it's literally the. Leah Punch [00:05:12]: Heart of the students experience. Right. Because the student affairs help students to. Julia Jaque [00:05:17]: Understand who they are and who they. Vency Mupupa [00:05:20]: Want to be and also to connect. Julia Jaque [00:05:22]: With others and to have this feeling of belonging with the community. Leah Punch [00:05:26]: So I guess is the center of the experience of being student. Luca Corona [00:05:31]: For me, the value of student affairs is very important in helping students think about their lives in a broader sense, not just within the specifics of university. I think that the risk of young people is over. Specializing in university students first helps them think more comprehensively. Also for example, with community not alone, I think. Dr. Jill Creighton [00:05:58]: Fancy, you're next. Vency Mupupa [00:05:59]: Good afternoon again. When I think of the values I spent almost 10 years at the University of the Free State, so I'm going to be referencing the University of the Free State a lot in this podcast of ours. So when I think of the values of student affairs at the University of the Free State, I think of diversity, I think of respect, I I think of integrity, I think of care, and I also think of learning. These values reflect UFS commitment to creating an environment where every student feels included and supported. Thank you. Dr. Jill Creighton [00:06:32]: And just for clarity, while Vency is currently in Namibia, the University of the Free State is in South Africa. So she has experience in multiple parts of the continent. Raghavendra Reddy Manda [00:06:42]: Ready here. When I think about the value of student affairs, the first word that comes to my mind is transformation. Student affairs transformed the education from a system of courses and grades into the human journey of growth, belonging and also purpose. So it's where the students tend to discover who they are, what they care about and how they can make a difference in the world. So for me, student affairs is not just a department or a profession. It's the soul of higher education system, which often reminds us that education is not only about learning facts, but about becoming a wholesome person. Leah Punch [00:07:18]: When I think about student affairs or the student affairs profession, what comes to mind is probably us as student affairs professionals helping or creating a space for students to have the ability to create and learn and grow beyond the classroom. I think part of my role is also helping students or equip students with building like soft skills, equipping them with things that they might need later on in life. So equipping them with like soft skills that would be able to help them in their next job or their next just as citizens or part of society. Julia Jaque [00:07:53]: I'm lida and when I think of values in student affairs, few fundamental principles immediately come to mind. And at the core is deep commitment to placing students at the heart of all decisions, programs and services. So has active collaborators in shaping their educational journey. This means listening to their voice, honoring their lived experiences and co creating environments where they can thrive. Dr. Jill Creighton [00:08:27]: I really enjoy learning about all of our student affairs collective perspectives, because we're sitting on four separate continents today and really kind of honing in on what the value of the profession is. And we're all trying to work together to help students succeed, to help them thrive in the environment and ultimately change the way that our universities operate to make them the best possible for students. And it's great to hear that that alignment exists across the globe right now. Which leads me to my next question, which is, what do you think student affairs needs to do to be better understood and better seen in today's educational environment and particularly in the country that you live and work in? Joseph "Joel" Parcon [00:09:07]: Joel, here, that's a tough question to answer. Student Affairs. I think that it's very important for student affairs professionals to, I guess, or at the very least, to take the initiative and extend the arm and try and collaborate more with the academic affairs units of the university. Well, with the entire university that we are working in, especially in the university I'm working for. Yes, they know about the center for Student affairs, but they don't quite know what it is, the breadth of what we do. A lot of people and even students think that student affairs is all about discipline. Not a lot of them think that cultural affairs is part of student Affairs. Before our sports development was also part of student Affairs. Joseph "Joel" Parcon [00:09:49]: There isn't that much awareness about the breadth of what student affairs, the center for Student affairs, actually does in our university. And I've been talking with other student affairs practitioners from across the Philippines as well in some of the conferences that I've attended, and they have similar situations that, okay, it's something that the academic affairs unit can't do. Throw it to Student Affairs. They'll do it for you. Events management. Throw it to Student Affairs. And I think that it's just a more intentional way of making people aware of what we do in student affairs more than just them having that vague idea of what it is that we actually do. Dr. Jill Creighton [00:10:24]: And I think that's a valid response in itself. Right? Knowing that we need to be more visible in our higher education spaces, that we need to be more visible with our university partners, whether they be in other parts of the administration, with the students, or with our faculty colleagues, but not knowing what to do to activate. It's a very reasonable response because I think it's a question that we've been asking ourselves as a profession for a very long time. Luca Corona [00:10:48]: This is Luca for me. Students affairs needs to be better understood through the valuable testimony of those who work here, work there in the student affairs, I think the testimony of students who have experienced that university is not just about classes, but also about community life, volunteering, music and other activities. I think we need the joyful testimony of students who have lived this holistic experience in university to share with the peers and also with the general public and the other stakeholders of the university. Dr. Jill Creighton [00:11:34]: I like that framing of joyful testimony. We can tell that you come from the spiritual side of the house for students, but you know, we talk about storytelling all the time in student affairs and that is just a really lovely way of putting it. Vency Mupupa [00:11:46]: Vinci here. Again, thank you for that question. I am going to keep referring and making reference of the University of the Free State. So at the University of the Free State, student affairs needs to show its impact through evidence and collaboration. You know, by highlighting how it supports student success, well being and leadership, it can gain great visibility and recognition across the university, but also not just at the University of the Free State. I think all over the world, when people hear student affairs, I don't think they understand the role that student affairs practitioners play in student success. So if we are able to, through evidence and collaboration, show the impact that we have on this, then I think we have hit the ball right in the middle there. Thank you for that. Raghavendra Reddy Manda [00:12:34]: Thanks for the nice addition. Vancy Reddy here. So, to be better seen and understood in the Netherlands, the country where I work, student affairs should focus on defining its unique identity while also celebrating its existing strengths. So unlike North America, where student affairs is a well established profession, in Netherlands it's more decentralized, so it's spread across study advisors, psychologists, graduate schools, study organizations, student associates. So this diversity is not a weakness. It's a reflection of Dutch culture of collaboration and also student independence. So by bringing these elements together under a shared vision of student success, well being and also community, we can show its collective impact more clearly. So it's about just connecting the dots, demonstrating how every conversation, mentorship and program contributes to student feeling supported, engaged and also empowered. Raghavendra Reddy Manda [00:13:30]: So for me to be better understood in the Netherlands, we don't need to reinvent the student affairs itself, but we simply need to tell the story more visibly and also profoundly. Dr. Jill Creighton [00:13:41]: Can I also ask you to weigh in on what you've recently been listening to in terms of student affairs and its value? In India, you talked about recently listening to a podcast in Hindi language that was kind of having a similar debate. Any thoughts there? Raghavendra Reddy Manda [00:13:57]: Yeah. Also in India, as I mentioned earlier, student affairs is not a profession and it's not so popular like North America, most of the student affairs professionals that are recruited doesn't have a specialized training or degree in student affairs. So that was also a sort of eye opener for me. And it's important to have the trained student affairs professional because as I mentioned, it's the heart of university education, not only in India, but everywhere in the world. Dr. Jill Creighton [00:14:25]: Thank you. Leah Punch [00:14:26]: Yeah. So I think for me it's quite difficult to like answer the question immediately, but I think I agree with Luca, especially in the context of Germany, I think student affairs, it's like a fairly new concept. We don't have many residential campuses or residential life. We have offices where students could go for information and help. But student affairs isn't really a big thing in German culture. So I think I would agree with Luca, where I think the first step might be having students actually understand. So the students who come to construct a university, having them first understand and giving them, equipping them with the language of like, what we do. So starting from when they arrive at the university, kind of like introducing them into, yes, we help build a community, we help them learn, also helping them identify the things that we actually learn. Leah Punch [00:15:17]: And I think first implanting this seed into the students and then having them be able to tell their stories to people who they meet, but also creating more like formalized spaces where maybe we could engage a bit more in the community or have events where people could like showcase these things, maybe partner with some, not only with like social media things, but maybe partner with like a local paper and just like showcasing some of the work that we do just to like have people get familiar with student affairs. So I think my...
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The Next Act: Exploring New Pathways in Higher Education Careers
11/06/2025
The Next Act: Exploring New Pathways in Higher Education Careers
If you’re looking for fresh perspectives on careers in student affairs—and a truly honest conversation about the journey ahead—don't miss the latest episode of Student Affairs Voices from the Field. In this episode, host sits down with , Vice President for Student Affairs at Florida State University and co-editor of the new NASPA book, . The central theme of the conversation is the evolving nature of careers in student affairs, especially as professionals face mid-career questions and disruptions in life. Dr. Amy Hecht shares her own journey, returning to her alma mater after years spent at various institutions, and reflects on the unique challenges and opportunities this brings. She emphasizes how being away for decades allowed her to maintain objectivity and openness to making necessary changes—rather than being “married to” her undergraduate experience. The podcast dives into the origins and vision for The Next Act book. As Dr. Amy Hecht explains, the project emerged during the COVID era, spurred by widespread burnout and the “Great Resignation.” The book fills a major gap in the literature: it doesn’t simply celebrate student affairs. Instead, it highlights realistic, sometimes raw conversations about burnout, career shifts, and redefining success. In her words, “There isn't one true path... It's an ebb and flow of a career over time and ways in which we find fulfillment.” You’ll hear about chapters spotlighting professionals who’ve moved into K-12 education, consulting, the faculty route, or transitioned into other sectors within or outside higher education. Stories from people like Karen Warren Coleman, who found new fulfillment in K-12 school leadership, and ’s pivot within her institution, show just how many ways student affairs expertise translates beyond traditional upward mobility. Another powerful element highlighted is the Deck of Disruptors, adapted from Bruce Filer, which visually maps all the life events—both positive and negative—that can throw established plans off course. The episode makes it clear: disruptions are normal, and reevaluating career goals is healthy and essential. Finally, the conversation underscores the enduring value of student affairs: building community, supporting students through crises, and adapting to meet institutional goals. Dr. Amy Hecht urges professionals to articulate impact in data-driven and narrative ways, showing how student affairs shapes retention, graduation, and life outcomes. If you’re contemplating your next steps, seeking inspiration, or just want to hear authentic voices in higher education leadership, tune in to this enlightening episode. It’s a must-listen for anyone in student affairs considering what purpose, fulfillment, and possibilities look like in a changing world. TRANSCRIPT Dr. Jill Creighton [00:00:02]: 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 13 on the value of student affairs. I'm Dr. Jill Creighton. She her hers your Essay Voices from the Field host Today on Essay Voices, we are going to be talking about the book the Next Realigning your mindset, purpose, and career. This was a book published by NASPA in March of 2025, co edited by Jason B. Pina and Amy Hecht and Associates. Dr. Jill Creighton [00:00:42]: Our guest today is Dr. Amy Hecht, who has served as Vice President for Student affairs at Florida State University since 2017 and is a nationally recognized leader in higher ed with extensive experience shaping student success, campus life, and institutional strategy. Prior to returning to her alma mater, Dr. Hecht served as Vice President for Student affairs at the College of New Jersey, or tcnj, and held positions at Auburn University, Temple University, Cabrini College, and the University of Pennsylvania at Florida State. Dr. Hecht has established FSU as a national example for excellence in fraternity and sorority life, expanded on campus housing, and created new programs and services designed to advance student success. She's provided steady leadership through numerous campus crises and has also overseen initiatives such as the Lift Recovery Program, Health Campus 2030, and the launch of the DC Study Away Program. Her leadership has driven 150% increase in philanthropic giving to student affairs, reflecting her ability to align fundraising with transformational student impact. Dr. Jill Creighton [00:01:39]: Dr. Hecht's accomplishments have been recognized nationally with NASPA's Pillar of the Profession Award and the Scott Goodnight Award for Outstanding performance as a VPSA. Beyond her administrative leadership, Dr. Hecht is a respected thought leader and author. She's co edited two books and is frequently invited to contribute to national dialogues on student success, leadership development, and the future of higher ed. Her next book, Telling Time Management of Women in Senior Student Affairs Roles, which she co authored, will be available in 2026. Dr. Hecht earned her Bachelor's degree in Mass Communication from Florida State University and her master's and doctorate in Higher Ed Administration from the University of Pennsylvania. Dr. Jill Creighton [00:02:14]: Hope you enjoy our conversation. Amy, welcome to SA Voices. Dr. Amy Hecht [00:02:19]: Thank you. It's great to be here. Dr. Jill Creighton [00:02:20]: We always love featuring our pillars of the profession here on the NASPA podcast, and you've been around NASPA for quite a long time, contributing positively to the profession, to the organization, and most recently as an author, which is what we're going to be primarily talking to you about today. But before we get into the book the Next act, which is co edited by Dr. Jason Pina, who's up at NYU and we also would love to start by asking you how you got to your current seat at Florida State. Dr. Amy Hecht [00:02:47]: Wow. So I started out like many people in student affairs because I was a very involved student at fsu. I, I am an alum and so it is a rare gift to go back to your alma mater. I was very involved and that is kind of my exposure to student affairs. Never thought I would come back to Florida. I actually wanted to be in the Northeast. Went to the University of Pennsylvania for my master's one year program. Got out and Pennsylvania has so many schools, was able to really spend quite a bit of time there. Dr. Amy Hecht [00:03:21]: As I moved up and got to work with vice presidents and dean of students, I realized I loved the administration side. I loved the organizational development and realized I had to go back and get my doctorate. My GRE scores were going to expire and thought I'll go back and I'll go real slow because I wasn't sure I wanted to be back yet. In the classroom and the process, I really enjoyed it. I kind of fell in love with the concept of organizational learning and got a call to go to Auburn University from a mentor and was there for four years and he kind of said, okay, now you've been an avp, you're ready to be a V. I did not think I was really loved that AVP role, but became the Vice president at the College of New Jersey right outside of Philadelphia and became region director of Region 2 of the College of New Jersey. Loved being there, but did get a call from the search firm about Florida State. And early on in my career I tried to kind of get back to the state of Florida. Dr. Amy Hecht [00:04:21]: It's where my family's from. Never worked out and was very flattered that I was nominated for FSU and said, oh, I'll just send them my resume, see what they think. Sure, there's way more qualified people. But I did get an airport interview and then fell in love with the people and the rest is history. So coming back, I've been, I had been gone, you know, over 20 years, so it is interesting. I know some of the history and some of the traditions and how important student life and the student experience is, but also worked many other places. So I kind of have the best of both worlds. I'm an insider, but haven't necessarily been brought up here and have only seen one thing. Dr. Amy Hecht [00:05:01]: I've seen a lot of other institutions and how they operate. Dr. Jill Creighton [00:05:04]: I think that's always so interesting to go back to your alma mater. We have stories where people loved working on both ends of that as a student and as a full time administrator and other people who said that it really changed their perspective on their alma mater and not necessarily in the way that they wanted it to. So can you tell us a little bit more about creating some sense between the things you loved as an undergraduate student and the things that you're working towards improving as an administrator? Dr. Amy Hecht [00:05:28]: I do think that's really interesting because now you kind of. Now this is how the sausage is made. And as a student, and I was not the SGA president, I didn't fill any of those roles. So I really didn't see some of the upper work happening at Florida State when I was a student. The state of Florida has a really great program called Bright Futures. So if you have a certain GPA and SAT score, you get 75% of your tuition paid. So for my family it was, this is choose one of the state schools in Florida and you're going there. Even though I had dreams of, I don't know, going to New York or Hawaii, but financially I was here, I do think it's challenging Florida State and maybe this is the same for all of the state schools in Florida. Dr. Amy Hecht [00:06:08]: We get a tremendous amount of financial support from the state. They've been very generous and that comes with a lot of oversight. Other states that I've worked in have not had the level of oversight involvement of their state legislature. And I think that has been very difficult. But I do think me being gone as long as I have been and coming back, I am not as mirrored towards my experience has to be the experience of all of our future students. There are things that have changed and some that haven't since I had been gone. So I think that has helped me not kind of taint my own undergraduate experience once you see how it works. And there had. Dr. Amy Hecht [00:06:49]: There were decisions made by administration when I was a student that now I'm thinking I'm paying for some of those decisions now, or we're trying to fix a decision that was made, you know, 20 something years ago. But for me it has, it hasn't been a problem, but I could see how, how it could be. But I do think that the length of time I was gone really helped because so much time has passed and I don't have a great memory of that long ago to really remember a lot of my undergrad experience for some reason. So I do think I'm able to make changes and not be kind of too married to any of the things that I experienced as a student. Dr. Jill Creighton [00:07:25]: Amy, we really want to dig into the book today, the Next act, which is one of NASPA's newest publications. It just came at an annual conference about five, six months ago. It's really filling a gap in the literature that we haven't seen before. So it was an exciting thing to see a book that really had some honesty in it around. Careers in Student affairs had more to it than the positive side of the profession. It had lots of realistic and truthful conversations in it from the people that wrote the essays. Lots of wonderful and familiar names in the author list as well. But you and Dr. Dr. Jill Creighton [00:07:58]: Pina had put this together. Can you talk about the vision for the book? What inspired you both to take a moment to put this into the space in the literature? Dr. Amy Hecht [00:08:07]: Right now, I have to give my good friend Dr. Pina Credit. He came to me during COVID during the Great Resignation and all the challenges we experienced, and said, I think there's something here about what are people doing? What has been the effect of COVID And then as we were writing it, Covid kind of passed and, you know, we got back into In Person and it evolved to what it. What it became as the Next act, which I think for me personally, it was a really fulfilling project because I have always been someone who is focused on a goal. What is next? Someday I want to be a vice president of student affairs. Someday I want to do this. And getting my current position as the VP of Student affairs at Florida State is, in my opinion, one of the best jobs in student affairs in the country. Maybe others feel the same. Dr. Amy Hecht [00:09:01]: And it was, well, what is next? And what if I don't want to do this work? What if I get too burnt out? So much has happened and so much has changed in the almost 30 years I've been in the profession. It is not at all what I thought it was, nor. Or is it the same as somebody who was a VP in 2001? A very different field, very different challenges, and it's all I've known as a career. It's all, you know, Jason is known as well, and it is what would be next? What could I do with all this experience, all this education and. Or am I trapped, personally, am I trapped in my current role or only in this job? And you're not, and not even if you're a vice president. But what do we do with these higher education degrees, these student affairs experiences. What if I want to get out of the fields? And what would that look like? And we, we kind of joked, I don't know if NASA is really going to want us to publish this book. That might be encouraging folks to look elsewhere. Dr. Amy Hecht [00:10:05]: I have found it gave me a sense of security in read, reading the book and all of the fabulous authors journeys and it gave me a sense of peace of actually no, I'm making a choice to continue to be where I am. But if I wanted to find a new path or do something different, I have so many options that aren't necessarily just moving up in student affairs and becoming an AVP or a dean of students. There is a lot more we can do at these degrees that maybe aren't always put front and center or it's not how we entered thinking that was going to be our next goal. But there's still very fulfilling ways in which you can still contribute, use the skills you've obtained, the degrees that you've obtained. And I think there's a certain amount of freedom that that has given me and others who realize there isn't one true path. It's not always up and to the right. You know, you're not always just moving straight up and down. It's an ebb and flow of a, of a career over time and ways in which we find fulfillment. Dr. Jill Creighton [00:11:07]: One of the points made early on in the book is that, you know, millennials are coming into the vice presidencies now. Most millennials are in their early 40s at this point in time, which means there's 25 working years left in a career, which is more career left than has already been in the rear view. And that's a lot of time in a seat. It's a lot of time to think about, am I the right person for this seat for that long period of time? Is that the best thing for this institution? It's an interesting question to ask. We also have perspectives from presidents who have come through student affairs in the book. I think you just made that great point that the career trajectory doesn't always have to be quote, unquote upward. Not all of us want to be presidents of institutions. It's a really tricky time to be a president of an institution. Dr. Jill Creighton [00:11:50]: And much like a VPSA role, I think we're seeing a lot of transition and possibly burnout in the presidency position. So this book really kind of pathways out some different choices where we're still progressing, we're still learning, but doesn't necessarily mean that we have to continue to move up an institutional hierarchy to find fulfillment. So can you talk about the different pathways that are laid out in the book and maybe some chapters in particular from authors who have taken those pathways. Dr. Amy Hecht [00:12:19]: I had that very same experience. I became a vice president in my 30s and most recently was meeting with my new president a few years ago. And he said, what do you want to do? And I said, well, I don't know. I'm happy right now, but I have another 20 plus years to work and I just don't know if I can do this work with the same energy and love for another 25 years. I'm good for now, but in all realism, I don't know if I could do it. And I think there are people who have done it and they do it well and I admire them, but I don't want to have to do it because I don't have another choice. And some of the chapters and Jason and I divided so he had half of the author and I had the other half and went back and forth on their chapters. But a few that really spoke to me. Dr. Amy Hecht [00:13:07]: Karen Warren Coleman, she is a good friend of mine. We did start the AVP Institute at NASPA together. We were both AVPs at the same time. And she is currently ahead of A K through 12 school now in Philadelphia. She was in Texas and moved to a different sort of education. And her chapter, I wrote back after reading her chapter and I said, wow, you make this sound really exciting, exciting, really enticing. And the skills that you're using are, are so similar that I don't know if I thought of it because I did not grow up attending a boarding school or I went to public school in independent school. But you think of the skill set of these K through 12 or some version of that with housing, with dining, with mental health and curriculum, these heads of school, the skill set is very similar and very attractive. Dr. Amy Hecht [00:14:05]: Something she felt would still allow her to come back to higher ed at a later date if she wanted. But I found that to be really interesting. I also had the chapter on going the consulting route and folks that have become either search consultants or working for any of the firms we've used across our campuses like Huron or kpmg and their knowledge being really great, adding some flexibility, perhaps earning a greater salary, but being aware of the differences of corporate America, the sales part of those jobs. I think I would love the research part, but they really shed light on the pieces that you might not think about is finding the business. You've got to bring in the work on that area. So I think each of the chapters are really interesting. There's a few others you mentioned the presidency, some that have gone to the faculty and are just excelling being in faculty coming from student affairs. A few that have worked outside of student affairs at their same institution are different. Dr. Amy Hecht [00:15:12]: Using their institutional knowledge in a new way I think is something we don't often think about, but our skills are still applicable, whether it's in the academic affairs arm, research arm, or so on. So really looking at that I think is exciting. I do think it really opens the door and allows us to do what we tell students to do, which is think about those transferable skills, what they're learning inside and outside the classroom, and how it applies to any number of pieces. Dr. Jill Creighton [00:15:41]: There are a couple other ones to highlight in case practitioners listening are interested in picking this one up. One is about shifting roles within the same institution and I see a really familiar name to the podcast and to NASPA, Gino Mastodacaska and Katie O'Dare. Both of them have been in the NASPA world for a bit, but Gina transitioned completely into a different side of the institution out of student affairs after a long career in student affairs and is really thriving in a very different niche within the institution. I'm also seeing one on transitioning from higher ed into new industries and these are young industries that...
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Navigating Financial Aid Changes: Insights from NASFAA's Melanie Storey
10/30/2025
Navigating Financial Aid Changes: Insights from NASFAA's Melanie Storey
If you work in higher education or care about college access and affordability, "Student Affairs Voices from the Field" continues to be a must-listen. In this season's fifth episode, host welcomes , President and CEO of the , to demystify the changing landscape of student financial aid and its deep ties to student affairs. The episode dives headfirst into the rapid-fire changes shaping higher education funding today. Melanie, bringing decades of experience from policy implementation at the U.S. Department of Education and leadership roles throughout Washington, D.C., articulates how student financial aid has evolved. From its beginnings with the Higher Education Act and the emergence of need-based aid, she describes the ongoing tension between supporting students with the greatest financial need and responding to broader shifts in public opinion about the value of higher education. A major theme in the conversation is the "One Big Beautiful Bill Act" (OB3), which is making waves with its broad changes to loan programs, repayment plans, and institutional accountability. Melanie clarifies complex topics like Public Service Loan Forgiveness (PSLF), repayment clarity, and the introduction of earnings measures for universities. She urges student affairs professionals to recognize the uncertainty this creates for students—not just in their financial planning but in their emotional well-being and sense of security while pursuing degrees. For families embarking on their college journey, Melanie recommends making the most of resources like StudentAid.gov and financial aid estimators, emphasizing that fit—academic, social, and financial—matters more than chasing prestigious institutions. She also unpacks new programs like Workforce Pell, which expands grant eligibility to short-term vocational programs, opening new avenues for career-focused students. Throughout, Melanie champions student affairs professionals as the human heart of higher education. Whether helping students navigate anxiety about finances or bridging connections with financial aid offices, she sees these campus leaders as vital advocates and problem-solvers. If you’re looking for practical insights, clarity on policy changes, and a dose of optimism in “interesting” times, this episode will deepen your understanding. Tune in to hear about the evolving relationship between student affairs and financial aid—and be reminded why student affairs matters more than ever in helping students thrive. Listen to “Student Affairs Voices from the Field: Melanie Storey” now and join the conversation shaping the future of higher education! TRANSCRIPT Dr. Christopher Lewis [00:00:02]: 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 13 on the value of student affairs. I'm Dr. Jill Creighton. She her hers your Essay Voices from the Field host Today on Essay Voices, it's our privilege to welcome Melanie Storey, who is the President and CEO of nasfa, which is the national association of Student Financial Aid Administrators. She began her tenure on May 1st of 2025. With decades of experience in federal higher education policy, financial aid operations and organizational leadership, Story brings deep expertise and a steadfast commitment to advancing access and equity in higher education. Dr. Jill Creighton [00:00:52]: Storey most recently served as Director of Policy Implementation and oversight at the U.S. of Education's Office of Federal Student Aid, or FSA, where she led cross functional teams in translating federal policy into practice. She played a central role in implementing the FAFSA Simplification act and the Future act, and contributed to major initiatives like federal student loan debt relief. She frequently represented FSAA before congressional staff, administration officials, and higher education leaders. Before joining the department, Story led policy and strategy work at the College Board and served as Director of National Initiatives at the American Council on Education, where she supported national commissions, analyzed legislative proposals, and led public service campaigns. Earlier in her career, she was a policy analyst at the national association of Independent Colleges and Universities, or naicu, conducting research and collaborating with government relations staff on federal policy proposals impacting private institutions. A proud first generation college graduate and financial aid recipient, Saray earned a Master's degree in Public affairs from the Lyndon B. Johnson School at the University of Texas at Austin and holds a bachelor degree in Economics and Public Policy seat from Smith College. Dr. Jill Creighton [00:02:03]: Melanie welcome to Student Affairs Voices from the Field. Melanie Storey [00:02:06]: Thank you, thank you. Hey Jill, it's great to be with y' all today. Dr. Jill Creighton [00:02:08]: I always love doing crossovers with other higher ed professional associations because we all occupy the same industry but very different lanes within the industry, almost like many verticals. So it's great to talk to a subject matter expertise in in an area that deeply affects the student affairs profession. But most of us definitely are not. Melanie Storey [00:02:25]: Experts on yeah, no, I really appreciate it and I think more than ever in the current environment it is so important that we we be talk about the things that we're facing within our own lanes, but across our lanes because it is really a pretty transformational time that we're dealing with right now. I keep saying that I welcome to live in less interesting times, but I don't think that that's going to happen anytime soon. So I really welcome the opportunity to spend some time together, talk about student affairs and financial aid. Dr. Jill Creighton [00:02:52]: The meme that I keep seeing is, you know, I'm tired of unprecedented times. I'd rather go back to precedented times. And I think a lot, you know. Melanie Storey [00:03:00]: Whatever the Confucius may, you live in interesting times. I'm like, no, thank you. I'm have a NASA thumb. Thanks. I'm good. Dr. Jill Creighton [00:03:06]: We could use some boring around here. That'd be fine. Melanie Storey [00:03:07]: I'll take it. Dr. Jill Creighton [00:03:08]: But Melanie, you've been with NASA now just for a hair over a year, I believe, and came to NASA from the U.S. department of Education. But we like to get to know our guests more specifically by asking, how did you get to your current seat, if you wouldn't mind sharing the journey? Melanie Storey [00:03:22]: Yeah, so it might feel like a hair over a year, but it's really only been about five months. I started in late spring at NASA, took some time off from my time at the department. I took a little cleanser time before jumping in. So I have always been what I will say, say is financial aid adjacent. I guess I haven't worked in a financial aid office in my career, but I started even in undergrad, really focused on education policy. I was really interested in policy from the very start. And when I finished my undergrad, I moved to Washington, as many young, eager people do with, you know, kind of like a suitcase and a very light checkbook and hope for the best. I kind of fell into higher education policy. Melanie Storey [00:04:01]: You know, I think a lot of policy programs tend to focus on K12, and that was kind of true for me early on. And then my first job was with a contractor on the Pell Grant, Right. Fundamental grant to support low income students. And I kind of, it opened my eyes to higher education policy and access and affordability. And I'm a first generation college student. And it was really like, well, yeah, duh, this is, this is important. Like this really makes really important change in people's lives. And so it kind of started there. Melanie Storey [00:04:30]: I've been in Washington almost the entirety since then. I've worked for various associations that represent college and university presidents, the College Board, and then as you mentioned, the U.S. department of Education. So I've always been fully committed to affordability and access and making sure that the doors of higher education are open to all those that seek it. And so when the NASPA position opened, it really is a dream job. For me, I mean, it is leading a group of incredibly dedicated professionals who share the principles and goals that I have built my entire career around. And so I'm thrilled to be in the job. It is definitely a challenging time, but I'm fully committed and proud to be the voice of those who are committed to the students that they serve. Dr. Jill Creighton [00:05:10]: And NASFA for our listeners, if you're new to this particular acronym, is the national association of Student Financial Aid Administrators. So a sister cousin organization to us here at naspa. Melanie Storey [00:05:22]: And oftentimes you use naspa, nasfa. You have to be very diction has to be really good to make sure you're not confusing us. Dr. Jill Creighton [00:05:28]: There's also nafsa, which is the students abroad. Melanie Storey [00:05:32]: You know, we joke about the Alphabet soup. It's real. But yes. Yeah, NASA, student financial aid administrators. Dr. Jill Creighton [00:05:37]: And just because I'm originally from the Seattle metro area, I do want to clarify. Melanie's in Washington D.C. that's important. Melanie Storey [00:05:43]: That is the bubble you've identified that we, when you're here too long, you just, you make these assumptions. Yes. I have largely lived in Washington D.C. for most of my career. I did spend a few years in Austin doing some graduate work. Washington D.C. which quite frankly Washington State and Seattle sound much better these days. Dr. Jill Creighton [00:06:01]: Melanie, you have seen the arc of student financial aid, student affordability change drastically over the course of your career. Can you talk us through a bit of kind of what that rainbow has looked like from what the mission looked like when you started versus kind of what the daily work looks like now? Melanie Storey [00:06:18]: Yeah, I mean that's a really, it's an interesting question. Right, like what that ARC looks like just to like sort of level set, right. Like financial aid and the sort of art and science. And I like to talk about it a little bit as both sometimes the art and science of financial aid really came to pass with the Higher Education Act. So the Higher Education act of course is what really codified some of the core financial aid programs. Loans, preexisted basic education grants, but Pell grants, federal student loans, the kind of things we know about today. So that means it's about 60 years old. So not that old in relation to some of the other things, but pretty well established. Melanie Storey [00:06:54]: And I think what we're kind of facing now is you kind of have the stor norm kind of things that happen. And I think that's a little bit of what you see in the arc. I think in the early days you saw this really kind of visceral commitment to need based aid and the primacy of need based aid. And just for clarity, need based aid is directing funds to the students who need the funds in order to access post secondary education. So the counterbalance to that would be merit so that, you know, scholarships and aid that is awarded based on a student's achievement in any number of areas. But I think in the federal programs you saw a real commitment and dedication to the focus on need and lower income families and giving them the support they needed to make sure that their students had access to higher education. Over the course of my time I think we've seen a lot of push and pull around this need merit debate. And you know, they don't have to be mutually exclusive, although the pie is limited. Melanie Storey [00:07:52]: I don't want to make it seem like it is without boundaries, but you tend to see a movement where loans, federal student loans, are less targeted toward the lowest income students. They are generally since the mid-80s, I won't get into legislative language, but since the mid late 80s that middle income and even middle upper income families can also access loans with the core sort of grant programs still really being focused on the lowest income students. But that sets up a lot of policy challenges and appropriations challenges. Right? Loans are mandatory, funded, they don't have to be funded every year. Again getting kind of technical, But Pell grants have to be funded every year. So you see this kind of tension kind of building over the course of my career. The other thing that I think has really been a dramatic shift and we're seeing it play out in public opinion polling and in other places where the general public is being asked is around the value of higher education, whether it's federal or state. Governments are literally investing hundreds of billions. Melanie Storey [00:08:50]: It's not over time, trillions of dollars in higher education. They want to know what they're buying and that they're getting a value for that investment. And I think confidence in the value of higher education has really changed over the course of my career. And so that has a kind of broader. It's not specific to financial aid, but it has a real impact because financial aid of course is the distribution of the funds that are invested in this effort. And so I think one of the things, and I'm sure we'll get to this at some point that I and thinking about at NASA is how do we recapture that narrative? How do we really fully demonstrate the transformative value of higher education, whether it be for the individual, the family, the community, but also our nation. It drives innovation, it drives research and really making sure that, that we can tell that story and the return on that investment. So that has been sort of the overall kind of context that I think has really changed in higher education. Melanie Storey [00:09:44]: So you both want to make sure that you're focusing on need based aid. Although merit has value and we see more of that, but also that we can demonstrate that what we're investing in is really advancing individuals, communities in our nation. Dr. Jill Creighton [00:09:56]: We're in a situation now where the Department of Education is really changing the way that financial aid is implemented and distributed to students at the undergraduate and graduate levels. We saw the one big beautiful Bill ACT pass just a couple of months ago. We know a lot of those changes aren't actually going to take effect until the next academic year or some even beyond that. But NASA has developed a really great chart resource that talks about a lot of the changes and where they impact us and our students. But from a student affairs professional perspective, there's a large number of us who have been relying on public service loan forgiveness for our own journeys. So I'm wondering if we can start there and can you tell us what we know about how the OBBBA is going to change how we engage with federal financial aid from ourselves as professionals? Melanie Storey [00:10:50]: Yeah. Wow. That's a good question. I call it OB3 because the one big beautiful Bill act is a tongue twister and a lot of words. So I'm going to just default to my OB3 if you don't mind. Dr. Jill Creighton [00:11:00]: That's great. I'm going to steal that. Melanie Storey [00:11:02]: Yeah, it just, it's a lot when you talk about this and you lose a lot of time speaking that way. So a couple of things about ob. Let's start with public service loan forgiveness. Public service loan forgiveness has had a journey of its own, is I think, sort of a policy that, while deeply well intentioned, has been victim to overwrought design at times. When we saw that early on when so few people were able to be eligible or be able to demonstrate that they were, I think in the previous administration we saw great strides in being able to kind of bring clarity to it and be able to ensure that more folks who were dedicating their careers to public service were able to take advantage of it. And then the current administration, I think is looking at it a little bit differently, although, you know, I don't. My crystal ball is often cracked, I think, in terms of forgiveness programs. And I say that deliberately because remember in the previous administration there was a lot of talk around forgiveness broadly that was really around what they saw was dysfunction in the loan repayment area. Melanie Storey [00:11:59]: And so they were there was a desire to try to provide some relief to borrowers who quite frankly had been victim of a lot of confusion in the loan repayment space. I think all the politics of that aside, that's largely settled law at this point. We're not going to see broad based forgiveness. There's no appetite for that. And quite frankly, you know, I think it has kind of been before the courts and the decision has been made. Public service loan forgiveness, however, is different. It has generally enjoyed bipartisan support. I do think that there is support for supporting individuals who may forego bigger salaries or lots of things in order to commit 10 years of their life to public service. Melanie Storey [00:12:38]: So I'm pretty confident that PSLF is on solid ground now. Do I think that that means it won't be without some changes? The answer there, I'm afraid to say, is no. And the two things that I would point out, I'm sure if you're following this, you're aware that there was a negotiated rulemaking that's a very fancy Washington D.C. term for regulatory debate and regulatory effort to define what a qualifying employer would be. This was an unusual negotiated rulemaking. It tended to lean less from the operational regulatory side and more into what I would call sort of value driven, that kind of work. The challenging thing about operationalizing something like PSLF and just for folks who may not know, when I was at the US Department of Education, I was on the implementation side at Federal Student Aid, the operational side. So I tend to think about policies not just in their goals, but like how do you actualize it, how do you implement it? And the thing about PSLF is the way to implement it is really through the tax code, C3S, 501, C6S, where they do certain things. Melanie Storey [00:13:37]: That is the way to do it in a broad scale way. Trying to put a layer on this of some sort of value structure based on an administration's goals is really complicated in an implementation way. So I think what you saw in that regulatory process was a honing that if you are working for an organization that has been determined to have violated the law, you may not be eligible for psof. Well, which has violated the law. Like, I mean not to get like start to split the hairs, but that just gets really complicated and I think it's going to take time. So on that arena, while I understand it is setting and maybe a little panicking, I encourage folks to take a breath. These things take a long time. They've gone through the regulatory process, they'll issue a rule. Melanie Storey [00:14:19]: But how it gets operationalized. And whether or not someone would truly lose their eligibility based on an employer's bad act is going to be a much more complicated process than just it's not going to shut the spigot off overnight. The other piece though that I think is up for debate on PSLF is the idea of unlimited forgiveness. And I love to my colleagues in higher education, some of our wounds are self inflicted. And there have been programs who have encouraged significant borrowing based on the fact that a student would see all of their loans...
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Making Assessment Approachable: Insights from NASPA AERKC Leaders
10/23/2025
Making Assessment Approachable: Insights from NASPA AERKC Leaders
Assessment isn’t just numbers—it’s a growth mindset. In the latest episode of Student Affairs Voices from the Field, Knowledge Community co-chairs Dr. Dana Weintraub (Rutgers University - New Brunswick) and (William & Mary) share their perspectives with on the vital importance of assessment, evaluation, and research in higher education, sparking conversations that will resonate with both experienced professionals and those newer to the field. A key theme emerges early: assessment is not an “add-on” or a separate chore—it’s a tool that empowers student affairs professionals to make evidence-based decisions, improve the student experience, and honor the promise institutions make to help their students thrive and succeed. As Dr. Radimer puts it, “Assessment work is really just an extension of that promise…we’re failing to keep our promises if we’re not doing that.” Both leaders emphasize that assessment helps colleges move from “just vibes” to actionable data, allowing for advocacy, program improvements, and strategic change. Dr. Weintraub offers practical advice for making assessment less intimidating, urging colleagues to see how data-driven decision-making fits into everyday life: checking the weather app before dressing for work, or setting personal fitness goals, both reflect continuous assessment cycles. She insists, “It’s about growth mindset. It’s equipping us with the information so we know how it helps us make decisions so much easier.” For those wary of statistics, Dr. Radimer reassures listeners: effective assessment relies on relationships, collaboration, and critical inquiry—not just crunching numbers. “Usually in student affairs, it’s not that we’re doing bad things…it’s that we have so many things on our plate that sometimes the good gets in the way of the great.” His advice: intentional planning and building assessment into the program design from the start makes it less stressful and more impactful. The episode also demystifies involvement in NASPA’s Assessment, Evaluation, and Research Knowledge Community (AERKC). Both co-chairs are passionate about the value of networking, professional development, and “work wellness” that the KC offers, encouraging anyone with even a passing interest in assessment to “just show up” and experience the supportive community firsthand. Whether you’re a seasoned assessment lead or a curious student affairs practitioner, there’s something for everyone in this episode. Tune in to hear practical wisdom, relatable analogies, and uplifting encouragement from two experts committed to making data work for students—and their advocates. Ready to turn assessment anxiety into actionable insight? Listen to the full episode and discover how you can be part of a thriving, supportive community committed to student success. TRANSCRIPT Dr. Jill Creighton [00:00:02]: 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 13 on the value of student affairs. I'm Dr. Jill Creighton. She her hers your Essay Voices from the Field host Today on Essay Voices, we are continuing our journey with getting to know our Knowledge Community leaders with the AERC or the Assessment, Evaluation and Research knowledge community. Our two guests are co chairs Dana Weintraub, PhD and Scott Rademer, PhD. Dr. Dr. Jill Creighton [00:00:42]: Weintraub is the Assistant Vice Chancellor for Strategy, Assessment and Planning in Student affairs at Rutgers University New Brunswick and an Associate member of the Faculty at the Graduate School of Education. Since joining Rutgers in 2016, she's led division wide efforts in strategic planning, assessment, communication and development advancing student success through data informed decision making. Dana serves as the Primary Liaison to the Office of Institutional Research and Decision Support and collaborates closely with Senior leadership to shape and implement strategic priorities. She chairs the Student Affairs Assessment Learning Committee and leads training initiatives Taking that sentence over Chris, she chairs the Student Affairs Assessment Learning Committee and leads training initiatives on research and data strategy. Her scholarship, which explores topics like student leadership, gender equity in STEM and civic engagement, has been featured in academic journals and global conferences conferences. Outside of work, Dana is a proud mom of two, a marathon runner, dancer and passionate board game enthusiast. Always ready for a strategic challenge whether at the office or around the game table. She holds a Ph.D. Dr. Jill Creighton [00:01:41]: in higher education and organizational change from UCLA, a master's from Indiana University in Bloomington, and a BA from Ithaca College. Dr. Radimer is the Assistant Dean for Assessment, Accreditation and Accountability for the School of Education at William Mary. Prior to working at William Mary, Scott was the Director of Assessment and Planning at the University of Houston for the Division of Student Affairs. He has over 9 years professional experience in assessment, 22 years working in higher education, and serves as the co Chair for NASPA's Assessment, Evaluation and Research Knowledge Community. He's published and given presentations on topics such as One More Time on that. He has published and given presentations on topics such as assessment, men and masculinities and urban serving institutions. Scott earned his Ph.D. Dr. Jill Creighton [00:02:22]: in higher education from Boston College and his Master of Science in Higher Education from Florida State University and his Bachelor of Arts degree in Political Science from the University of Vermont. Welcome to SA Voices. Dana hello hello and hello Scott. Scott Radimer [00:02:37]: Hello. Dr. Jill Creighton [00:02:37]: We are thrilled to have you on the episode today to talk about the NASPA Assessment Knowledge Community, aerc. And I'll let you all define that a little bit more as we get into the conversation. A lot to talk about in the assessment world right now, but as we jump into our topic, we still love to get to know you first. So, Dana, let's start with you. How did you get to your current seat at Rutgers? Dana Weintraub [00:02:58]: Thank you. Really wonderful to be here. Dr. Creighton, thank you for having Scott and I on, on the podcast. So I am actually starting my 10th year at Rutgers New Brunswick, which is, it's been amazing to have just completed nine full years. So I actually, I grew up in South Jersey and the funny thing which my parents actually like to tease me about is when it came to me to apply to colleges, I really wanted nothing, to be in my home state. I wanted to travel as far as possible, but that flipped. Prior to Rutgers, I spent 13 years working and going to school at UCLA. Dana Weintraub [00:03:36]: It was an amazing experience, very fulfilling experiences. And when I was graduating from the PhD program at UCLA and it was time to job search, job opportunity came up at Rutgers New Brunswick and it was, it was just, it was the perfect job on paper. It was an opportunity to create a student affairs assessment unit. And so it was going to provide me the opportunity to apply everything I was learning in my doctoral program and actually really returned to what I love most, and that's student affairs, but doing it through a research and an assessment lens. So that's how I got to Rutgers New Brunswick. And over the past nine years I've been very fortunate to gain new experiences and opportunities. And I just, I really love being at a large public research university, really love and appreciate my student affairs colleagues and campus partners and how much Rutgers really does center and prioritize and value the need for evidence in making decisions and using evidence based research to improve the student experience. Dr. Jill Creighton [00:04:41]: I always love it when someone is able to find a role that fits both of their passions or multiple passions and comes together to be something that you can enjoy doing every day. I'm glad you were able to find that. Dana Weintraub [00:04:51]: Thank you. Dr. Jill Creighton [00:04:52]: And Scott, how about you? How did you get to your current seat at William and Mary? Scott Radimer [00:04:55]: Yeah, so I'm originally from Vermont, grew up in Vermont and attended the University of Vermont for undergrad. I was one of those stereotypical student affairs college students in that I was involved in everything as an undergrad. And so I kept on interacting with all the master's students in the HISA program at the University of Vermont and I thought they were pretty cool people and that's how I got exposed to student affairs as a career. When I was a senior in college, I. I thought I wanted to go to law school and be a lawyer. And then I quickly realized I didn't want to do that. So it took me a little bit of time to figure out what I wanted to do after college. And I ultimately decided that I was going to go into student affairs because if I didn't like it, I'd be working at a university, I could get a different degree and I could move. Scott Radimer [00:05:50]: So that seemed less scary than my other kind of big idea was I might get a PhD in political science, which was my undergraduate degree. And that at the time seemed too intimidating to me. So I went into student affairs. I ended up Florida State University for my master's degree, which, coming from Vermont, I felt like that was my study abroad experience that I never had. It was a great experience, definitely opened my eyes to a lot of things that I had assumed everybody thought or did and was not the case. Worked in assistantship, in academic advising, and then moved back up north. Got my first job working in residential life at Vassar College. Worked there for three years, just in time for the 2008 recession to send me job searching again. Scott Radimer [00:06:36]: Ended up at Bentley University working in res life for three years. Decided that I had spent enough time working in residential life and being on call all the time. And so I ended up making the transition to being a full time graduate student again as a PhD student at Boston College in their Higher Edition program. Found that I liked research a whole lot more than I had anticipated when I went in. And so when I graduated, I ended up getting a job doing student affairs assessment, which felt like a kind of perfect marriage of my prior experience and skills that I developed at bc. And so I became the Director of Research, Assessment and Planning at the University of Memphis. Memphis, Tennessee, was there for three years until they got rid of their division of Student Affairs. And so I ended up doing a similar position at the University of Houston, which is where I was for six years until just very recently. Scott Radimer [00:07:43]: And then I actually just had my first job transitioning out of student affairs, Although I'm still involved with NASPA and the aerkc William and Mary with the School of Education, doing assessment and accreditation work. So it's kind of an extension continuation of my work in assessment. Dr. Jill Creighton [00:08:00]: So assessment in student affairs, I think has been historically a bit of a hill to climb for many of us where we find folks like yourselves who are very passionate about the way that we assess and Evaluate our work and we're able to tell stories through the data. But then others who are like, oh my gosh, assessment. I can't believe I'm still. My brain can't get around it. And I think we have that binary to a degree in the profession. So I'm wondering if you can tell us what you love about the assessment, evaluation and research process for our profession. Scott Radimer [00:08:30]: Yeah. So my number one Cliftons strength is strategic. Right. I'm always looking at everything as what's the best way to get from A to B for that? How can we achieve the outcome? So I've always been very focused on how can we improve things, what makes the most sense, what's the most efficient, what has the best return. I feel like colleges make promises to students that if you enroll here, we are going to help you succeed and we are going to get you to your degree. And so I think that assessment work is really just an extension of that promise and that we're failing to keep our promises if we're not doing that. So we're saying we're going to do our best to help you succeed. As long as you, the student, do your part, that you do your work, that you study, and that you're a good citizen of the community, then we are going to help you succeed. Scott Radimer [00:09:27]: And so the thing that really motivates me about assessment work and why I think it's so important and why people should view it as integral to their job, not something else that gets in the way of them doing their job is that it helps you be more efficient. It helps, you know, if what you're doing is working. It helps you tell other people why they should be involved with your programs or services, why they should support them, why they should donate money to them, is you need to have more than just vibes, right? It's like, here's some evidence. Don't just take my word for it. Here's the feedback from the students, here's their grades, here's these outcomes for that. So I view it as a real extension of the promise that we, we make, that we're keeping our word, that we're going to do our part if they do their part. Dr. Jill Creighton [00:10:14]: I feel like you just encapsulated something really important for student affairs, Scott, which is like, our whole careers, all of us have been like, student affairs is more than just vibes. But we've been saying it differently in a lot of different ways. So thank you for that nugget. Dana Weintraub [00:10:26]: So I appreciate Scott's response because I very much See that, make a commitment to students when they offer students admission to the university. And I see that colleges and universities, it's our responsibility to provide all of the support that students need to thrive and graduate, ideally within four to six years. And assessment allows us to be able to provide. It provides us with the information that we need to be able to know what supports are needed to ensure that students are going to thrive and graduate. And what I appreciate so much about assessment is it's about growth mindset. It's also about just providing. It's equipping us with the information so we know how it helps us make decisions so much easier. And some of the things that I really like to, to kind of like help my colleagues see that they're actually doing assessment all the time. Dana Weintraub [00:11:26]: They just don't call it that. So my easy ways that I, you know, start open up a presentation is I'll ask my colleagues, how did you determine what you're wearing to work today? You know, people don't just open up their closet and say, oh, I'm going to wear this. You check a weather app to make sure that your clothing is weather appropriate. You also check your calendar to see what do I have today, who am I meeting with? How should I dress to present myself in accordance with those meetings? Well, that's assessment, your weather app, your calendar. It's providing you with data and information to help you make the decision, what am I going to wear? And so, and that's really, and I think too often we get so concerned about if we collect data, what happens if it's negative, what happens if we're told something that we don't want to hear? Well, isn't it better to hear it? Isn't it better to find out that the program that you're planning may not have resonated with students the way that you hoped? Isn't it better to have that information so that you can make tweaks and make improvements? So I just really love assessment. I think it's really, it's about growth mindset, it's about how do we improve. And it's providing us with the information that we need to really best engage, best align, best support and best do what we are so passionate about doing in our work. One more final thing is I think too often in student affairs, I grew up in student affairs, where it was a matter of student affairs is co curricular, extracurricular. Dana Weintraub [00:12:54]: No, no more of that. We are an integral part of the student experience. And I like to say that students will not even show up to the classroom unless they receive the nourishment they need in the dining halls, the conversations and the relationships that form in the dining halls and the residence halls, unless they have really proper care, they're not even showing up to the classroom, let alone thriving. And so student affairs really needs to believe in the value and the purpose that we bring to the academic experience. Experience and we are essential to student learning. Dr. Jill Creighton [00:13:27]: Dana, I feel like you're really good at making assessment more approachable or less terrifying for people who are a little bit scared of it. Can you give some pro tips or advice to people that are listening, that are going, oh my gosh, assessment makes my heart sad versus people who are like, assessment brings joy to my life because I think we're all out there. But I'm just trying to reflect on all of my experiences across my career in student affairs and knowing that for a good chunk of it, I was in the camp of going, oh, this is a bit scary. Dana Weintraub [00:13:54]: Yeah, absolutely. I think what I like to do is I like to try to make assessment really relatable. And so I know for me, I happen to be someone who I really love setting goals related to fitness. So as an adult, I came into marathon running. And when I run a marathon, I'm following a 16 week plan. And for me it's very relatable to relate the assessment cycle to that 16 week plan. You set a goal, it's a nice, clear, specific goal. You pose a question on what information do you need to be able to achieve that goal and that outcome? What data do I need and how do I get that data? Is it data that is already available, like through student admissions applications or through event check ins? So is it data that I don't even have to collect, it's already it exists. Dana Weintraub [00:14:46]: Or is it data that I have to collect in some way and gather? What are the relationships with people that I need to be able to help gather the information that I need to answer my assessment question? What are the methods that best align with answering that question and best helping me to interpret the data that I either had that exists or that I collected? And then what do I do with the information that I gathered? What do I do with the interpretations and how do I develop recommendations that are actionable? And then the beauty of assessment is the cycle continues. And so what I say, because I think too often people get stuck in two aspects of assessment. One, getting stuck in the limitations, where all assessment processes have limitations. And so the beauty of it, of assessment being continuous, is you can Think of it as I can improve on these limitations the next go around. The other piece that I often hear is there's this myth that you have to be this mathematician. But really, actually the hard part about assessment is not the analysis. And anyway, besides the fact, quantitative assessment or quantitative research, it's about telling stories from the numbers. So assessment, really, essentially, it's converting numbers into stories and how to make meaning with words if you're doing qualitative. Dana Weintraub [00:16:07]: But what I say is the core of assessment. It's about relationship. The reality is we have a lot...
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Empowering Women in Student Affairs: Lessons from WISA KC Leaders
10/16/2025
Empowering Women in Student Affairs: Lessons from WISA KC Leaders
In the newest episode of Student Affairs Voices from the Field, listeners are invited into a candid and inspiring conversation with and , the current Co-Chairs of NASPA’s Women in Student Affairs Knowledge Community (WISA KC). Hosted by , this episode delves deep into what makes student affairs such a meaningful field, particularly through the lens of women’s leadership, mentorship, and wellbeing. Jessica and Dae’lyn bring a wealth of experience to their roles—Jessica as Director of Student Leadership and Engagement at Alabama A&M University, and Dae’lyn as Associate Director for the Women in Science and Engineering Residence Program at the University of Michigan. Both share personal journeys into student affairs, marked by transformative mentorship and a dedication to empowering students from all backgrounds. One of the episode’s main themes centers on WISA KC’s current focus, encapsulated by the acronym GLOW: Growth, Legacy, Openness, and Wellbeing. As Jessica explains, “We are trying to grow as professionals, leave legacies while honoring those before us, share our authentic stories, and prioritize wellbeing.” The discussion highlights that supporting the whole student—academically, personally, and emotionally—is at the heart of student affairs, and staff need to care for themselves to sustain this important work. Dae’lyn reflects on how student affairs practitioners understand the field’s value through direct impact in students’ lives, but emphasizes that telling these stories to those outside the field remains a crucial ongoing challenge. She also underscores the importance of wellbeing, especially for women who often take on the nurturing roles on campus. The episode doesn’t shy away from real-world issues: Jessica shares insights from her dissertation on burnout and turnover among entry-level staff, noting compensation and workload as key factors. Both leaders discuss strategies for supervisors to support early-career professionals, stressing flexibility, recognition, and creative ways to foster growth. Listeners will find examples of impactful mentorship, stories of overcoming imposter syndrome, and actionable advice for supervisors and colleagues. If you’re interested in connecting with WISA KC, Dae’lyn and Jessica recommend subscribing to their newsletter, joining their LinkedIn group, and exploring volunteer opportunities. Tune in for practical wisdom, personal stories, and a refreshing focus on wellbeing and authentic leadership in student affairs—this episode is a must-listen for anyone seeking inspiration and community within higher education. TRANSCRIPT Dr. Jill Creighton [00:00:02]: 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 13 on the value of student affairs. I'm Dr. Jill Creighton. She her hers your SA voices from the Field host. Welcome back to our next episode of SA Voices from the Field. Today we're featuring our NASPA Co-Chairs of the WISA KC Dr. Dr. Jill Creighton [00:00:34]: Jessica Nathan Brown, a native of Birmingham, Alabama, serves as the Director of Student Leadership and Engagement at Alabama A and M University where she works to enhance student engagement and foster a sense of belonging on campus. In her role, she provides oversight for major campus events, Greek Life, Student Government, Student Publications, University Royalty Student Organizations, International Student Support, Parent and Family Engagement, First Generation Student Initiatives, Freshman Student Transitions, and Welcome Programming and Leadership Development Initiatives. She brings nearly a decade of experience in student activities along with prior experience in residence life. Dr. Brown earned her Bachelor's Degree in Psychology from Stillman College, her Master's in Educational Leadership from the University of South Alabama, and her Doctor of Education in Higher Education Administration from the University of Southern Mississippi. Professionally, Dr. Brown has been an active leader within NASPA, serving four years on the NASPA Alabama Board of Directors as Secretary Treasurer, and four years as professional Development Co Chair for the Women in Student affairs, or WISA Knowledge Community. She now serves as the WISA Co chair for the 2025 through 2027 term and previously held a leadership role within NACA South. Dr. Jill Creighton [00:01:39]: She currently resides in Decatur, Alabama with her husband Brandon and their son Brandon Jr. Our second guest is DA Lynn Doe. She her Dalen serves as the Associate Director for the Women in Science and Engineering Residence Program at the University of Michigan. Originally from Oklahoma, she earned her Bachelor's Degree in Political Science and Public Relations and Advertising from Northeastern State University and her Master's degree in College Stud from Bowling Green State University in Ohio. Having served on the WISA Casey Leadership Team for almost six years, her involvement with this community has been an instrumental part of her journey in student affairs. She's also been an active member of NASPA since early in her undergrad career, including being part of the NASPA Undergraduate Fellows Program or the NUPF Program and the NASPA Graduate Associate Program or the GAP Program, and serving in a variety of other NASPA volunteer roles. Dalen's experience as a first generation low income college student is what led her to student affairs work. She feels a deep sense of purpose in the field and her goal is to empower students, support them on their journeys toward receiving a higher education, and open doors for them to experience the impact of a college education in the same way that she did. Dr. Jill Creighton [00:02:43]: Dalen believes in values driven leadership and brings her personal values of integrity, intentionality, authenticity, appreciation and growth to her work with students. Dalen currently lives in Bowling Green, Ohio with her partner and their three pugs. Outside of work, she enjoys playing board games, traveling, spending time outside, and eating good food. Welcome to season 13 of SA Voices here with Jessica. Dr. Jessica Nathan Brown [00:03:06]: Hi everyone. Dr. Jill Creighton [00:03:07]: And Dalen. Dae'lyn Do [00:03:08]: Hello. Dr. Jill Creighton [00:03:09]: And you two are the current Co Chairs of the Women in Student Affairs Knowledge Community for naspa, which is one of the largest knowledge communities in all of naspa. It's an incredible job that you are both doing. I totally understand why this KC needs co chairs. It's WISA for short. It's got a huge internal board. It is super, super active with everything from events to publications and beyond. So looking forward to talking to you all about what the work is in wisa. But before we get there, we're going to start with your day jobs a little bit and we always like to get to know our guests by asking how did you get to your current seat? And we'll start with you, Jessica. Dr. Jessica Nathan Brown [00:03:47]: So my current seat, I am currently the Director of Student Leadership and Engagement at Alabama A and M University. I have been here since 2023 and how I got here I started in student affairs, really undergraduate originally my major was psychology. Wanted to be a therapist and was super involved and so learned that this was a field. So I then went to do my Master's in higher education with a GA in residence life. And then I worked at UAB for 7 years in student activities, hence leading me to now this role in Huntsville. Dr. Jill Creighton [00:04:19]: Excellent. What's your dissertation title? Dr. Jessica Nathan Brown [00:04:22]: Okay, try to say the actual it's not going to be exact because I don't have to say it often, but essentially I did did my research on burnout in student affairs at the entry level for entry level staff and what were the causes for staff turnover. Dr. Jill Creighton [00:04:37]: That is an incredible piece of research that we desperately need right now because we know that the field and the dynamics of how we enter the field are changing. So we're definitely going to come back to that. But let's get to know Dalen a little bit as well. Dalen, how did you get to your current seat? Dae'lyn Do [00:04:50]: Yes, I love this question. I have a pretty similar story to I guess a lot of folks in higher ed and student affairs. I of course didn't know what this was before entering college, but I came into my undergrad at Northeastern State University in Tahlequah, Oklahoma as a first generation low income student who originally thought she was going to become a journalist for the National Geographic. I wanted to travel the world and take pictures of animals. But as I was kind of going through my college journey and realizing the impact that higher education was having on my life and why it was having that impact, it kept coming back to the people and the mentors who were supporting me. And so really I kind of learned early on in my undergrad career that I wanted to do this. And so I started getting involved with NASPA as early as like my sophomore year with the nuff program and then started looking into graduate programs and ended up moving across the country to Bowling Green, Ohio to do their college student personnel master's program for two years. And during that program I was an advisor, a scholarship advisor for the Thompson Scholarship programs, which was a perfect place for me because I was getting to work with other low income students, many of them also first gen. Dae'lyn Do [00:06:06]: So a lot of students who had very similar stories to mine and that was, I was really doing the heart work there because it was very connected to my own journey and getting to support those students. So after I did my master's program, I actually stayed on full time in that role for almost three more years before finding my current role at the University of Michigan. I'm just down the road, so I wanted to really try to see. I went to a very small regional school for undergrad and then went to Bowling Green, which was bigger in D1, but I really wanted to kind of see what impact I could have at a university as large as the University of Michigan. And it's definitely been a totally different experience in many ways, but I think it's definitely been good professionally to grow and work with awesome students who are exploring STEM as their future. So it's been really cool to to work in a different space and see how different institutions work differently. Dr. Jill Creighton [00:07:01]: You both have incredible backgrounds in supporting students in student affairs and connected as women as well. How did you meet each other? Dr. Jessica Nathan Brown [00:07:09]: Through wisa. Actually we met through wisa, being on the leadership team. I was the professional, one of the professional development co chairs for about four years and so I can't remember which year they went when you came in as our TOMS co chair for communications and that is how we met within the leadership team and working together as just part of the larger group internally on projects and things like that as well. Dae'lyn Do [00:07:34]: Remember the first year I joined either, but it was nice to be joining through comms because I got to use some of that media studies background that I had developed in undergrad, but in a. In the setting of higher ed. So that was fun, but we got to connect through that. And then of course at the conferences and things, the connections, building connections that way too. Dr. Jill Creighton [00:07:53]: How did you decide that it was the moment to try to be become the chairs together? Dae'lyn Do [00:07:57]: Well, I think for me, I always say this about wisa and one of the reasons that I love it is because of just the space of empowerment that it is for women and to like lean on each other and uplift each other. Because I never once said, like, I want to be on wisa, like the leadership team or I want to be the Casey co chair. It was other women who saw that in me. And so even as far back, the first time I got involved with WISA was actually with the regional WISA because the Region 4 East does, I think it's a biannual drive in conference. And so that was the year the COVID was happening. So everything had to switch to virtual. And I was just volunteering as like a little subcommittee on that, planning the drive in conference. And then someone was like, oh, you should join the regional board and then you should join the big board and then you should also apply to be the Casey co chair. Dae'lyn Do [00:08:47]: And so I love that though, because it was never something that I was like, this is my goal or like, I want to do this. But it was other people saying, you would be great for this, like you should apply. Think about it. And so I really love that that has been such a uplifting space. Especially I, you know, I have been involved with WISA very early on in my career. And so as someone who has been a new professional in this space and also having that empowerment has meant a lot to me and I think definitely kind of helped catapult my professional growth in many ways. Dr. Jessica Nathan Brown [00:09:18]: Yeah, I mean, for me, I just love being on the team. You know, like I said, I did professional development four years within the leadership team. And so I don't know what. Something just kind of struck me of, like, just throw your name in the HA and just see what happens. And then just kind of finding out that Daylyn was also interested in it. It was just kind of an easy connection for me to be able to work with her because I just had seen the amazing work that she was doing through her role in the communication side. And so I thought that we'd make a great team once we realized that we were both interested in it. So kind of worked out. Dr. Jill Creighton [00:09:48]: This season we're focusing on the value of student affairs as our theme. And WISA has always been a strong contributor to the profession and the professional development space. Especially. Can you talk a little bit about what your focus is right now as a K and how that's supporting this idea of the value of student affairs right now? Dr. Jessica Nathan Brown [00:10:05]: Yeah, so Daylynn and I created and you know, we'll probably acknowledge our past co chairs because they kind of started this trend of these kind of acronyms and things. And so we were like, well, what, what's going to be our focus? And we came up with glow like wisa and GLOW is for growth, legacy, openness and well being. And so I think those were things that we felt like are areas not only just for women, but just all of student affairs are going through trying to grow as a professional, trying to also, you know, figure out how do you leave your legacy while also honoring those who come before you in the roles that you've been in. Being our authentic selves and sharing our stories and the things that impact us both personally and professionally. And then the big thing, well being. How do we balance student affairs, a busy, busy area or division on every campus, and so how do we balance that as staff when we're trying to also take care of our students? Dr. Jill Creighton [00:10:58]: So like we said, is a wonderful way of framing that. And I appreciate hearing the focus on caring for yourself while making sure that we're embracing the profession and what we need to do right now. What are WISA members talking about in terms of this question of the value of student affairs on campus? Because we've come in a different direction given that Covid was not that far away, but it's also now a generation of college students away. And we went from being seen as kind of the saviors of the campus for a moment in time back to I think the question and the value of the profession has swung pendulum wise the other direction again a little bit. Not for everybody, but definitely it's there. Dr. Jessica Nathan Brown [00:11:35]: You know, in terms of the value of student affairs right now, it's so much. And I think one of the things is being just looking at the whole student because we see them outside of the classroom. And I often hear people say they're in the classroom maybe 20% of the time, but other 80% they're either in organizations they're needing to go to like health and counseling, they're needing their residence, life, all of the things. And so we are Looking at the whole student and trying to look at how do we take a holistic approach to making sure that they stay focused and ultimately that they graduate. And so I think it's this concept of just that holistic student development. I think that's a part of the value of student affairs because we kind of touch them in every area. And depending on what campus you're on, you know, like my campus enrollment management also falls within student affairs. So then you add that piece to it and trying to think about enrollment and retention and those kind of things. Dr. Jessica Nathan Brown [00:12:32]: I just think it's the value of it. It's just that we're touching the whole student in all aspects of their life while they're on campus. Dae'lyn Do [00:12:40]: Yeah, when I think about the value of student affairs, truly, I think we as the folks who are doing the work understand the value. Like we know the impact that we're having. And oftentimes we get to see it pretty firsthand when we are connecting with students and seeing the impact that we're having. Not always, but a lot of times we do. And so I think it's really about how are we communicating that or showcasing to other people like that don't aren't in the work day in and day out and don't fully know the work that we do. I mean, of course our. I feel like it's an ongoing joke when we talk to our families about the work that we do. Mine still thinks I'm a professor, so I'm like, well, maybe someday, but not quite yet. Dae'lyn Do [00:13:21]: And so I think being able to communicate and really put into words what the value is. And I also think helping students understand that value and name that themselves too, because I think they do know the value. But they don't know the difference of course between the student affairs side and the non student affairs side. Cause they're just here, they're just at college doing their thing and they just see it as one thing. And so I think helping students share their story and talk about the impact and the people that have impacted them is really important part of it. And I think for women too, a big thing that we're talking about in like the WISA space regularly is that well being piece and how are institutions valuing us in what they say versus like what they do. And so we of course are putting so much of ourselves into this work and both with our time, I mean many, many people working many late nights and weekends and being away from family and really putting time and effort into the work. But then also the like heart of the work and like the emotional toll that it takes on usually women specifically in the field, because we're the ones who have the, quote, unquote, caregiving energy. Dae'lyn Do [00:14:35]: And so the space, the nurturer, yes, the nurturers, they come to us, they see that. And of course I want to do that work and have that impact, but it can't just be all the time. Like, I can't do that all the time and then also go home and be that person for my family as well. And so I think it's kind of two parts. One, telling our stories, two, and showing up in spaces where, especially at tables where they're talking about the impact of the future of higher education, generally speaking. But I also think financially, I think that's been kind of a big question mark for even at...
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Lessons in Leadership: Craig Best on Growth, Mentorship, and Authenticity
10/02/2025
Lessons in Leadership: Craig Best on Growth, Mentorship, and Authenticity
Are you searching for inspiration to fuel your own journey in leadership and personal development? Look no further than the latest episode of our podcast, featuring in conversation with . This thought-provoking discussion is packed with candid stories, honest reflections, and actionable takeaways that you won’t want to miss. One of the main themes that emerges from this episode is the ongoing process of growth—both personally and professionally. Craig Best is refreshingly open about the importance of learning from failure and embracing vulnerability in the leadership space. Through his anecdotes and experiences, listeners are reminded that the path to success isn’t linear, and that setbacks are not just inevitable, but invaluable. Craig’s perspective encourages us to reframe mistakes as opportunities for learning and self-improvement rather than sources of shame. Another powerful topic explored during the episode is the significance of authentic relationships. Both Dr. Creighton and Dr. Lewis draw out compelling insights as Craig shares how cultivating trust and genuine connections can create lasting impact. Whether you’re a leader in your organization or working to develop your own network, the episode is packed with practical advice for fostering environments where everyone feels empowered and heard. The episode also delves into the idea of legacy—how leaders shape their environments today, and how their choices reverberate over time. Craig discusses the mentors who have influenced him, the lessons he hopes to pass on, and the obligation leaders have to support and uplift others. This conversation is an important reminder of the ripple effect our words and actions can have, both now and in the future. Finally, you’ll be inspired by the emphasis on self-awareness and intentionality as essential leadership tools. The dialogue is filled with strategies for staying grounded, keeping ego in check, and navigating challenges with empathy and grace. If you’re looking for a compelling listen that blends insight, authenticity, and actionable wisdom, this episode with Craig Best, and Dr. Jill Creighton is one you can’t afford to skip. Tune in now and unlock new perspectives that will help you lead, grow, and connect more effectively—both in your personal life and your professional journey. TRANSCRIPT Dr. Jill Creighton [00:00:02]: 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 13 on the value of student affairs. I'm Dr. Jill Creighton. She her hers your Essay Voices from the Field host Today on Essay Voices, we're headed across the pond to meet Craig Best, who's currently the Director of Student and Academic Services at the University of Manchester. Craig is a senior higher education leader and researcher with extensive experience shaping student experience, governance and digital innovation across UK universities. As a Director at the University of Manchester, he oversees a broad portfolio spanning student success, outreach and access, curriculum and quality development, international transnational education and collaborations, interdisciplinary learning, careers and employability, student volunteering and success and administrative services including timetabling, data management, student records, admissions and student finance. Dr. Jill Creighton [00:01:09]: His leadership is defined by emotional intelligence, participatory decision making and a strategic focus on sustainable institutional impact. Craig's research at the University of Bath explores the intersection of emotional intelligence, systems thinking and higher education governance, with particular attention to digital transformation and policy implementation. A central theme of his work is the role of leadership playing in a volatile and uncertain climate we now find ourselves in. Beyond research, Craig translates theory into practice. He's led transformative initiatives and quality assurance, service delivery and workforce planning, admissions collaborations. Wow, starting that whole paragraph over. Sorry. Beyond research, Craig translates theory into practice. Dr. Jill Creighton [00:01:48]: He's led transformative initiatives in quality assurance, service delivery and workforce planning, admissions and collaborations. His approach ensures that institutional change aligns with mission and market realities while advancing student outcomes and staff development. Craig also serves on the Academic Registrar Council Executive in the uk, contributing to sector wide leadership and policy discussions as a mentor and advocate for professional growth. He champions leadership grounded in ethical reasoning, critical thinking and systems awareness, bringing comparative international perspectives to inform policy, practice and innovation in UK higher ed. Driven by inclusivity, innovation and service excellence, he Craig combines deep sector knowledge with creative problem solving, positioning institutions to navigate complex challenges while sustaining their core mission and enhancing the student and staff experience. Craig, welcome to SA Voices. Craig Best [00:02:37]: Hi Jill. It's really nice to be here. Thank you for inviting me. Dr. Jill Creighton [00:02:40]: Lovely to see you again. You first engaged with NASPA at this year's annual conference. Which happened. Where were we? Craig Best [00:02:48]: New Orleans. Dr. Jill Creighton [00:02:49]: New Orleans, that's right. I was. I was thinking Seattle, but that was two years ago now. I believe that was your first exposure to naspa, right? Craig Best [00:02:55]: It was absolutely my first exposure. Exposure and it blew me away. What NASPA does. I've come back singing the praises of NASPA and how the US model the work around student affairs and academic affairs is just absolutely fantastic. Lots of learning happened, lots of thoughts. So yeah, it's really great to be on the podcast to talk a little bit more about the UK and kind of where I've come and where all those kind of directions to travels are. Dr. Jill Creighton [00:03:22]: Well, as far as English speaking countries that are producing a lot of research, the UK is certainly at the top of that list as well, producing a lot of information at the moment. And a lot of change is happening in the British higher education landscape. So I thought we'd use our episode today to help our primarily North American audience learn a little bit more about what student services looks like in the UK and what we call things, because we have a lot of students coming over to study abroad. And in my own experience, I think that there's a lot of assumptions that we understand each other's culture more easily because we speak the same language. But I've also found that's really not true in a lot of cases. And so that assumption can get us into trouble when we think we understand the context and maybe we don't. So I'd love to start with Amashi actually, and if you could tell us a bit about what Amashi is, because for our North American listeners, it's really the analog in the UK to NASPA in a lot of ways, but the purview is a little bit broader because of the way that things are structured. So why don't you tell us about Amashi and what you do there? Craig Best [00:04:23]: Yeah, no. So there's a number of associations in the UK and the British sector. So the one that probably is a closest aligned to naspa, as you said, Jill, is Omoshi, which is as its full name, which is rarely ever used, is the association of Managers of Student Services and Higher Education. Rolls off the tongue naturally. That's been about for about 20, 25 years and it's focused on what we in the, in particular in the UK refer to as student services. And traditionally that's focused quite a lot on your safeguarding, your mental health, your well being, some of the work around student experience and development, but mainly it focuses on the welfare and wellbeing side of the institution. But it does range into things like equality and diversity. It does deal with complaints and appeals and that process. Craig Best [00:05:16]: But that group is predominantly your director level. So and I appreciate we've had a chat about this previously, is even our titles are different between the US and the uk. So a director level in the UK is around Europe, probably your Associate VP role within the us. So that traditionally was a smaller. A group of people that would come together, share good practice. And over the last 10 years, with most of our associations, it's broadened out to be an opportunity to bring people in to talk about the key themes and subjects. So sexual violence and harassment, looking at how we support Black heritage students or widening participation Students to succeed has been a big part. And for two years prior to the role I've taken on in another association, I was a member of the Executive for Omoshi, and now I'm an executive member for something we call arc, which is the Academic Registrars Council, which the best way of describing it is lots of the directors of Student Support Services report into the Academic Registrar role or the registrar role within the university. Craig Best [00:06:26]: So the Vice President of Student affairs or Academic Affairs. And the way I kind of talk about that is we don't necessarily use the word student affairs in the uk. It's not a word we use. Student services is academic services or registry as a more traditional way. Dr. Jill Creighton [00:06:43]: And that Academic Registrar title was really confusing for me at first because in the US it typically means the person who is literally in charge of university credits and scheduling and some parts of enrollment. So my best analogy is that the Academic Registrar role in the UK is more like what we would call a vpsaem or Vice President for Student affairs and Enrollment Management. So both of those funnels are in that position. You also mentioned a couple of other terms that I just want to make sure that we clarify. You said safeguarding, which is not a term that's used in North America a ton. And then you also mentioned being on the Executive. So why don't you go ahead and just give us a quick brief explanation on those. Craig Best [00:07:21]: Yes. So in the uk we use safeguarding as a phrase. So from a legal perspective, it's around protecting vulnerable individuals. So that may be people that may not have capacity defined by law, or it's in the broader sense around protecting the interests of individuals. And what do we do to safeguard a student that may be facing domestic violence, maybe facing sexual violence, so that that all builds into that. I think the one thing to really note about what I think is the difference between a US and a UK model is that student affairs, we operate quite heavily in a compliance environment, so we have quite a lot of regulatory. So when we talk about regulatory, it's the government requirements, so we have to meet conditions. So requirements of a regulatory body. Craig Best [00:08:14]: So That's a government bodies called the Office for Students and there are multiple conditions in there and we're expected to demonstrate compliance and that enables us to be a higher education institution on the register. If we don't, then we can't seek funding, we can't ask our students to access student loans. So there's quite a lot of heavily compliant requirements such as things around the Equality Act. So that's the equality, diversity and inclusion requirements within the uk. We also have our Counterterrorism and Security act within the uk, which we colloquially in institutions called prevent. And you may hear that it's prevent duty and that's about protecting around counterterrorism all the way through to good practice guidance. So if you ever joined a UK institution, it's like navigating compliance and regulatory expectations. But no, safeguarding is around protecting the interests of people, supporting people when there have been challenges around welfare, wellbeing, etc. Craig Best [00:09:17]: And then just touching on that executive piece. So for Omoshi, the Omoshi exec are elected individuals. We all institutions can be members of Omoshi. So you pay to be a member and then annually people will then stand for election and that's a spread from the uk. So we have nations within the uk, so Scotland, Northern Ireland and Wales and then in England there are about 10, I'm not 100% remember, but about 10 people that are elected, elected. We have a chair of vice chairs for the Organization for personal Professional Development and then you have an executive group. So I was fortunate to be elected two years ago and led two of the national conferences and then I stepped off because my role changed and I gained a broad arrayment as you, as you just said, my are ranges from student development and leadership all the way through to quality assurance admissions and your typical registration, immigration compliance. So my role was a very broad role, which I think you do. Craig Best [00:10:21]: You find more in the uk, those typical teams are more dispersed. Dr. Jill Creighton [00:10:25]: Let's go back to OFS for a moment and talk about some of that regulatory information. Because that policy landscape in the UK is very different than the policy landscape in North America, whether it be Canada or the United States. And ofs, as far as I can conceptualize, it is a combination of the U.S. department of Education as well as the accrediting body that give US institutions their right to degree grant, basically, and then also in combination with state law in some aspects. So OFS is kind of the heavy hitter. But what are some of the biggest things that you're working with right now in terms of compliance when it Comes to making sure that student services are running smoothly at your institutions. Craig Best [00:11:05]: Yeah. No. So in the uk, we've had quite a change in our regulatory environment. But you've absolutely articulated it well, Jo, is that, you know, we, as a higher education sector, we are influenced by the government, but we are independent. And I think that's what's really important for us. Most of the institutions in the UK have awarding powers, so we award our degrees as. As an institution. And that's previously been influenced by the Privy Council stats that the government approved that many, many years ago. Craig Best [00:11:38]: And then as the Department of Education came into place under our Conservative government a number ago, what we ended up with, with something called the Office for Students, and that ultimately is our regulatory body. So they are responsible for the compliance to ensure that institutions are meeting in the best interests of students. So there was a Government act, so it went through Parliament and the OFS was set up. And as part of the ofs, there are many conditions and a lot of them focus on the good standing of an institution. So. So things around governance, ensuring finance is appropriate as well. But more importantly for student affairs and student services, it's around us ensuring the compliance around outcomes. So, you know, that cloakal thing in the UK is it's not just about getting students into the institution, it's about them succeeding and thriving and as being able to support them through their journey. Craig Best [00:12:37]: So there are expectations around the student support. We provide them the access to learning resources all the way through to a condition that I spend quite a lot of time on, which is condition A1, which is our access and participation. And that's about ensuring that, regardless of a student's background, they can succeed. And we address barriers in their success. And that's talking about their continuing and studying. That could be around attainment, but it also could be about progressing post degree. So typically our degrees are free four years, and you choose at 18, typically 18, what degree you want to do. So you don't do minor or major in the uk, and that's quite a big ask for students to make a decision and then once they've done their degree, they typically go into employment. Craig Best [00:13:29]: We don't necessarily have a big culture in the UK to go straight into postgraduate. What we talk is post there, so that's kind of how we look. But we've also introduced, recently the ofs have introduced something called their condition around sexual violence and harassment, which is a big thing for the sector at the moment. And that's about how do we protect the campus, what do we do in regards to when there are disclosures of sexual harassment or sexual violence and also things around freedom of speech and that. And that has been quite influential from what's been going on in the US and how do we ensure that balance of academic freedom and freedom of speech on campuses? So there's been quite a lot of new conditions or expectations that universities are tackling at the moment. Dr. Jill Creighton [00:14:16]: You mentioned that most university students are in your communities for three years, which is a different model than North America sees because that four year model gives a student development arc that's a bit more lengthened than what you're able to do in three years. But it also means that the three years that you do have those students every year has to be much more meaningful than if we had them over four. Can you tell us what the typical student services life cycle looks like for you for a student from admission through the day that they cross that graduation stage? Craig Best [00:14:44]: Yeah, absolutely. So I think the big thing for universities in the UK is though we do see our students as soon as they register. So at the point in which they've had their applications accepted and they start. So we typically start in the September and that ranges from a couple of weeks across institutions. But a lot of us do work pre arrival so we work with 16 year olds plus on access work. So they could be about programs of supporting people together, get their qualifications or for those that have never been to university. So those first generation students, so let's have a look at what that is. And they support, we support them through the process of applying all the way into university. Craig Best [00:15:28]: But typically the cycle is that we, we start in September. For a typical undergraduate they have normally two or three semesters. So the first semester, September to December and then we take the, the Christmas period off and then some students will have exams in the January, they'll start another semester between the January to the May March time and then they go into exams. So there's typically three semesters, some use two. But typically we run from a September to a June July time and that's their first year. And then if people are going on what we call internships or placements, they will either typically go in the June and July, either have a year out and go into employment, which is a big thing for like lots of universities in the UK or they'll go into their second year. What we are doing quite a lot is looking at that transition between that first year, you didn't know what university was, so we'll support you in and it's all new Everything from how do you deal with complaints, how do you get into clubs and societies? But what we find is that step between first year and second year, from an academic point of view, is sometimes quite a big step for students or they're going, is this the right thing? So we do quite a lot of work in the second year, typically. And then the third year of someone's degree is typically the semester period, but they have to write what we call a dissertation...
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Building Resilience and Community in Times of Institutional Change
09/25/2025
Building Resilience and Community in Times of Institutional Change
If you’re searching for inspiration and actionable insights on leadership in higher education, you’ll want to tune in to the latest episode featuring , hosted by . This engaging conversation shines a light on the complexity of change management and the importance of authentic leadership through times of uncertainty. One major theme that emerges from their discussion is the necessity of adaptability in the ever-evolving landscape of student affairs. Dr. Chandler shares her personal experiences navigating institutional shifts, emphasizing that flexibility and open communication are key to both individual growth and organizational success. She discusses how leaders who prioritize empathy and transparency foster environments where innovation isn’t just encouraged—it thrives. Another powerful topic is the need for intentional mentorship and community-building. Dr. Chandler highlights how finding and being a mentor can propel professional development in meaningful ways. She stresses that mentorship doesn't have to be formalized; often, those small, consistent connections spark the greatest impact. Listeners are reminded that building a supportive professional network sharpens resilience, especially when facing challenges unique to the higher education sector. The conversation doesn’t shy away from discussing the personal side of leadership either. Dr. Chandler is candid about the importance of self-care and boundary-setting, particularly for those who often take on invisible labor within their institutions. She encourages embracing humanity within the professional sphere—celebrating wins, learning from setbacks, and bringing your whole self to work. Rounding out the episode, the hosts and Dr. Chandler offer practical advice for emerging leaders. They underscore the value of continual learning and the importance of staying true to your values, even amidst external pressures. From candid anecdotes to strategic insights, this episode is packed with wisdom that will resonate with higher education professionals at every stage of their journey. If you’re ready to be inspired and energized, don’t miss this insightful episode! The perspectives shared by Dr. Chandler, and Dr. Creighton, will leave you with actionable strategies and a renewed sense of purpose. Whether you’re a seasoned administrator or just starting your career, this dynamic conversation is sure to spark new ideas and meaningful reflection. Tune in and join the dialogue today! TRANSCRIPT Dr. Jill Creighton [00:00:02]: 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 13 on the value of student affairs. I'm Dr. Jill Creighton. She her hers your essay Voices from the Field Host welcome to season 13 of SA Voices from the Field. This season is on the Value of Student affairs and I'm thrilled to open this season with Dr. Janae Chandler, who currently serves as the Vice President of Research and Policy for Student Affairs Administrators in Higher Education. Dr. Jill Creighton [00:00:42]: That's us. Here at naspa, she's leading efforts to advance student success and equity through research driven policies. Previously, Dr. Chandler was Senior Director of College Completion Policy at TCUS, or the Institute for College Access and Success, where she oversaw the organization's advocacy and policy strategy aimed at improving college completion rates. Her work focused on enhancing institutional capacity to support student success, collaborating with state and federal policymakers, industry leaders and researchers to promote policies that advance equity in higher ed. Before joining TCUS, Dr. Chandler was a leader of Post Secondary Transitions at Education Strategy Group, where she worked with state and regional policymakers to improve advising practices, early post secondary opportunities, and mathematics pathways. She also led business development in college and career advising, ensuring that advising systems address the holistic needs of all students. Dr. Jill Creighton [00:01:30]: As the Inaugural Director of the Florida Caribbean Louis Stokes Regional center of Excellence, Dr. Chandler conducted research to assess the impact of growth mindset interventions on STEM student success. Dr. Chandler began her career in advising at Tallahassee Community College, later holding leadership roles with both the Florida College System and the State University system. As a first gen college graduate and former parenting student, she's deeply committed to improving access to higher education and creating support systems that promote the success of diverse student populations. Dr. Chan Chandler holds an Associate of Arts degree from Florida A and M University, a Bachelor of Science in Food and Nutrition Sciences, a Master of Science in Leadership from nova, a Master of Science in Leadership from NOVA Southeastern university, and a PhD in higher education Policy from Florida State University. Janae, welcome to Essay Voices. Dr. Jhenai Chandler [00:02:19]: Thank you for having me. I'm so excited to be here. Dr. Jill Creighton [00:02:22]: It is season 13, the value of the Student affairs profession. I can't think of a better time to be having this conversation and for our NASPA squad to be meeting you. You've been with NASP. I think it's just about a year now. Dr. Jhenai Chandler [00:02:34]: Yeah, August 19th made a year. So I just hit my what we call NASPiversary Happy NASPiversary. Yes, yes. It was a great day and I'm really proud to be a part of this association in supporting the professionals who just are doing phenomenal work, phenomenal work on campuses across the. Dr. Jill Creighton [00:02:53]: You are one of our newest, I think actually the newest executive team member for NASPA on staff serving in the role of VP for policy and advocacy and research, taking over Amelia Parnell' old seat actually. So we know that you're working really hard to fill those shoes at a really challenging policy time. Can you tell us a little bit about how you got to naspa? Dr. Jhenai Chandler [00:03:15]: Yes. So I got to naspa. Really. I call it like a shoot my shot moment to be quite honest. I worked at TCAS as the Senior director for College Completion Policy where I oversaw all of this federal advocacy work related to college completion. And I work with members of Congress to work on designing and implementing federal policies that thought about the holistic needs of students. And even though I wasn't from the traditional federal policy landscape, one value that I brought to that work is I always thought about the practitioner. I always thought about their voices are missing in this work. Dr. Jhenai Chandler [00:03:52]: We're designing things and we're not thinking about how this looks on campus or how students experience it. And so I was very proud to be a bridge between the practitioner and the policymaker. And so when I saw this opportunity come up at naspa, I thought it would just be a phenomenon, phenomenal experience to work with student affairs professionals and now bringing policy to our environment a little bit more and helping us be forward thinking about how we get to inform and shape policy. And so that decision, I didn't know what the climate was going to be. I didn't realize what we were going to be experiencing in 2025. But it really affirms my decision to come to NASPA. And I remember being at tables on campuses and being a part of policy conversations and not feel feeling equipped or empowered enough to engage. And that's what I want to dismantle. Dr. Jhenai Chandler [00:04:46]: I want student affairs professionals to be able to engage in policy conversations and research conversations. And so I'm really excited to build our members toolkit more in these arenas. Dr. Jill Creighton [00:04:57]: You mentioned you come from TCUs. Can you tell us a little bit about what that is and what TICUS does for higher ed? I believe it stands for the Institute for College Access and Success. Dr. Jhenai Chandler [00:05:07]: Yes, correct. And so in the policy arena you'll have intermediaries or research think takes that really dive deep into research on particular topics. They are also a primary resource for state and federal policymakers and staffers to get information from. And we also provided a lot of advocacy through webinars, publications, obviously scholarly engagement. And so it was really an organization to shape the policy field around higher education and advancing equity and access for students and institutions. Dr. Jill Creighton [00:05:41]: That background is going to be so valuable for naspa, especially as we're facing a really unique policy environment right now. I know it's kind of difficult to say, given that the policy world is what I would call a bit kind of unstable almost at the moment. What are we doing at NASPA right now? And I say that internally as a member of the Public Policy Division, but also as a person who's just kind of a bit of a policy nerd and knowing that we're seeing funky impacts that we didn't necessarily see even a year ago. Dr. Jhenai Chandler [00:06:09]: I'm so proud to say that our team has gone all in on policy research right now. We have stayed tuned in to all of the happenings. We have trackers, State Policy Trackers, Federal Policy Trackers, and we've made that all available to NASPA members for free. And we've created a centralized Policy Resource hub where members can review breakdowns and policy analyses about what's happening in the landscape and what it means for them in their roles and for their campuses. And so we have invested a ton of resources and time to make sure that NASPA members have real time, current, relevant and accurate information, which the accurate part for me is so valuable and important because there's so much noise and it's coming from so many places, you have no idea what source to trust. But I believe NASPA is a trusted source for not just NASPA members, but the broader higher education field. And so I'm really excited to partner with the Public Policy Division to host events. We've had a number of briefings related to the first 100 days phase of this new administration. Dr. Jhenai Chandler [00:07:16]: We've done follow ups related to the different SCOTUS decisions that have rolled out. And so I want our members to know that we're continuing to do high quality research about how to best support our students, while we're also investing a lot of our time and energy on policy research as well and providing tools and resources. And so those updates can be found in our weekly update. So scroll past some of the things that you might not want to attend and just pay attention to the policy update. We try to include something every week. And we also have the Policy Hub, which you can Access online from naspa.org under Key Initiatives. Dr. Jill Creighton [00:07:54]: I think one of the things that's important for our NASPA members to understand is that NASPA isn't at the moment making policy stances so much as it is trying to figure out and help us navigate what to do with the policies that are coming down. And that's an interesting place because we've historically advocated in some ways or been trying to work with the Department, that means the Department of Education historically. And because the landscape is different, I think right now we're focusing on, okay, so these policies have happened, now what do we do about them? Because as a lot of us are public servants and so we're in a position where we are trying to implement as public administrators rather than kind of change things differently. It's kind of an interesting space for us to be in and maybe different than one that we're used to being in. Dr. Jhenai Chandler [00:08:38]: Yeah, and my approach has been action oriented. We can sign it, we can put out statements and like say that we are upset about something. But I want you to to read a statement or read something and say, I'm getting strategy out of it. I'm getting tools to be able to do my job better within this current landscape. And so although NASPA is not putting out traditional statements in this time, what we are doing is we're actively engaged in coalitions. So there are a number of policy coalitions. And this might be a really cool teachable moment right now for our listeners because what they don't teach you in the Schoolhouse Rock version of like policy development is that they're players in coalition coalition. So like TCUS was a part of a coalition and IHEP Institute for Higher Education Policy, naspa, all of the associations, some of those intermediaries and think tanks, we come together and we think about how to collectively push Congress, how to collectively take action on some sort of issue that's coming up in the field. Dr. Jhenai Chandler [00:09:39]: So we're actively engaged in a number of coalitions. So when you see today's student coalition and they're talking about college affordability and student basic needs, NASA is a part of that. And we sign on to coalition letters. And so you can find the coalition letters that NASPA has signed on to recently on naspa.org under our policy section. And so we are committed to action oriented advocacy in that way. For instance, we are working with our partners at the Fair Election Center. So I don't know if many people realize, but NASPA also is a partner in the Voter Friendly Campus Initiative and we help institutions prepare students for civic engagement. And obviously there's been new guidance around how federal work studies should no longer be used for those types of opportunities. Dr. Jhenai Chandler [00:10:29]: And so we're currently putting out a statement on how this is disappointing and it goes against everything that higher education is about when it comes to student development. However, within that same document, here are resources on how you can continue to help your students engage in different civic opportunities. Here are funding opportunities, things of that nature. I want people to have tools to be actionable and impactful. Dr. Jill Creighton [00:10:55]: I really appreciate this approach because it's one thing to say, here's the perspective that we're bringing, but it's a whole other to say here's what you can do about it. Dr. Jhenai Chandler [00:11:02]: I really want folks to know what to do about it. Because think about it, we're also impacted personally by everything that's happening. And it's overwhelming. It's like sometimes I have to turn off the news as a mom of children who have to navigate this space, and it's like I don't know what to do sometimes. And so I want to make sure that we can help be a filter in a funnel for our members in. Dr. Jill Creighton [00:11:25]: The field and fully acknowledging that a lot of us feel some type of way about a lot of these changes. But some of those feelings are positive, some of them are fearful, some of them are frustrated. We're kind of all over the map as a profession as to how we're receiving all of these changes. But I did want to ask you what's kind of that hot button issue that you see coming forward from the Hill right now? Because we've gone through waves and iterations of it being Title IX or it being federal financial aid or EDI initiatives, what have you. The list has been long and the waves have come pretty quickly. What are we seeing now on the horizon? Dr. Jhenai Chandler [00:11:59]: I'm paying attention to all of it. But my immediate reaction is if we cannot address college affordability, we may not have students on our campuses. So I am very sensitive to the implications of, do I have to say it? The one big beautiful bill. There's so much in there around federal financial aid that I'm concerned for students who, who I share similar backgrounds with, who I was a Pell student, I came from a low income area and federal financial aid was the way for me, plus scholarships, because Pell is not enough. But there are some new rollouts on how the order in which aid can be applied. And so I also think about the student loan repayment restructures that's happening in there. And so for some of us who go into nonprofit work, or who work on campuses, this can create challenge. Can I do my purpose work and pay my bills and pay my student loans? And so I'm again concerned about the field and what these implications may mean for many student affairs professionals, educators, just across the board. Dr. Jhenai Chandler [00:13:03]: There's no protection if you lose your job. There's some hardship things that are included in that package that will have real implications for people. And so I really think about the root, which is the college affordability piece right now, because we need to have students on our campuses and in our classrooms, but if they can't afford to be there, some of us may not be around. I don't mean to be so stark about it, but it's just a real reality of although we're not student affairs professionals, we also have to pay attention to college affordability because even if a student gets onto our campus, they will experience other financial hardships or unexpected emergencies where we may lose them. And so it all ties into retention and student success. Dr. Jill Creighton [00:13:45]: You mentioned a couple of things related to college affordability in terms of the layering of the application of federal financial aid and student loans and parent plus loans and those types of things. But the student loan forgiveness repayment plans that a lot of student affairs professionals are frankly relying on in order to stay in the field. Do you have any commentary or brief education that you can give us in these areas? Dr. Jhenai Chandler [00:14:08]: As of right now, I've encouraged people who I've come in contact with to document, document, document. This is another issue that we're having with the reduction in force, is that the customer service is a challenge right now. There's not clarity on what, what the next steps are or what are the policies and procedures to get to PSLF and to make sure that when is your time that you're able to get the credit for the time that you are owed or allowed based on your years of experience. And even within my household, I'll just go personally, two public servants, two different levels of correspondence right now about it. And so there's just no clarity. And so if you can do your best to document and keep track of your records, I think it's really important. And I've just really been paying attention to the small attacks to pslf. And so just stay current on what's happening and continue to document and submit your employment verification as often as possible. Dr. Jhenai Chandler [00:15:08]: That's what I'm trying to do. Dr. Jill Creighton [00:15:09]: And PSLF is Public Service Loan Forgiveness Program, a hard acronym for me to say for some reason. So in my head, always I have to say, pumpkin Spice Latte forgiveness and it's so fun fact for our listeners to me with Pumpkin Spice latte Forgive me. I love that it's a heavy topic, right, Because a lot of people's futures are going to be dictated by what guidance comes out around PSLF and what will be counted towards service and what won't. We'd like to strongly believe that if you're providing public service to a university that you know, it's a pretty clearly within the guidelines of forgiveness or if you're working at 501c3 nonprofit organization. But because of that lack of clarity, all we can do right now is make sure that our documents are all aligned, right? Dr. Jhenai Chandler [00:15:51]: Absolutely. And a lot of the changes that we seen proposed in let's say the one big beautiful bill again, NASPA has also signed on to a coalition letter...
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Get Ready For Student Affairs Voices from the Field - Season 13
09/18/2025
Get Ready For Student Affairs Voices from the Field - Season 13
The world of higher education is constantly evolving, and with each shift comes new challenges and opportunities for those working in student affairs. The latest season of the podcast, Student Affairs Voices from the Field, brilliantly captures this dynamic landscape, offering a blend of professional wisdom, personal stories, and inspiration for everyone in the field—from newcomers to seasoned professionals. Kicking off its highly anticipated thirteenth season, hosts Dr. Jill Creighton, Dr. Christopher Lewis, and invite listeners on a journey back to the roots of what makes student affairs so impactful. Titled “The Value of Student Affairs,” this season promises to shine a spotlight on the essential role that student affairs practitioners play in shaping campuses, supporting students, and enhancing the overall higher education experience. Right from the opener, the co-hosts set an inviting and reflective tone. They recall how this project began during pandemic lockdowns and acknowledge the significant shifts they've witnessed in higher education since then. The podcast is not only celebrating over five years and nearly 200 episodes, but is also leveraging this milestone to dig deeply into the heart of what makes student affairs professionals invaluable. What can listeners expect from Season 13? The hosts have structured the season around three core questions: When you think about the value of student affairs, what comes to mind first, and why? Can you share a specific story or moment when you saw the value of student affairs come to life? What does student affairs need to do to be better understood and better seen in today’s educational environment? Through these guiding questions and interviews with diverse voices from across the field, the podcast explores the unique challenges currently facing higher education—like measuring value in an era of rising costs and institutional change. More importantly, it highlights the powerful and sometimes overlooked stories of how student affairs professionals advocate for students, build inclusive communities, and adapt through periods of instability. This season isn’t just for established leaders. The hosts actively invite grad students, early-career professionals, and those considering student affairs work to add their voices and stories. Their message is clear: everyone’s journey and perspective bring value to the profession. If you’re looking for authentic, thoughtful, and hopeful discussions on what it means to work in student affairs today, this podcast is for you. Tune in each week, and join a community committed to supporting, learning, and growing together in the ever-changing world of higher education. --------------------------------- Dr. Jill Creighton [00:00:02]: 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 13 on the value of student affairs. I'm Dr. Jill Creighton. She her hers your essay Voices from the Field host. Dr. Jill Creighton [00:00:26]: Happy September, Chris. Dr. Christopher Lewis [00:00:28]: Happy September to you too. It's a new year for all of us in higher ed, but and it's also it's just nice to be in. Dr. Jill Creighton [00:00:36]: Fall for our friends on the semester system. I've been loving watching your move in day pics and it's just such a joyful time for higher ed. For friends on the quarter system, I hope your move in processes go really smoothly this year. But we're back for what is now season 13 of SA Voices from the Field. Chris We've been doing this show now for we're entering year five, a little over year five. We're just about to pass our 200th episode milestone. So much happening. So much of the profession has changed since we started the show. Dr. Jill Creighton [00:01:07]: I remember you and I started working together in the midst of basically the first tendrils of lockdown, but we've also seen policy changes and governmental shifts and all these things. So we've decided this season to go with something to dig back into the roots of what we all bring to the table. And so I'll give a little Drum roll. Season 13 is what Chris. Dr. Christopher Lewis [00:01:29]: On the Value of Student affairs so we are going back to our roots to be able to really look internally, look within ourselves, but also look within the profession about what makes us who we are as a profession, as individuals in the profession, and more. And I'm really excited about this season. We're working really closely with NASPA on some amazing guests and we're gonna be bringing you a ton of value for you as we move into I can't. Dr. Jill Creighton [00:01:58]: Imagine a more important time to be having this conversation, a time when in the US higher education is experiencing some instability as as a educational space, as a time when we're seeing more and more people measure the value of higher ed against the cost of higher ed. And with all of the changes in the U.S. department of Education, there's just so many conversations we're looking forward to having. So we have three theme questions this season like we've done in past seasons. And while we're going to be bringing you the content experts that you've come to know and love from the show we also are going to be focusing on the three questions, the Value of Student Affairs. First, when you think about the value of student affairs, what comes to mind first, and why? Second, can you share a specific story or moment when you saw the value of Student affairs come to life? And three, what do you think student affairs needs to do to be better understood and better seen in today's educational environment? So we look forward to bringing you the answers to these questions as well as that content expertise from your colleagues around the world. Can't wait to get into it. We've got 13 more episodes coming at you, as well as some special bonus things. Dr. Jill Creighton [00:03:07]: Chris, anything you want to add about our upcoming season? Dr. Christopher Lewis [00:03:10]: You know, I'm just really excited because like I said, we've got some amazing guests that we're teeing up to bring to you. And if you have an interest in being on the show in the future, if you know of someone that you feel could be an amazing guest, send us an email@savoicesaspa.org we would love to hear from you in regards to your thoughts on guests for the future. But also if you've got questions or if you have things that you want to talk to us about, send us an email as well. Because we love hearing from you from your perspectives. We love hearing about the journeys that you're on and things that you're resonating with. And it helps us to be able to make the show even better. Dr. Jill Creighton [00:03:52]: And especially if you are a new professional or a grad student studying student affairs, we really want to hear from you. We want to hear about what brought you into the field, what's keeping you in the field. If you're a mid level professional, we want to hear from you what has kept you persisting through these mid stages of your career. And if you're a senior level professional, we want to hear from you too. We want to know what is that drive that keeps you churning in this field that has so much reward but also right now has a lot of challenge. Our first episode of season 13 will drop on September 18, 2025. We're still every Thursday in your fe through the semester and we will speak to you so very soon. Dr. Jill Creighton [00:04:33]: This has been an episode of SA Voices from the Field brought to you by NASPA. This show is made possible because of you, the listeners. We continue to be so grateful that you choose to spend your time with us. If you'd like to reach the show, you can email savoices@naspa.org or find me on LinkedIn by searching for Dr. Jill L. Creighton. We welcome your feedback and your topic and guest suggestions always. Dr. Jill Creighton [00:04:55]: We'd love it if you take a moment to tell a colleague about the show and leave us a five star review on Apple Podcasts, Spotify or wherever you're listening now. It really does help other student affairs professionals find the show and helps us to become more visible in the larger podcasting community. This episode was produced and hosted by Dr. Jill Creighton. 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. Dr. Jill Creighton [00:05:21]: Catch you next time.
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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
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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.
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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....
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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...
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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...
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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...
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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...
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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,...
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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...
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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...
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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...
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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 essayvoices@nasa.org 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.
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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...
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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 essayvoices@naspa.org 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.
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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,...
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