The SA Writers

  • Annette Martel Annette Martel

    Retention Cord

    United Tribes Tech C

    Brian Root Brian Root

    Asst Dir of Res Life

    UVA-Wise

    Bryan Koval Bryan Koval

    Res Life Coord

    Penn State U

    Cindy Kane Cindy Kane

    Stud Leader Dir

    Bridgewater State

    Craig Berger Craig Berger

    Res Dir

    Miami U (OH)

    Dawn Vanniman Dawn Vanniman

    Stud Act Coord

    Mott CC

    Debra Sanborn Debra Sanborn

    Programs Dir

    Iowa State U

    Del Suggs Del Suggs

    Speaker / Musician

    Saltwater Music

    Edmund Cabellon Edmund Cabellon

    Dir Rondileau Center

    Bridgewater State C (MA)

    Gary Gary A. Miller

    Asst Dir - Bis Interns

    UNC Chapel Hill

    Gavin Weiser Gavin Weiser

    Grad Asst

    U of S Carolina

    Jeff Jeff Lail

    Asst. Stud Cent Manager

    The C. of New Jersey

    Jennifer Blackwell Jennifer Blackwell

    Dir Stud Act

    Salisbury U

    Kevin Prentiss Kevin Prentiss

    Co-Founder

    Red Rover

    Sean Cook Sean Cook

    Career Coach

    HigherEdCareerCoach

    Tom Krieglstein Tom Krieglstein

    Co-Founder

    Swift Kick

    Valerie Heruska Valerie Heruska

    Res Life Coord

    U of S Carolina

Information Every "New" College Student Should Know!

I posted this on my blog and I figured that it would be helpful for our future students just to reassure them that there is a light at the end of the tunnel!  :)

So, if you don’t know me, then shame on you.  LOL … but seriously, if you do know me, you would know that I love school (I’m a nerd I know).  I love school supplies and making new friends, etc.  

I look school shopping season even though I work for a college all year round.  I am excited for starting classes in the fall … again. :)  You think that would go away after um 25 years on this earth, but no.  

April 24, 2011

Happy 4th Birthday to The Student Affairs Collaborative [Infograph]

November 12, 2010

Engagement Based Leadership

Most student club advisors will tell you that club engagement goes through waves; some years are rockstars and others are duds. Almost every club starts the year with aspirations of rockstardom, but within a couple weeks, the excitement and motivation of the leadership team fades, and thus, the entire club activity withers. In pondering this problem, I've been talking more and more about an idea called engagement-based leadership (EBL), meaning that leadership is not a one-time elected thing, but rather an ongoing, ever-changing position rewarded based on engagement. Before I talk more about EBL, first let's dissect the problem of why student leaders fade within a month of being elected. 

Several years ago, I walked the second day of a 2-Day Avon Walk For Breast Cancer with my wife and some friends. Anyone who's ever done the walk knows how grueling it is. Blisters alone are painful, but the average Avon walker can expect to endure multiple layers of blisters building up until his or her entire foot becomes one big blister. It's disgusting and painful and makes the second day of the walk intense. The organizers know that completion of the walk is extremely difficult without a continuous onslaught of support from spectators and volunteers. That's why for every walker, they commit to line the entire path with at least five cheerers. On the last leg of the walk, my feet blistered up and shot a pain through my body with each step. Mentally and physically I was ready to quit. My motivation was gone. But then, as we turned the corner, there was a smiling old lady sitting in a wheel chair, wearing a cap to cover her bald head and holding a sign that read, "I'm why you're walking, Thank you." Like a bolt of electricity, my whole body reenergized and plowed toward the finish line. Imagine if the only rewards for walking the race were in the beginning when they pumped us up, and at the end when we crossed the finish line? The attrition rates would be horrendous! 

Like the Avon walk, student leaders begin the year excited and motivated about the idea of the journey they're about to start. They might have just attended an award ceremony where the outgoing leaders were showered in praise for the hard work they did throughout the year, which further motivates the incoming leaders. So much support. So much praise. And then, let's say within a month or so, reality sets in. The real work starts, and the "blisters" of being a leader build up. But unlike the Avon walk, with a motivational checkpoint waiting for you at every street corner, the next motivational checkpoint for student leaders most likely won't be for another six months, during their outgoing ceremony when they are praised for all the hard work they did throughout the year. Thus, within the first couple months of being a leader, the excitement and motivation fade and the attrition rates go up. It should be noted that some leaders drop off for other reasons, such as class overload, work overload, or personal issues.

What's a solution look like? 

As the advisor, you could make sure to set up a collection of individual checkpoints for your leaders throughout the year, so you make sure they stay excited and motivated. At bare minimum, let's say you create checkpoints that happen once per week for ten minutes where you praise them for the work they are doing and remind them of the bigger picture of student engagement. Just one leader multiplied out for eight months, that's just under five hours of your time. Now expand that to 50-300 leaders. If you don't think you have a life now... 

Enter EBL. The goal is still the same, keep the leaders motivated on an ongoing basis so they can survive through the typical student leader burnout, but in EBL, the tactics change. In EBL, you are moving the motivational checkpoints away from you as the admin/advisor and pushing it to the students. EBL builds in a peer-to-peer motivational system that is ongoing and ever present. Now it doesn't matter if you have 50 or 5000 student leaders. Actually, the more leaders you have, the better. 

How does it work? 

It's no secret I'm a fan of Whole Foods (also known as Whole Paycheck). Because there's a WF on my way home from work, I tend to frequently stop in and grab a few items. Over time, I realized that WF is one of the top five places I visit the most every week, which makes me a pretty darn engaged customer. In fact, WF should probably be rewarding me for being so engaged. Enter FourSquare, Yelp, and SCVNGR. For those unfamiliar with these three sites, they are, simply stated, mobile check-in tools. I can be anywhere in NY and check in that I am there via my mobile phone. Nothing special yet, until you start to receive prizes, titles, and recognition for checking in more often. For a while, I was crowned the Mayor of our WF because I was the most engaged customer. But then my speaking travel schedule picked up and for several months I disappeared and rightfully so, someone else took over as Mayor. 

EBL rewards students based on their engagement. The more engagement "points" you score, the more rewards, titles, and recognition you receive. To repeat from above, leadership is not a one-time yearly elected thing, but rather an ongoing, ever-changing position that is rewarded based on engagement. 

There certainly is much more to debate and discuss here, but consider this post only a surface-level introduction to the idea. I'm not interested in getting into the weeds just yet, so I purposefully left out many of the operational details. This isn't a pitch to integrate FourSquare, Yelp, and SCVNGR into student activities, because engagement is more than just being there. Engagement also could mean, clicking on a link, reading/commenting on a post, or expressing your opinion at a meeting...etc.

 

The Value of EBL? 

Admin/Advisor - Student Leader attrition rates will drop, which means student leaders will stick around longer and be more active in their clubs. The increased activity will make clubs more successful throughout the year. The admin/advisor also won't have to do as much individual student leader motivational check-ins. 

Student Leaders - Like a video game, the rewards and benefits built into EBL will keep the student leaders motivated throughout the entire year on an ongoing basis. They are going to have more fun because their clubs are more active and engaged. They also won't feel as much guilt about dropping off the map and letting the club die due to some personal issues they didn't plan for ahead of time. A new leader with the most engagement points is ready to step up to Mayorship. 

Students - They will have a larger group of active clubs to join. After joining they don't have to rely on a disengaged elected leader to keep the group going. Leadership is open to anyone who wants it and is willing to work for it. 

Wrap Up 

EBL is a blend of game theory and student engagement theory. Every student affairs professional knows the pains of deadbeat leaders and thus dead groups. EBL is a new paradigm in thinking about leadership. If we want to break out of the normal student engagement levels of 16-40%, we have to think differently. The ideas, tactics, and tech tools we use have to embody this new way of thinking. It's not just about making paperwork more efficient, that's just extracting more energy from the resources you already know exists. It's about exploring new potential energy that is sitting dormant in the 60-84% of the rest of your student body, that's a massive untapped pool of energy.

May 13, 2010

The Pomodoro Technique™

Transforming Time into Your Friend

The Pomodoro Technique™ was created by Francesco Cirillo in 1980s after a long search
to improve his own study habits. While attending college in Rome, he had a difficult time
staying focused and concentrating on his work.  He grabbed the familiar kitchen timer in the shape
of a tomato (a pomodoro in Italian) and used it to set short term deadlines for himself.
Essentially, he would set the timer and work without interruption until it went off. 

The Pomodoro Technique™ is deeper than just setting a timer and going to work.  The
whole purpose is to change your mindset about time and work.  It’s not just a silly idea,
but it’s synthesis of concepts proposed by Steve McConnell, Tony Buzan, Hans-George
Gademer and Tony Gilb in a variety of areas and disciplines.

It’s built around three basic assumptions:

First, that you will come to see time differently.  It’s not the enemy.  By changing your
view of time from “becoming” (the abstract, dimensional use of time), you eliminate the
anxiety associated with working under a deadline.

Second, that better use of the mind results in a higher level of consciousness, clarity of
thought, and more effective learning.

Finally, that using simple tool like a timer reduces the complexity of applying the
technique and makes it more effective and efficient.

Of course, there is a website  that explains it all.  And, while there is a book, you can
download it free.

You might think that it would be difficult to apply this in your own office, as it calls for
working uninterrupted in 25 minute cycles.  There are, however, ways to interrupt and to
keep track of those interruptions.  And now-- during the Summer when students are fewer
and farther between-- it might be a useful method of getting through that endless “To-Do”
list we all face.

February 16, 2010

Ah ha!

I meet with a lot of students in my job, and it can be difficult to know whether or not I am making a difference.  It can be frustrating because I work a lot, and the longer I'm in this field (and in my current position) I see students making the same mistakes repeatedly (both as individuals and in the aggregate). It can be draining and contribute to feeling burnt out.

Yesterday was an instance that reaffirmed that I am in the right place and making a difference.  It was a conduct meeting with a student for noise, and there wasn't anything particularly notable about the incident.  I know the student well from previous conduct incidents, but he is also a leader in a campus group and well-liked in his residence hall.  He's the type of student who contributes to the community, but sometimes gets carried away.  He's growing a lot.

During this meeting, the student was frustrated that one of his neighbors called the RA about the noise instead of knocking at the door.  I asked the student why he thought this was the case, and initially he was just upset and expressed that the anonymous individual who called the RA was a coward.   I challenged him a little bit, and hoped to uncover what else might be going on.  He then sheepishly admitted that maybe the resident who called the RA could have felt left out, or maybe the noisy room was a bit intimidating for someone to confront if they didn't know him well.  I could see the lightbulb flashing over his head, and I thought: "This is why I work in student affairs."

What's your most recent "ah ha!" moment with a student?

February 02, 2010

Drowning in leadership assessment data!

The quest to create a comprehensive leadership program for our campus will be quite the adventure!  As I posted last, we are truly starting from the middle ground up as there are a few well established pockets of leadership programming around campus already.  We have seminars, retreats, positional leadership training, a Leadership Institute, an inter-Collegiate leadership summit, and other lunch and learn events. However, we haven't yet made this program "comprehensive" and our campus is starting to build momentum around the idea that a comprehensive program will pay off in many ways.

Knowing this project may loom in the future, we participated in the 2009 Multi institutional Study of Leadership.  For those who have not yet taken the plunge, check out the website and see the comprehensive nature of this leadership study.  Komives, Dugan and their research team have taken on the quest to analyze the impact of the undergraduate experience on student leadership and this study is by far one of the most comprehensive and relevant I have seen. 

Our data arrived in September 2009 and it is a GIANT amount of information!  It had better be... we paid a good amount of money to participate and about 4000 students told us what they thought! Our Office of Institutional Research and I set forth to understand our data and then were stopped because of some other priorities looming.  But, this semester we are taking on that data set and I am committed to conquer it.

The battle begins with that giant report binder because I want to be sure that before I begin to assert leadership for a comprehensive program that spans departmental lines, we need to know what we need.  We now have about 4000 "definitions of leadership" broken down by gender and by class year.  We also have self-reported data from them about their beliefs in their leadership skills, their personal experiences with mentors on campus, their involvements in a range of activities and learning experiences, and so so so so so much more.

To this very beginner Ph.D. student, this much data is seriously overwhelming. I will confess to being very weak in the world of data analysis but very strong in coming up with a long list of assessment ideas! SPSS fears aside, I think one of the biggest mistakes we make in student affairs is in failing to use what assessment data we have to our benefit.  Coordinating the projects themselves is hard enough but when the conclusions from the projects sit in a file we really have done no good.

So, to get this party started I'm going to focus on a few areas with our information:

  • I'm going to work with my staff to develop a list of "research questions" and then find someone with SPSS knowledge to help me run some more data comparisons.  There are people who know this better than I do and I'll hold out for some more stats classes to figure that out.
  • I recruited a graduate student who will be doing a project on gender differences in definitions of leadership for our student population.  Phew.  She's going to do the coding.
  • I'm going to talk with our Office of Institutional Research about other studies we have done on campus in the past that have asked questions relating to leadership.  What do we already know that might be sitting in a binder on someone else's bookshelf?

I have a number crunching meeting tomorrow with my supervisor to hope to finalize our list of research questions to start with and dig in to one or two of them. An area I am most interested in from the start focus on looking at the experience of our college males in community service as well as other areas of involvement.  I'm also curious about what looks like low self reporting on leadership skills ratings from undecided majors and very high self reporting from those involved with academic organizations.

If you need me, I'll be buried in the mysteries of leadership data this week!

January 15, 2010

Teaching Twitter To Your Colleagues

twitterA common theme I read in last Thursday night's #SAchat was that the resistance that some college staff, administrators, and faculty have in using Twitter.  While those on the chat tonight wouldn't need a "Higher Tweducation", I thought I would share some thoughts on to how to get those "curious" to give it a try.  My hope is that you will share this with people who are on the fence about using Twitter to push them to give it a try!

Overall, Twitter can feel like a strange new landscape when you first jump in.  It is not always clear what its professional uses are, or what to post in 140 characters or less. But when you start to think of Twitter as a micro-blog (and not just a forum for the personal minutiae of people’s daily lives), you will find that Twitter is the most powerful professional development tool out there (and it's free!)

Twitter Basics / Definitions: (You will see examples of these in the sample tweets that follow)

@username: creates a link to that user in your post.
RT: Retweet, to copy someone else's post in a new update.  It is like "forwarding an email" to someone else.  Give them credit by adding their @username.
#: hashtag, helps to organize your tweets into categories for easier searching.
DM: Direct message, send someone in Twitter a private message instead of Tweet that all can read.

Initial Steps:
1.  Create your Twitter account and fill in all the information, including uploading a picture of yourself, a referencing website (like a department webpage or maybe your Facebook page) and a quick bio about what you do and why you're on Twitter!  Without this, it is hard to trust whether you are a real person or just a Twitter robot!
2.  Click on the Find People link and begin following people whom you know in real life or want to add to your Twitter stream (celebrities like @Alyssa_Milano and brands like @DunkinDonuts and @SouthwestAir are some great examples).  Remember, when you read your Twitter stream, you're only seeing Tweets from the people you follow.
3.  In the search bar, type words or phrases that are interesting to you and see who is "tweeting" about those very things, follow them, and introduce yourself!

What Should I Tweet About?
This is all about personality.  You might be a "reader" for a the first few weeks as you glance over Tweets and follow interesting links, or you might decide you want to contribute to the online conversation.  Here are 15 quick ideas on what you could tweet about (think beyond the Facebook "Status Update!")

1) Ask for recommended books, program/event ideas, or management tools.
Example tweet:  Can anyone share a successful Emerging Leaders schedule of events?  or Does anyone have a Student Employee evaluation that they could share?

2) Thanking the people who respond to you (include their @username)
Example tweet:  Thanks @tomkrieglstein @the_sa_blog @DebraSanborn for another great #sachat
(For new Twitter users, the above tweet is read "Thanks Tom, The SA Blog, and Debra for another great SAChat!")

3) Ask for help or advice about a professional question.
Example tweet:  Which professional association should I join?

4) Tweet about a useful web resource, a particular blog post, video, website, book, product or service that you find useful
Example tweet:  If you are interested in the most inspirational and educational talks online, visit www.ted.com!

5) Share new studies of interest
Example tweet:  ReyJunco: We still need to run some more analyses; however Twitter use = increased student engagement and higher GPA's. Are you surprised? #sachat

6) Tweet about your school's website, blog and/or podcast.
Example tweet:  Check out our new blog focused on Commuter Students http://ow.ly/WHba

7) Invite people to an event (online or offline). Events can include open-house programs,  extracurricular activities, meetings, book clubs, webchat... really anything!
Example tweet:  Join us for #SAChat tonight 6-7p CST!

8 ) Link to photos of projects, places, etc. of things you want to share.
Example tweet:  Photos from last night's Graduate Commencement are found on our Flickr stream!

9) On Fridays, recommend other tweeters that your followers should check out.
Example tweet:  I recommend following @CindyKane for all your leadership and Student Activities goodness! #FollowFriday

10) Answer someone else's general question, and reply to those who ask you a direct question.
Example tweet: ATECadvise: @slhealy @edcabellon our Engineering school shares their twitter & FB account amongst advisors. #sachat

11) Schedule to meet fellow Higher Ed folks at a conference, or organize a professional tweet-up in your area.
Example tweet: Anyone interested in a #sachat #tweetup at #acpa in Boston?

12) Ask others for favorites / recommendations... for anything.
Example tweet: What are your favorite IPhone or BB Twitter app?

13) Post requests for people to come and speak at your events.
Example tweet:  Searching for an Ethics Speaker for our Emerging Leaders Conference.  Recommendations?

14) Post and/or search employment postings. If you see someone else looking for a job, retweet their request.
Example tweet:  Any students looking for summer work? Visit the bridgew.edu/studentemployment

15) Ask for something free. If you serve on the planning committee for any type of conference or event and need donations or gifts-in-kind, ask Twitter!
Example tweet:  Looking for sponsors for our ACUI Region 1 Fall Conference.  @ me if you are interested!

These are just some of many ideas to get you started.  What would you tell Higher Education staff, faculty, and administrators who are not giving Twitter a try?

(This is a cross post with Ed Cabellon's Blog)

Connecting With Students on Twitter - #SACHAT Recap

Last night's #sachat on Twitter about connecting with students on Twitter was RECORD BREAKING to say the least. The one hour conversation produced 590 comments from 67 student affaris professionals! That is more than double our previous record breaking #sachat. WooT! WooT!

In case you missed it, below is a quick recap. If you haven't yet participated in an #sachat, learn more here.

Last Night's Full Transcript
View as webpage
Download as PDF


Last Night's Top Contributers
@edcabellon
@reyjunco
@ARL275
@cindykane
@debrasanborn
@inigral
@tomkrieglstein
@brockter
@danielwmurphy
@willistj

Here's to another successful #sachat. See you all next week when we launch our DAYTIME #sachat!

January 12, 2010

TuesTally: What % of Your Student Workers Turn Over Each Semester

If you cannot view this poll click here.



And here are the results from the last poll.




January 08, 2010

Staying Motivated in Student Affairs - #SACHAT Recap

Last night's #sachat on Twitter was about staying motivated in Student Affairs. In case you missed it, below is a quick recap. If you've yet to participate in an #sachat, learn more here.

Full Transcript
View as webpage


Top Contributers
@ARL275
@debrasanborn
@lvanlysal
@tomkrieglstein
@inigral
@cindykane
@kprentiss
@pereirap80
@MJChatter
@slhealy

Here's to another successful #sachat! See you all next week.

January 07, 2010

Back to School, Again?

When I finished my masters program in May 2009, I declared to everyone, “I’m done with school forever.”  Fast forward a few months, and I found myself considering applying to a doctoral program.  When I spoke with the program chair on the phone, a portion of our conversation sounded a lot like this:

Me:  “What are you looking for in an applicant?”

Chair:  “Well, we want someone with leadership experience in higher education who is experiencing the itch to go back to school.”

Me:  “The itch?”

Chair:  “Yes, the itch.  We don’t want someone that’s applying just because they feel it’s the next step.  This is a time-intensive program, and we expect you to complete your dissertation in 3.5 – 5 years.  In order to do that, you need to be chomping at the bit to get back to school.”

That phone call was in November.  I knew I wanted to do research on social media and student engagement, and I had a lot of time on my hands now that I was no longer in class.  I started my admissions essay in December, and then let it sit on the back burner.  I was amazed when I picked it up again yesterday and found myself enjoying writing.  I even took the time to look up 6th edition APA changes and didn’t cringe.  Even more than research and reading, I enjoy writing.  I suppose that will come in handy if I need to write a dissertation in a few years.

The application isn’t even in the mail yet, and I don’t know if I’ll get in.  What I know is the process has rejuvenated me professionally.  I guess I’m one of those perpetual learners who isn’t content to sit and twiddle her thumbs after finishing school.  I need to keep looking for challenges through work or school to stay motivated.  One thing’s for sure, if everything pans out I won’t be short on challenges for the next few years.

Have you thought about taking the next step in your education, either through a degree program, training institute, or other form of learning?  What entices you to do so, or what has hindered you?

January 05, 2010

San Antonio College Student Affairs Job Posting



San Antonio College is looking for an Associate Director of Student Activities

Highlights

  • Minimum Experience Three (3) years of experience in student activities, education, student counseling, or a related area.
  • Minimum Education Bachelor’s Degree
DUTIES
  • Develop and implement educational and entertaining extracurricular programs and activities for the college community. Seek quality programs and activities that would be well-received and affordable.
  • Serve as catalyst for students seeking an expression of ideas.
  • Inform and remind student population of socially acceptable behavior.
  • Suggest ways to incorporate lifelong learning and academic skills.
  • Evaluate and recommend policy/procedure changes as they may impact the well-being of students.
  • Serve as back-up to Director of Student Activities as needed.
Any one position may not include all of the duties listed, nor do the examples necessarily include all of the duties performed.

The job closes in January.

Contact Tyler Archer (tarcher1 AT mail.accd DOT edu) if interested.

TuesTally: What % Of Your New Year Resolutions Relate to Work?

If you cannot view this poll click here.



And here are the results from the last poll.




January 02, 2010

From Grad To Pro: Which Way Do I Go?

Preparing to be a professional in Higher Education Student Affairs is an exciting time.  You’ve almost completed your graduate work, and are ready to start your job search. 

What should you be doing to prepare for your big jump?

Before starting your job search, ask yourself:
- What did I like most/least about my graduate experience? 

- Do I like working one on one with people or would I rather work with
groups?
- Am I a good self-manager?

- Where do I want to live for the next few years?

- What I am looking for in a supervisor?
- What I am good at and what challenges me?

These are the questions that will revolve around your job interviews.  Have a good grasp of this information, with some great examples and stories to back them up.

Realize that your best resources are the people already in the positions that you aspire to fill. 
Utilize them throughout the entire process.  They will be more than happy to help you, because, believe it or not, you cannot do this all on your own!  Find a mentor or two to help you with the process and share your goals with others to allow them to cheer you on!  Is there anyone on Twitter that you may have connected with that could help?

When you Google yourself, what comes up?
Now, more than ever, it is important to take control of your personal brand and online identity.  Have you created a LinkedIn Profile? What kind of pictures have been tagged in Facebook? Are your Tweets representative of who you are both personally and professionally?  Create a Google Profile to tie all of these things together!

JUMPING FROM GRAD STUDENT TO PROFESSIONAL

There are some basic points of information that second year Graduate Students should be thinking about:

Your first year as a professional, work load wise, will be more than you think.
With no more classes, you’ll be expected to take on a lot your first year.  Think of it as a test of your limits as you enter the Higher Education work force.  Plus, your new supervisor will want to know what you can handle, and so will you!  Don’t think things will slow down for you after grad school!

Earning “respect” as a Professional is different than a Graduate Student
Depending on your Internship/Assistantship/Fellowship, you’ve probably made some close knit connections with some students.  While you may want to continue this trend, many New Professionals make the mistake of "being liked" to earn the respect of their new students.  As a New Professional, your work effort and productivity will have to suffice.  Building connections and relationships are not out of the question, but the extent with how deep you build them must always be placed in check.

Finding / Being a Mentor
As part of you job search, a goal should be to find a mentor in your current adviser or in your department/division (e.g. Dean of Students, Assistant Vice President, etc.).  This person will help keep you on track as you begin your professional career.  Having monthly meetings with this mentor to set and track goals will be extremely helpful.

On the other hand, you will most likely be sought after AS a Mentor.  Be cautious who you take on as mentees, as this is huge time commitment.  In your first year, you may want to limit this until you figure out your work systems and gain an understanding on how your new job really works.

Financial Planning
You finally can eat things OTHER than Mac and Cheese!  But with more money, ultimately come more bills and responsibilities.  Once you secure your first job, within the first few weeks:

- Meet with your Retirement/Benefits specialist.  Aggressively save as much money as you can in your retirement while you are still young.  Don’t worry, if you need to change this process, you can do it easily.

- Establish and stick to a budget and debt repayment schedule.  It is important as you begin to repay any loans or credit card debt you incurred during Graduate School (or Undergrad).  Also, as you move to your new destination, thinking about first/last months rent on your new apartment, plus any other moving expenses you will need can be stressful.  The best thing you can do is prepare as best you can. 

Taking care of YOU!
What do you do now to take care of yourself?  Gym?  Going out on weekends with friends?  Family?  Whatever it is, is important to continue doing it and adding more time as you become a professional.  If “YOU Time” isn’t scheduled now, start creating that habit, as it will be the best thing you can do for your overall well being, both personally and professionally.

What other advice would you give our second year graduate students?  Is there anything that I have not listed here or things you would challenge?

Good luck to you all as you embark on your last semester in Graduate School!

December 30, 2009

Closing Statements or Parting Thoughts?

Last month, after working just over 15 years full-time in Student Affairs (mostly in Residence Life), I resigned my stable, standing position at one of the best universities in America (Penn State), and moved to Athens, GA, to go into business for myself as a Life, Career and Transition Coach. In later posts, and on one or the other of my own blogs, I will expand on my reasons and explain more why I did what some might think is a pretty crazy thing, and what I hope to do with my newfound life as an “education entrepreneur.” But for now, I would like to share some things I learned from working in higher education over the last generation.

The following comments were adapted from a handout I gave out as I delivered my “parting thoughts” to fellow staff at Penn State. Hopefully, readers will find some wisdom, some humor, or at least something to disagree with among the dozen items below.

1. Like the people around you. It makes coming to work less stressful. And by this I mean like your peers, housing and foods workers, your RAs, student leaders, student drama queens/kings, needy clingy types, nerds, troublemakers, arrogant bastards, and even crazy parents. There’s something to like about almost anybody. Look for the good. It won’t kill you.

2. Mind your own business. And everything isn’t your business! The more time you spend worrying about what other people are doing, the less you are paying attention to yourself and what you are supposed to be doing. And people do notice. It annoys them, because you spend too much time being cranky, instead of producing results.

3. People don’t care what you think. They care what you do. Do or do not. All talk and no action doesn’t just make you a dull boy. It makes you an a**hole. If you aren’t going to do something about the things you want to change, then shut up already. Silence is golden.

4. Treat people with dignity and respect. Working in Student Affairs is about valuing people. This includes the students, their parents, your colleagues, your boss, the custodians, the housing manager, the coffeehouse workers, maintenance workers, UPS guy, commons desk workers, etc. People won’t remember you for your title. They’ll remember how you treated them. And you can learn a lot about life, work, ethics and purpose from just about anyone. Never put yourself on a pedestal above other people. You may think you have the big picture from up there, but that’s just the thin air making you giddy and keeping you from actually thinking.

5. Take assignments others don’t want.
You will define yourself as a team player with a good work ethic, and you will learn something from doing the tasks. If the task is boring, confusing or not particularly motivational, do what you can to change that. Think between the lines of your task or committee’s descriptions. If you are bored and unmotivated, that’s a choice you are making, not something that others are doing to you to make you miserable.

6. If you don’t love students, you shouldn’t be here. Go away. Conversely, if you do love students, that doesn’t necessarily mean you should be here or do what you are particularly doing, either. Loving students and being able to help them are two very different things. To make it in Student Affairs, you have to love them until it hurts you, and do the things that are necessary to help them, even if that hurts a little more. If you don’t feel like helping college students is your purpose in life, a lot of what you have to do will eat at your soul. And nobody likes a picked-over, half-eaten soul. Get out while you still can. You deserve to be happy and do what you love.

7. Assume that others have good intentions. Most people do. They just fail in their practices. And it’s best to assume that when they do fail, that it had nothing to do with you. People think more about themselves than others. It’s human nature. If you are honest with yourself, you are that way sometimes, too. Give people a break. You know you’d want one.

8. There is no grand conspiracy to keep you in your place. Conspiracies require planning, and planning requires ideas. Most people in charge are too busy thinking about themselves and keeping off people’s radar screens in a bad way to come up with any great ideas. They are just doing their thing and hoping it will all work out. So refer back to #7 and assume that they have good intentions (for you or someone else) and that most negative impacts on you are the result of good intentions and bad planning exploding in someone’s face, and not some effort to confound you. It’s not all about you. Get over yourself.

9. That being said, there are some conspiracies, good-old-boy networks, and cliques operating within and at the periphery of any organization. Anyone who watches Survivor knows that people in your coalition are just as sure to screw you over as people who aren’t. Sometimes the better choice is not to play games at all. Leave the games to Survivor, and people will have to judge you by your actual contribution to an organization, instead of your alliances.

10. Choose the mountain you want to die on. If every issue brought up for discussion at a staff meeting is a potential opening for telling people they are screwing up, are stupid, and you know a much better way, and if you perpetually feel a need to dig in your heels on matters of principle, do yourself a favor, and keep most of these to yourself. There are more subtle ways to campaign for change, and one of the most valuable ways is to keep your head down, do good work, take advantage of strategic opportunities, and wait for an issue that really matters. If you go atomic over the announcements, you are seriously limiting your career options.

11. Know when to quit. There is a difference between doing what you are capable of, and doing what you are meant to do with your life. I always got interesting projects, and I gradually moved into a position in the organization with stability and a decent amount of influence. I can point to things I have done that have made a difference at Penn State. It was fun, and I learned a lot, but I know in my heart that I am not really meant to be an administrator, but a creator...to write, to design, to do creative projects and to help people. And I am meant to be a good husband and father. I arrived at a point in my career where I knew that I'd accomplished what I needed to, and so I went gladly, and happily, and I know that Penn State is better for my having been there, and that people will appreciate me leaving while things were still going pretty well.

12. Do good things. Not for your own sake, but for the sake of all beings in the universe. Save and make free everyone you encounter. Show them how to attain the wisdom of the way. In other words, be yourself, free yourself, and give yourself to fate, destiny and the universe. Life’s too short and the universe is too vast. Make sure your light burns brightly and doesn’t go out to soon.



December 23, 2009

Student affairs... why stay?

One of my former students told me, "do you remember the conversation we had about sororities on the orientation cruise when I was a sophomore Orientation Leader?"  I'll confess, I didn't.  She, however, cites that as a defining moment in her decision to join a sorority and, in retrospect, a defining moment in one of the most important decisions she made in her life.  She told me that because of that conversation and her related decision, she grew as a person beyond even her own potential and found her leadership style, her best friends, and a career she now loves.  I just attended her wedding a few months ago!

That conversation took place about eight years ago and I just heard about its impact last month. 

In that story, a "typical student moment" for me is pretty momentous for her.  If I'm being honest with you, my frame of mind at that time, was probably more like "if I can just make it through this long night on the Spirit of Boston cruise we will be so close to this huge week of events being over!"  Yet, a basic "should I get involved" conversation is something she remembers today.

Why in the world would we endure never ending work days, low pay, occasional lack of respect, shortage of resources, and struggles with serious crisis situations?  Why do we stay and not just give up the ship for easier, safer, more lucrative careers? 

I wanted to close out 2009 on a positive note, so here is my list... in no particular order.

1. I stay because at least twice a year, I get to gather with like-minded people in my profession to learn more about my chosen field through active professional associations. These conferences seem to come at just the right time each year and refocus me toward wanting to achieve in this field.

2. I stay because at least once a day, I get to connect with like-minded people in my profession to learn more about my chosen field through active on-line communities like the SA Blog and Twitter.  There's a lot of great thinking out here and I'm grateful for the vibrant community!

3. I stay because every time I think something has brought me down at work, the next thing comes right along to pick me back up.  We could have a terrible disaster one day and then a big "a-ha" comes through the door that reaffirms my faith in my ability to impact education and help good students become great.

4. I stay because I get the chance to hire talented people who put their all into their work with a temperament that doesn't take ourselves too seriously. There are a lot of amazing people out there in our field and they are all potential future coworkers, supervisors, or assistants. 

5. I stay because if I decide it would be fun to have a "Wear your Snuggie to Work" day, we do it. No joke.  We did it... and there are pics on Twitter to prove it.

6. I stay because the field is about learning.  Learning for students, learning for me as a professional, chalking up mistakes to "learning opportunities" and attributing weaknesses to "learning and needed development."  This learning thread is not as present in our corporate settings and this focus on learning cuts us a lot of slack.

7. I stay because if I think there is a new program, event or service that we need to experiment with, I can make it happen. (within budgetary constraints, of course!)  It may not happen immediately and may not happen with the funding it deserves, but if I want to plant a seed to start something new, it's up to me!

8. I stay because my skills and experiences are marketable in a zillion possible directions... and frankly, the next step confuses me!  Might as well stick it out until it gets clearer. There are great ways to "stretch" your skills, try new things, and really see what you can do.

9. I stay because the campus activities profession feeds my "policy maker side" by giving me that role, feeds my "counselor" self in my many interactions with students, feeds by "entrepeneurial" side by giving me room to start new programs, and feeds my "emerging CEO" by giving me a small sphere of the universe where they call me "director."  There is such a big range!

10.  I stay because of the students. It's got to be said.We are lucky to work with some of the best and the brightest on campus and they really teach me just as much as I teach them.  I mean really, in what field do you get to work with the same "clients" over the course of four/five/six years and help to support their achievement of their most important goals in life? 

I could write forever, but let's close out 2009 on a positive note, shall we?  Tell me why YOU stay?  Let's end it all with a big student affairs group hug.

Happy holiday break to all and no matter what holidays or observances you may celebrate in the coming weeks, I hope you celebrate making a difference in countless lives.  Most of your impact may never become clear right away, but let's feel that unspoken "thanks" from all of those students' lives you have influenced! 

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