February, 2010


27
Feb 10

Oshkosh Placement Exchange – Day 2

OshKosh Placement Exchange Logo

I’m writing this from the Oshkosh Placement Exchange. It’s day 2 here, and a bit calmer than yesterday. Yesterday was a live showing of “The All RA Floor” and it was intense. A little overwhelming when you walk in and there’s not a bare inch of wall space left uncovered by posters and advertisements and fliers enticing you to apply at a certain school. There’s cheering in the lounges, and everyone keeps hugging and smiling for twelve hours straight and it’s a bit tiring. But fun, don’t get me wrong. This whole weekend experience has been fun.

Yesterday was the first day, and I had six interviews scheduled. My first was one at 10 am, and I was surprised how calm I felt while sitting in the lounge waiting for them to come call my name. I was thinking by that point the nerves would have set in, but I had the really good advice of knowing that I was interviewing them as much as they were interviewing me. I know that sounds incredibly cheesy, but it really did keep me calm. I knew I could go into these interviews and be myself and that any school would know exactly what they were getting. And if they didn’t like who that was, I was okay with that, because I feel really confident in my experiences.

Some interviews went really well, and it was hard to not do some fist pumps as soon as I was out of the room, or to restrain myself from dancing down the hallway back to the elevators. Some interviews just flowed nicely and I got along with the interview teams well and I had lots of personal things to write in a thank you note. Other interviews I walked out of feeling kind of “meh” about. For whatever reason – personality, hearing more about the job, having a curveball question- just left me with a feeling like while it could have been better, it probably could have been worse. There’s only been one interview so far where I walked out feeling rather ambiguous towards the position. While they didn’t seem interested or engaged during the interview itself, as I was leaving afterward they were very fun and friendly about the social and seeing me again. Out of the first day of interviews I got two second interviews, bringing my total for Day 2 to six interviews.

It’s hard to believe right now that it’s already 3 pm, yet I’m only halfway through my day. I have two more interviews this afternoon, then an evening full of socials. I’m going to suggest a future professional development on mingling, because it’s so hard for me to walk right up to someone and start up a conversation when we’ve already talked for an hour, and have been conversing through thank you notes in mailboxes. Hopefully it goes well though.

My apologies for such a rambling sort of blog post. It’s been a very long and very busy two days. You’ll all be excited to know that I did name drop the #sachat in one interview, and they were really intrigued by the concept of free, weekly professional development. So good job to all of you – the word is spreading!


26
Feb 10

Upcoming Challenges in Student Affairs – #SACHAT Recap

Thanks to everyone who participated in today’s #SAchat focusing on Upcoming Challenges in Student Affairs.  Each week, we continue to grow our numbers and today’s chats produced over 1,200 comments from over 100 student affairs professionals,  graduate students and undergraduates interested or working in the Student Affairs field!

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

Full Transcripts
DAYTIME:
View as webpage
Download as PDF

EVENING:
View as webpage
Download as PDF

Today’s Top Contributors

@JGinese23
@reyjunco
@The_SA_Blog
@edcabellon
@cindykane
@m1hamilton
@thestacyface
@pereirap80
@princeje

Here’s to another successful set of #sachats!  What are some other topics you would like to see us cover?  Please let us know your ideas and feedback to keep #sachat growing strong.

Until we next week, (if you haven’t already done so) please make sure to join our growing Facebook Page, currently over 2,600 and adding new #studentaffairs friends every day!  Thanks for your continued support!


25
Feb 10

Developing Respect for Student Affairs #sachat

I was dragged out of my mini-blogging retirement by tonight’s #sachat. I’ve heard this debate many times about how to leverage respect from administration for what folks in student affairs do. I wanted to share my opinion but was feeling a little stifled by the 10 million people involved in the chat as well as the 140 characters so I figured I would share my thoughts in longer form.

First, this discussion about developing “street cred” if you will for student affairs is essentially asking how you get administration (a nameless faceless entity, i suppose) to understand what we do. The inherent assumption is that they don’t understand or that they do understand but they don’t think it’s valuable. If we were going to stereotype the view of student affairs both within and without of student affairs, I believe that stereo type would be that we’re “in loco parentis” style baby sitters, we create play time for our kids, and we hold their hands and try to protect them from the big bad faculty. As with most assumptions, this is unfair. Some of the big bad faculty are ALWAYS looking out for students, and some within student affairs favor the approach of throwing students to the wolves over a touchie-feelie approach.

Personally, I find this argument about “admin doesn’t understand what we do” a little tired. If they don’t understand what they do, they’re no different from most people at high levels within organizations. They understand in theory what we do, but they don’t know in detail (isn’t this what that new TV show is about?). Here’s a realization that I think we all need: THEY DON’T NEED TO KNOW WHAT WE DO IN DETAIL. It’s not their job to know the details of our job, it’s our job to know the details of their job. I’m almost certain that most of us have only a basic idea of what our chancellors and VPs do on a daily basis even though we might like to think otherwise. To think that it’s their responsibility to understand every intimate detail of every job on campus is childish.

Second, without fail, the first answer to “how to gain respect” is assessment. Don’t think I’m about to slam assessment; I love assessment, and frankly I don’t think we assess enough. During my internship in grad school in student affairs assessment, the assessment reports that I looked at were PATHETIC and an absurd joke. Most departments in student affairs don’t take this seriously and most of these reports barely get looked at because they don’t actually assess anything that carries weight at a cabinet meeting. VPs might like reading anecdotes, but it’s hard to imagine a meeting at the VP level where an anecdote about how a students heart was touched is read; it’s not that they don’t care, it’s just that they have bigger things to handle. Another problem with assessment – as an old quote says “there are lies, damned lies and statistics”, sharing a bunch of stats does nothing because it’s so easily manipulated.

Third, I think student affairs speaks a different language than the rest of the campus. One of the main critiques you hear of faculty on research campuses is that they don’t have time for students because they’re doing research. However, I would frame it a different way – they’re doing research because that’s a huge part of their job – big difference. When we’re talking about “i had 15 students come to my workshop on getting along with my roommate” and they’re talking about 9 journal articles they got published, we’re really talking on two different planes.

So, what’s my point?

I think I’m essentially arguing for the progression of student affairs as a profession. We’re not that old, not nearly as old as the faculty profession and I think the discussion of “how to gain respect” evolves out of a desire to take our profession from something we can be proud of on the campus, not just in our staff meetings or in our student affairs christmas socials where we’re making christmas bags for our students with glue, yarn and glitter.

I have a couple suggestions, but I don’t think this is a comprehensive list.

  1. what does the faculty use to establish their value to a campus?  I argued on Twitter that faculty establish value by publishing, bringing in students (recruiting), research grants and revenue from research.  If I were to summarize these thematically, I would call it “money and prestige”.  My question is how can student affairs bring money and prestige to the campus through our work.  I think the answer will be different for each office so I’ll not make more specific suggestions.
  2. If we’re going to do assessment, it needs to connect directly with the mission of our office AND our division and meet scientific research standards.  Most of our assessment is a joke because we don’t know how to be research scientists.  Clearly this is time consuming, but if the profession is going to progress I think this is an area we clearly don’t bring our A game currently.  Do it right, connect with the standards of real research scientists or don’t do it.


24
Feb 10

Simplifying Twitter Use For Your Department

My department has a twitter account (@uwmreshalls) and I’m sure may of yours do as well.  Ed Cabellon has provided some great recommendations to use twitter to connect with students.  I faithfully practice one of his recommendations: searching your institution name on Twitter.

Running that search everyday can get a little time consuming, and if your institution gets a lot of press you’ll see a lot of tweets from non-students.  I’ve solved that problem by importing the RSS feed for each twitter search I monitor into my Google Reader account.  This has made everything so much easier!  Not only can I mark tweets as read, I can search the tweets for key words such as “apply,” “accepted” or “housing.”

Using Google Reader allows me to monitor more searches than I normally would, so I can search twitter for the words students use to refer to our services.  This means searching for “dorm” even though we consider that a dirty word (we’re residence halls!), searching for each of our buildings, the name of our institution, etc.  I’ve even started a search for “campus” with geographic limitations to see what comes up.

Do you have unique strategies for managing your department’s twitter activities?


23
Feb 10

Upcoming SA Webinar: Leveraging Social Media for Student Engagement

We’re excited to open the digital doors for our upcoming webinar on Leveraging Social Media for Increased Student Engagement. This webinar is an updated version of our last webinar in December on the same topic. The biggest update is the inclusion of a student panel to talk about how they want you to engage them online.

100% of the webinar proceeds go to the Student Blogging Scholarship.

We limit “seating” to allow everyone to engage in the Q&A, so check below for details and to reserve your spot.

Title: Leveraging Social Media for Student Engagement
Date:
Wednesday, Mar 3rd 2010
Time:
3-4:15pm EST
RSVP:
http://webinar03-03-10.eventbrite.com/

**Sign up before Saturday, Feb 27th and save 25% with code: Early-25 (works for both the webinar ticket and audio/slides)


23
Feb 10

TuesTally: Describe your level of interaction with faculty in a typical week.

If you cannot view this poll click here.





And here are the results from the last poll.



22
Feb 10

I am a career counselor because…

My colleague Laura Lane and I gave a presentation at the North Carolina Counseling Association 2010 conference last week, and I wanted to share with you some of the details of our presentation, as well as the output.

The theme of the conference was Advocating for Your Clients, Yourself and the Profession.  So, building off of the “advocating for the profession” idea, I came up with the idea to have a session in which participants undertake a brainstorming session about why they serve as career counselors.  Then, after categorizing the brainstorming session, each member would write a script and record a video of themselves attesting as to their motivations and passions as a counselor.  Each script would begin with the phrase “I am a career counselor because…”

In addition to providing a space to be reflective on their careers, along the way the participants would also learn how to use the 12seconds.tv platform.

Although our attendance was somewhat low (which I chalk up to the fact that our session was the final session on the final day of the conference, and there was an hour break prior to the start of our session — recipe for early departure!), we had a really spirited conversation and developed a really neat video library, which you can see on this 12seconds page.

It is my hope that others will contribute on an ongoing basis. So, if any career counselors out there read this post and are interested in adding your own 12 second video, please send me a note or leave a comment here and I’ll speak with you about how you can be added to the site.


22
Feb 10

On Citizenship

Greetings from data land with the Multi Institutional Study of Leadership results for my campus!

As my previous few posts have indicated, I’m strolling down a very long road with analyzing our rather large volume of data from this study.  Some changes in our Institutional Research department on campus have left me with more of a role in managing this step of the process than I had planned, so this is a little more than what I expected!

As some of you know, the MSL is structured around assessing leadership as structured around the values of leadership in the Social Change Model. (read about the theoretical frame for the study on the NCLP website!) This model offers values of leadership based on individual, group, and community values.

We were investigating the specific results along one of the values that is essentially important to our campus, Citizenship.  Our campus has invested a great deal of time and focus around building our commitment to a mission of service as indicated in our motto, “not to be ministered unto, but to minister.”  I’m working with a graduate student on our campus this semester on a project relating to community service involvement of men on our campus, so I immediately went to that area and looking at gender differences.

Rather than digging in to this aspect of the data, my eye strayed over toward the opportunity to look at other areas of campus involvement in addition to prior involvement in community service.  Instead, I went to look at the students who have cited prior involvement in campus programming organizations.

DING! DING! DING! We have a winner!

Students who cite prior involvement in programming organizations reported significantly higher results on Citizenship than our general student body. Their results are comparable to those from students who note prior community service involvement.

We knew this all along, didn’t we?!  Or did we?

I know that our programming board students are always among the most selfless students that I have the pleasure of working with.  I also know that their commitment to improving our campus has always been second-to-none after over 15 years of experience across a few institutions.

Knowing all of this, why have I never linked this to Citizenship before?  Conversations about citizenship on our campus typically only include discussions of service activities outside of our campus boundaries and various forms of political activism.  Yet, this study is telling me that the value of Citizenship is alive and well in our programming students to a comparable extent to our students involved in more typically termed “service” activities.  I am really not saying that all groups of students are meeting a “need” that is even comparable, but our students working in all of these capacities are telling me they understand Citizenship in a different way than our general student body.

If our field is emphasizing a focus on student learning and we see that learning about Citizenship is happening in campus programming, is there any hope of expanding a definition of service to include campus-based service?

I’m looking forward to your thoughts on this one.


22
Feb 10

Hire These Student Affairs Graduate Students!

Two weeks ago, the Student Affairs Collaborative #SAchat talked about advice and best practices for those graduate students searching for jobs this spring.  With all the great advice that was given, I wanted to help these folks in another way, by featuring some of them in a blog post!  Below are those who have put themselves out there and I recommend you take a look if you are hiring this year!  I asked them to send me their name, picture, any links about them, and to answer the question, “You need to hire me because…” Here’s what I received:

Constanza (Connie) Cabello

You need to hire me because… I am ready for new challenges and excited to continue my career in Student Affairs! My interest in Student Affairs began when I was an undergrad at UConn. I worked in the Involvement Office as a Student Organizations Peer Advisor and enjoyed the experience of coaching my fellow students. I will graduate from Central Connecticut State University in May with my Masters in Counseling: Student Development in Higher Education.  I am a currently a Graduate Intern and have gained valuable experience in both Student Activities and Student Center Operations. I am passionate about student success and find this work rewarding. I feel fortunate to have a career that allows me to be creative and learn something new every day. I enjoy working in a fast paced environment and with a diverse group of people. I am open to new experiences and am willing to move almost anywhere if the job is right for me, and if I am right for the job! Fun facts: I love eating, shopping, traveling, and all Boston area sports!

Meghan Harr

You need to hire me because… I’m responsible, knowledgeable, and dedicated to student activities and residence life.  In my current work, I manage all facets of advising the university programming board (known here as the Student Activities Council) including budgeting, contracts, event management, officer transition and training, and more.  Additionally, I serve as an area coordinator for a hall of 150 residents, primarily first year students, and supervise the hall staff, advise on hall programming, and serve as an administrative hearing office for conduct incidents in my building.

Michael Baumhardt

You need to hire me because…I am a motivated individual with progressive experience in many functional areas of higher education and student affairs including campus activities, orientation and first year programs, fraternity and sorority life, and leadership development.  I believe my passion for interacting with students, combined with my commitment to the integration of co-curricular involvement will enable me to make a valuable contribution to the growth and success of your institution.  I feel that my experiences in higher education and student affairs have provided me with valuable insight and abilities that I am ready and prepared to demonstrate at your institution.

Julia Duhan

You need to hire me because… I am committed to helping students. Through a compassionate and empathetic approach, I will encourage students to do more and to be more. I hope to help them make the connection between who they want to be and what the want to be. New to the student affairs game, I am hungry for experience.

Emily Clare Sharples


You need to hire me because…I’ve grown up around higher education. Some of my earliest memories are of going to my local community college with my father, and wanting to learn about the processes of education. I am passionate about learning, aiding students in their endeavors to learn, working with students of all calibers/diverse backgrounds/socio-economic statuses, and making my experience in higher education as incredible as I’ve always felt it could be. I am ready and willing to take on challenges unforeseen, and especially the unforeseeable, and cannot wait to start my career in higher education.

Stephen “Gavin” Weiser

You need to hire me because… I am the person you want in your organization. Whether it is my background in facilitation, or social justice and diversity programs I am a key component to any setting. I have a extremely varied background and utilize this internalized diversity in order to most effectively work with students. I have worked with students ranging from young teenagers, undergraduate students, graduate students as well as students at-risk. I have a commitment to service and an ability to create positive change around me. I am a passionate and dedicated individual and I want to make your organization better.

Daphne Everhart

You need to hire me because… I have extensive programming experience that translates well to success in many areas of student affairs.  Additionally, my positivity and enthusiasm make me a great addition to any team oriented office.  While my primary professional experience lies in student activities, I’m also interested in pursuing a career in first year experience, Greek Life, leadership, and volunteerism/service learning.  When I’m not working with UGA’s programming board, I enjoy spending time with my wheaten terrier puppy, traveling, and working out.

Lauren Hopkins



You need to hire me because… I am passionate about the fraternal values movement and love to have fun!

Christy Tanton

You need to hire me because… like many people in the field, I chose Student Affairs for the opportunities it allowed me to make an impact on students. Through my graduate education I have learned the many ways in which Student Affairs professionals can learn the balance between challenge and support, with the ultimate goal of students reaching their full potential. I am not naive in thinking that every student I come in contact with is going to develop and grow to their fullest potential, but I can promise I will commit to each student with the hope and determination that they can. I believe in the power of self authorship and it is my career goal to be good company for students journey. My resume speaks to my qualities, but I believe what sets me apart is my 110% work ethic, my unwavering passion for students, and the ability to know when to push and when to support.

Shannon Healy

You should hire me because… of my broad range of experiences in student affairs. From welcoming incoming first-year students during Orientation to helping seniors polish their resume for graduation in Career Services, I’ve worked with just about every age and type of student on campus. I’m energized by people and love to motivate them in return.

Lorriz Anne (Lori) Alvarado

You should hire me because … I approach my work with whole-hearted passion, determined focus, and excited wonderment. Like many others in student affairs, I’ve chosen this career because I love it and want to help students. But what sets me apart from them is the intrinsic satisfaction and energy I get when I know I’m working toward improving myself, my work, my college, and the institution of higher education. Although I will soon be done with graduate school (for now), I believe that we are all still students; there are tons of information and resources out there to utilize and better inform our work (e.g. SA Blog).  The sheer idea of being a professional excites me because I have the potential to contribute to the work being done on your campus and ultimately to affect your students’ lives. Combining my love for helping students with my uncanny skills in dedicating all of my attention and energy for long periods of time, I can guarantee that when I set goals for myself, I am determined to put my hopes and full energy into making my work the best it could possibly be.  You may believe my passion and enthusiasm is temporary because I’m a new professional, but I hope you realize that I am more than that. I believe that you should hire me because I am exactly what you need: beyond having the required work experience, I am someone new with a lot of energy, a unique perspective, excited to learn more, and dedicated and passionate about this career field.

Rebecca (Becca) Fick

You need to hire me because … I am deeply committed to engaging students and providing them opportunities to grow. One of my students wrote this during an affirmation, “She plans for the details that others would likely overlook.” I embed learning outcomes and development theories in all of my work, and find meaningful ways to share these ideals with other students and staff. My experiences outside and within student affairs have encouraged me to create meaning in all that I do, and above all to do good. Beyond the theory, I can demonstrate my experience through practice and evidence: I have presented at institutional, regional, and state conferences, interned through the National Orientation Directors Association, held a graduate assistantship for two years, completed two additional 150-hour internships, and served as an elected member of the Ohio College Personnel Association.  If  there is an opportunity for me to contribute to your student’s development and support your staff, you need to hire me.

Zack Ford

You need to hire me because… I’m incredibly passionate about social justice, I’m an organized multitasker who gets the job done and then thoroughly assesses it, and I’m a social media and technology junkie! (See http://zackfordblogs.com)

Jon Tingley

URL: http://campustalkblog.com/about-jon/
Resumé: http://web.me.com/jontingley
You should hire me because… I have a wide range of Student Affairs experience and after completing my degree this May, I will have worked in Student Affairs for 5 years. I started out in student government and administration as Senator, LGBTQ Issues Director and Vice President of the University of Wisconsin-Milwaukee’s Student Association. I then moved to working for Client Services and Security for our Student Union. This position gave me a feel for what it’s like to manage and secure a facility’s day to day operations. During this time, I also assisted in opening UWM’s First Year Center. I was brought on to help craft UWM’s first year experience and manage transitioning student mentors. Shortly after moving on from Client Services, I started working at our Union Recreation Center as a Program Coordinator. This is where I have the bulk of my experience in staff management, program development and staff development/training. I’ve decided that I want to pursue a Graduate Assistantship in Residence Life, so this semester I took a Residential Programs internship with our University Housing Department. I also write a column for our student newspaper that deals with student health and for Campustalkblog.com, a Student Activities blog. Overall, I believe my experience and dedication to the field make me an excellent candidate.

Laura Rogalski

You should hire me because… I am an experienced, excited and energetic young professional who is truly looking forward to working in the field of College Unions. My graduate work experience in itself is a testament to my thirst for knowledge and passion for Student Affairs. Being lucky enough to have had the ability to gain work experience in a number of areas, I would bring your College Union, and your institution, the leadership and student-centered development practices of an experienced professional. While I may not have all of my experience working directly within a College Union, the experiences I have had and the skills that I have gained from them are highly transferrable: staff development, supervisory skills, communication, advising, counseling, marketing, leadership development, budgeting, etc.   I am the future of the College Union field. My passion for this field of work is of the highest importance to me as I would not want to begin a career doing something I did not love. Nothing gives me greater joy than seeing a student develop and become more confident in their abilities and the knowledge that I helped, even the smallest amount, to make that development possible. In conclusion, you should hire me simply because I bring the best of myself to my work and I do my best to bring out the same in those around me. A career in the field of College Unions is not work to me…it is an exciting life experience.

Best wishes to these and all the those searching for positions this year!  If the #SACHAT and #STUDENTAFFAIRS community and I can help in anyway, please don’t hesitate to ask!


21
Feb 10

Triple Lutz Scoring in Student Affairs

It’s Winter Olympics time and we in the U.S. cheered as Evan Lysacek won the gold medal in men’s figure skating. The reigning gold medalist challenged him in this event, a Russian skater that burst onto the ice with a dynamic performance that included several complicated jumps. In the end, it was Lysacek, with a clean, consistent skate, who earned the most points. Juliet Macur explains that Lysacek used a new scoring system to his advantage, while his major competitor did not. The new figure skating scoring rewards bonus points for any jumps landed in the second half of the program. Lysacek landed five of his eight jumps in the second half of his program, while the Russian skater landed the bulk of his jumps in the first half of his program. This gave Lysacek an edge in points and ultimately the gold medal.

Institutions of higher education are facing critical financial situations and are changing the scoring as well. The University of Nevada Reno absorbed $33 million in budget cuts in the past year and is facing more. The Louisiana Community College System has lost $24 million in funding in the last two years. A $100 million budget gap is being faced at Dartmouth University. Very few colleges or universities have been unscathed in our recent recession. Institutions are revising budgets, raising tuition, eliminating staff, faculty, and programs. A new scoring system is at hand.

What is the new scoring reality in student affairs?

Think about your school’s strategic plan. When was the last time you read it? Does your program or unit align with the goals and desired outcomes of the plan? Find it, read it, know it. Your program mission statement should reflect the goals of your college or university. Use citations in your annual reporting to demonstrate how the work that you do meets these goals.

Think about how you measure success. How do you determine productivity? Do you collect student evaluations? Do your students achieve higher grades, improved retention, or higher graduation rates? Is your institution getting a return on investment from your salary, benefits, and program dollars? Programs that survive the next round of budget cuts are the ones able to show clear data supporting their value to the institution.

Think about why you are where you are. What service or leadership do you provide? Is it being provided elsewhere on your campus? Is someone else doing similar work better, stronger, faster? With whom do you collaborate? Be certain that you know your allies for support and funding. Build your community. Be certain that you are not the only one who can provide positive public relations for your programs.

There is a new scoring system throughout student affairs and higher education. Make certain that just like a new generation of Olympic athletes, you are using the scoring to your advantage.

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