I remember being a grad student and thinking about areas I wanted to pursue in student affairs. I thought “wow, being an OL was a great in college. Being in charge of the program would be really amazing.” That was back when my view of Orientation was like a pause in the great time/space continuum. Everything just switched on in June when my fellow OL’s and I moved on campus and everything switched off when we left. It was all matching shirts and name games in my head and all the life-changing opportunities came with it just arrived on campus like turning on a faucet.  I also remember thinking I “knew Orientation” when I was just a supporting staff member who was on the committee.

Over the years, my roles with orientation have progressed from OL to graduate assistant to the “person who presents the getting involved session and helps with training” to the person in charge of it to today. Now I am the person who supervises the person in charge of it, so I have a little more of an objective eye on this phenomenon we see every summer than I used to. I’m writing today to tell you that even after 15 years in the field there is still no experience quite like directing Orientation. What’s so unique about it? Here’s my two cents:

• If you really want someone with broad campus knowledge and perspective, ask someone who coordinates Orientation.
There’s a reason why my Assistant Director for New Student Programs can quote what placement scores will get a student into Writing II and what types of health forms are required for immunizations. It’s because she is responsible for an important conduit of communication for the new students to get this information. Every orientation professional I’ve ever worked with has a great knack for taking a wide view of the incoming student experience. How can we get the rest of campus to see even parts of that wide view to understand the college transition from outside their own areas? It’s such a great skill.

• “Other duties as assigned” is the rule, not the exception!
My staff members have filled roles in place of colleagues from areas like Counseling Services, Information Technology, Transit… you name it. We’ve set up rooms, consulted on dining support for those with severe food allergies and had to deliver news of family tragedy to a student who was with us at orientation.  Most duties that we would never be expected to handle during the year.  When the campus is on “skeleton staff” in the summer you find yourself in an array of situations needing your quick attention when your colleagues might be on other projects or on vacation. You have a choice. You can lament this situation, or you can use it to let the campus see you and your team shine.

• If you want some experience in navigating campus politics, direct Orientation.
Part of coordinating orientation means taking a lot of moving parts and trying to get them to move without hurting each other in the process. We struggle to get these parts to collaborate all year long, but somehow they have to make it work during Orientation. If you’re running Orientation you likely don’t supervise all of these parts all year long, but suddenly you’re in a position to dictate where and how these areas will contribute to the new student experience. So, when one of these parts messes up royally…how do you address it? The political savvy needed in these situations is not for the faint of heart.

• Most of your campus believes “if I had five minutes at Orientation” that they would get automatic success in their major, program or organization. They may not say it out loud, but the number of people who agree that just five minutes of talking head stardom with the incoming students would change everything is staggering. It’s a compliment to what they believe is the impact of Orientation, but also can be difficult. What we can do is to help them understand that there’s some important time to be engaging students between the time they get their acceptance letter and their first day of classes. As we who preach social media opportunity know, there’s ways to engage people that don’t require sitting in a room together!

• Orientation is a process, not an event.
This is my mantra to every colleague who campaigns for “just five minutes.” Students begin their transition to college from the first moment they consider what college might be like through their entire early time period on campus. As institutions, we miss out on so many opportunities with new students by not being intentional about how our messages are communicated. As an example, even my own department promotes a “Get Involved” message at Orientation without recruiting students for the SGA or program board. We show them how to find this information, but if we get them thinking about specific organizations too early they will miss the point of emphasis on the impact of involvement on campus.

• Group development – on fast forward!
I’ve been advising student leaders for my whole career, but group development in an Orientation setting is just not the same. It’s a great study in group development because they are with each other 24/7 and their sole focus on campus is this program. During the year, they have a billion other things going on, but we ask them to work together on one giant project all month long.

I always enjoy watching groups progress through stages of group development, but as my Orientation colleagues know, the intensity of this group experience makes each stage come and go quickly! When you don’t have a whole year together to patiently await self-actualization, the urgency factor makes things much more dramatic. Small problems can’t just be brushed aside in hope of them “working out eventually.” There’s just no time. On the bright side, the great moments are magnified too. That’s just incredible to watch.

Oh, but what do I know. We’re just the people who play name games, right?

I’m going to go write my staff member a card now that it’s finally over. I know what she’s been through!

What do you think? I know that every campus has its own unique dynamics around their program format, timing, structure and responsibilities, but is your experience anything like mine?

Photo of Rey Junco

A Live Video Interview with Rey Junco
Monday, July 12 from 4:00pm – 5:00pm EST
Broadcasted over Ustream:
http://www.ustream.tv/channel/student-affairs-3-0
Video Hashtag: #SA30

I’m pleased to announce that I will be sitting down with Rey Junco (@ReyJunco), Associate Professor in the Department of Academic Development and Counseling and the Director of Disability Service at Lock Haven University (PA) on TODAY at 4:00pm.  Rey is someone who I have been following for a while on Twitter and when I heard he would be in the Boston area, I just had to meet him!  I’m very excited that our schedules have worked out to make this happen!

We will be talking about how Rey uses quantitative methods to assess the effects of social media on student development, engagement, and success.  We’ll also be talking about how Rey teaches technology impacts on colleges students, how to use Social Media in your Higher Education marketing efforts, etc.   To learn more about Rey, please visit his blog.  I hope you’ll join me for this exciting interview!

What questions do you have for @ReyJunco?  Please leave them in the comment section and I’ll try to incorporate it during the interview!

#SACHAT BOSTON TWEETUP
After the interview is over, please join Rey and I for a summer Tweetup in the heart of Boston at John Harvard’s Brew House in Cambridge, MA!  Details and RSVP information here!

Pictures from the Tweetup :-)

Bravo @EricStoller on your first @InsideHigherEd blog post: “Let’s Shift Some Paradigms” http://ow.ly/2b6c6 @sachat [Well done!]

If you cannot view this poll click here.


And here are the results from the last poll.

Recently, I finally got around to listening to one of my favorite podcasts, Freakonomics Radio. A couple of weeks ago, they came out with an installment called “How Is a Bad Radio Station Like the Public School System?” (Click here for their blog entry about it). It focuses on customization and highlights a pilot program called The School of One being done by the NYC Board of Education. It’s a pretty cool pilot program that they have launched, and it focuses on providing students with a customized style of education, like (as discussed in the podcast) Pandora radio.

It got me thinking about Higher Education. Our in-class curriculum methods are just as outdated (I know there are professors out there that are more modern and being innovative) as K-12. However, if you step outside the box of a second, Higher Education does provide students with different ways to learn and the main people behind it are us, the Student Affairs Professionals.

We provide students the opportunity to learn in a variety of ways that leads students to develop transferrable skills, explore of their identity, and many other learning outcomes. We are the ones pushing to integrate tools such as social media in Higher Education. Since it is summertime, this is a great time to think about concepts like this. Here are some things to think about:

Dynamic Learning Outcomes: We tend to know (consciously or subconsciously) what outcomes we want students achieve during our daily interactions with them. However, in this day and age, students tend to know what they want and are much more consumer driven. I know this is typically a characteristic labeled on millennials but, based on my experiences working at an institution with non-traditional students, they are just as consumer driven.

We need to ask them, what do you hope to get out of this? Our learning outcomes should be dynamic instead of static. This will help you to also re-adjust outcomes if you misjudged the first time around.

Flexible teaching style: What if our style is not working for that particular student(s)? Our methods for engaging our students must be flexible so that we can adapt our skills to how our student(s) best learn. This will benefit both you and those that you are work with.

Open and Constant feedback: In order to achieve my first two points, you need to have open feedback with your students and it needs to constantly happen. Receiving feedback will help you to adjust your methods so that the process works for both you and your students. I think it can also help you to make sure your students understand your outcomes. Having an engaging talk about this topic may help your students to embrace the outcomes versus insisting that they need to change.

So, keep up the good work my fellow colleagues and continue to find ways to both innovatively engage and educate college students. Having students collaborate with us in their learning will reap lots of rewards.

Thanks to everyone who participated in yesterday’s #SAchat focusing on advancing in student affairs and terminal degrees. This week, our chats produced more than 1115 comments from more than 170 student affairs professionals,  graduate students and undergraduates interested or working in the Student Affairs field!

With more volleys than a Wimbledon match, this week’s chat produced some ace information about terminal degrees and moving up in the field. In case you missed it, below is the transcript. If you haven’t yet participated in an #sachat, learn more here.

Full Transcripts

DAYTIME:  View as a Google Document

Missed the conversation or have more to add? We don’t stop play just because we don’t have lights on the court! Feel free to edit the transcript to participate in chat or keep the conversation going via Twitter.

This Week’s Top Contributors

@The_SA_Blog
@mlj78
@JoeGinese
@mikesevery
@edcabellon
@studentlifeguru
@wihsng
@jacksonj
@cindykane
@sarahhcraddock

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 LIKE our growing Facebook Page, currently more than 3,000 and adding new #studentaffairs friends every day!  Thanks for your continued support!

Summer is in full-swing and we’re all busy bees, getting ready for the start of another new academic year. If you’re like me, this means preparing for leadership training opportunities. And for some of you, this is synonymous with Resident Assistant Training. While you’re putting this beast together, I ask how much emphasis have you and/or your institution placed on training for diversity issues? Although diversity is nothing new to us in Student Affairs, I still find that its emphasis is not on par with our students’ needs.

Yes, we may require a diversity program or two for our RAs, Hall Council, and Residence Hall Association, but how much affect do these programs have? Is open support for the various religions, abilities, races, socioeconomic status, genders, and sexual orientations of our increasingly diverse resident student body enough? And more importantly, how well versed are our student leaders? Is the RA ready to handle a student coming out to them? What would they do when faced with a roommate conflict fueled by religious differences? Could they confidently approach the needs of a wheel-chair dependent resident? The more we think about it, the more nervous it may make us.

Fret not, there’s a solution! An easy way to tackle this concern is introducing (if you have not already) diversity training into your leadership curriculum such as RA Training. As professionals and (pre)-professionals, many of us are ready to tackle these difficult situations, and we do. Nevertheless, it’s paramount that our student leaders are able to face these situations with just as much ease since they are the ones who usually are first confronted with these situations. Below are some Diversity “Behind Closed Doors” or BCD scenarios that I wrote for my department’s Fall Training. If you think it’s time your department tackles diversity training, these may provide you with a good start:

Behind Closed Doors – Diversity-based Situations

Scene 1

Type: Race Relations (Not to be disclosed to RA-in-training)

Prompt Read to RA-in-training:

It is Move-in Day and your residents are really excited to finally get to college! You notice two residents arranging their room and decide to stop by to see them.

Actors:

(Resident 1, Resident 1’s Parent, Resident 2)

Scene to be enacted:

Move-in Day:  Two residents are arranging their room. One resident has a parent with him/her. The RA stops by to see how move-in is going and the parent begins aggressively complaining about how his/her son was put with someone of a different race and that he/she will not have his/her student picking up drugs and becoming promiscuous because of his/her roommate.

RHD: Processing:

  1. What did the RA do well?
  2. What could the RA have done better?
  3. How has training taught us to do in this situation?
  4. Is there specific protocol for approaching this situation?
  5. Veteran RAs: What advice can you give Rookie RAs?

RHD: Points to make:

  1. Ask the parent to join you in the hallway.
  2. Explain to the parent that roommates are required to live together for the first two weeks before they can be moved.
  3. Explain that being moved will be the choice of the students involved once the two-week waiting period has elapsed.
  4. Speak to the students, individually, later to see how they feel about their living situation.
  5. If the situation escalates more, send the parent to the RHD.

Behind Closed Doors – Diversity-based Situations

Scene 2

Type: GLBT Coming-Out (Not to be disclosed to RA-in-training)

Prompt Read to RA-in-training:

Two of your residents came to VSU as lifelong best friends and have maintained their friendship despite rooming together. They’re inseparable and never fight. As you’re doing a round, you hear screaming coming from their end of the hall.

Actors:

(Resident 1, Resident 2)

Scene to be enacted:

Two roommates are best friends and are inseparable. They’ve known each other their entire lives and have no secrets—or so one of them thought. After rooming together for almost a semester, one roommate decides to tell the other his/her one secret: he/she is Gay. Roommate 1 is completely flabbergasted and the surprise of it all erupts in homophobic rage. Roommate 1 screams at the other roommate, calling him/her a faggot/dyke and proceeds to run out the door, slamming it behind him/her. The RA calls for your attention but you keep going. The RA stops in to ask Roommate 2 what had just happened. Roommate 2 is in tears and states that he/she just came out to Roommate 1 and doesn’t understand his/her reaction.

RHD: Processing:

  1. What did the RA do well?
  2. What could the RA have done better?
  3. How has training taught us to do in this situation?
  4. Is there specific protocol for approaching this situation?
  5. Veteran RAs: What advice can you give Rookie RAs?

RHD: Points to make:

  1. Both roommates are very emotional right now and it’s your task to sift through their emotions to reestablish their common bond.
  2. Have Roommate 2 recount the incident.
  3. Locate Roommate 1 and discuss his/her feelings (they’re important, too!).
  4. Suggest taking both roommates to a GSA meeting, or inform them of GSA and their services.
  5. Discuss the situation with your RHD.
  6. Check up on residents to see if their relationship is rebuilding or further deteriorating.

Behind Closed Doors – Diversity-based Situations

Scene 3

Type: Religious Differences (Not to be disclosed to RA-in-training)

Prompt Read to RA-in-training:

Two of your residents are roommates but not friends. You know that they coexist without much communication, but neither of them have explained why. While doing a round, you hear a bunch of commotion followed by screaming and the slamming of a door.

Actors:

(Resident 1, Resident 2, Friends of Resident 2 [if possible])

Scene to be enacted:

Resident 1 is of a traditional, conservative Christian religion. Roommate 2 is a Neo-Pagan (define). Despite Resident 1’s intolerance towards Roommate 2’s beliefs, both residents manage to remain roommates since they have conflicting schedules that keep them separated. Tonight, however, Resident 1 walks in on Resident 2 and his/her friends performing a ritual that involves them sitting in the form of a circle with lit candles and incents amongst them and a religious text in the center of their formed circle. Resident 2 and his/her friends appear to be chanting. Resident 1 bursts into anger and kicks the candles, incents, and text; screams at them and crashes out the door, slamming it behind him/her. Resident 1 sees his/her RA and charges towards him/her demanding a room change.

RHD: Processing:

  1. What did the RA do well?
  2. What could the RA have done better?
  3. How has training taught us to do in this situation?
  4. Is there specific protocol for approaching this situation?
  5. Veteran RAs: What advice can you give Rookie RAs?

RHD: Points to make:

  1. Lead Resident 1 back into his/her room and have all non-residents leave the room.
  2. Point out the policy violations with the candles and incents, but do not make the situation about the policy violations, but rather the roommates situation.
  3. Emotions are high right now, separating the roommates and speaking to them individually may be a good idea. Start with Roommate 1 since he/she came to you first.
  4. Bring the roommates together and use the Talking Stick and Roommate Mediation skills.
  5. Be aware that some situations are above your skill set and that is OKAY.
  6. If you feel that the situation will only become worse, contact your RHD or the RHD on duty so he/she may investigate and decide on any further action.

Behind Closed Doors – Diversity-based Situations

Scene 4

Type: Socio-economic Status/ First-gen College Student (Not to be disclosed to RA-in-training)

Prompt Read to RA-in-training:

You love community building activities. In fact, you’ve managed to get your entire floor to regularly see movies on opening nights, go off-campus to eat, and they even designed and purchased several floor pride shirts! One of your residents, who used to be just as active as the rest of your floor, has recently stopped going to the movies and off-campus to eat. Tonight, you decide to stop by and see if he/she’s okay and find out why he/she’s changed.

Actors:

(Resident 1)

Scene to be enacted:

Resident 1 hails from a family of low socio-economic status and is a first-generation college student. Although the HOPE Scholarship and his/her Financial Aid covers most of the cost for college, he/she still had to take out a loan for some books and living expenses. Resident 1’s floor is very engaged and regularly sees movies on opening nights, goes off-campus to eat, and even designs and purchases several floor pride shirts. Even though Resident 1 has really enjoyed this, he/she’s realized that continuing this will deplete his/her fixed finances. The RA has noticed that Resident 1 has stopped attending the movies and no longer goes out to eat with the floor. He/she stops by tonight to ask Resident 1 why. Despite Resident 1’s embarrassment, he/she places pride aside and explains his/her situation.

RHD: Processing:

  1. What did the RA do well? What could the RA have done better?
  2. How has training taught us to do in this situation?
  3. Is there specific protocol for approaching this situation?
  4. Veteran RAs: What advice can you give Rookie RAs?

RHD: Points to make:

  1. Finances can be a sensitive subject to students, so approach them with diligence.
  2. Do not hesitate to use the programming budget—designing low-cost and free programs is very simple. Be sure to utilize CAB, RHA and general University events as programs!
  3. All students need to understand finances: program a Budgeting/Finance 101 program.
  4. Be aware that First Gen students may need more assistance than other students. Plan for this by knowing basic questions to University services and guide them to the resources/services/offices that may help them.
  5. Praise your residents’ academic success through programs and conversation: ask residents how they want to be recognized (some wish to be, others do not).

Behind Closed Doors – Diversity-based Situations

Scene 5

Type: Students with Disabilities (Not to be disclosed to RA-in-training)

Prompt Read to RA-in-training:

One of your residents uses a wheelchair for mobility. This resident has been very social and active all semester—coming to hall events and spends a lot of time in the lobby being chummy with other residents. Recently, however, you’ve not seen this resident around. Being concerned, you stop by why the resident is out and ask his/her roommate if everything is okay.

Actors:

(Resident 1)

Scene to be enacted:

Resident 1’s roommate uses a wheelchair for mobility. Lately, Resident 1 has noticed that his/her roommate has become frustrated with the way other residents are treating his/her disability. Resident 1 has seen other residents walk around his/her roommate as he/she is leaving the building since he/she uses a proxy card that automatically opens the doors. Resident 1 has also seen residents make faces, gestures, and comments about his/her roommate being slow and taking up the whole hallway as he/she navigates the building. Resident 1 knows that his/her roommate has become aware of the ignorance/intolerance of other residents has become less active in the hall and is now spending most of his/her time outside the resident hall. When the RA stops by to ask about Resident 1’s roommate, Resident 1 explains the situation.

RHD: Processing:

  1. What did the RA do well? What could the RA have done better?
  2. How has training taught us to do in this situation?
  3. Is there specific protocol for approaching this situation?
  4. Veteran RAs: What advice can you give Rookie RAs?

RHD: Points to make:

  1. Start the year by discussing a climate of acceptance and expecting diversity. This will set the tone for the year and make residents more aware of one another initially.
  2. Talk to the resident experiencing the issue to assess his/her feelings and sentiments.
  3. Ask the resident if he/she would be interesting in creating an ability-based program (some residents with disabilities are more than willing, while others would rather not).
  4. Become acquainted with the Access Office (aka Disabled Student Development)—they will be glad to help you understand your resident and his/her needs.
  5. Do not tolerate any intolerance of any diversity element: treat it as you would any other inconsiderate behavior.

If you cannot view this poll click here.


And here are the results from the last poll.

A note from the authors:

On April 18, 2010 the Chronicle of Higher Education published a commentary by community college presidents, Joseph N. Hankin and Stuart Steiner. Joseph N. Hankin is president of the State University of New York’s Westchester Community College. Stuart Steiner is president of SUNY’s Genesee Community College. Their commentary shared 8 lessons from their experience to their fellow college presidents around the world. After reading the article and the plethora of wisdom shared within the text, we couldn’t help ourselves from thinking, “What about the new professionals in the field? Couldn’t they use this sort of wisdom framed for their experience?” The answer is what you will find below.

This article was specifically written to mimic the original article (found here) in style and format but with the point of view of new professionals. It is not intended to plagiarize the original work nor is it meant to be a satirical version. We were inspired by Presidents Hanker and Steiner and their collaborative effort to educate and instill their wisdom upon other higher education professionals and administrators. Each of us hopes that in the distant future we can look back at our careers and offer as much knowledge and experience as Presidents Hanker and Steiner but until then, please read on and enjoy…

In the Augusts of 2005 and 2006, each of us began our higher education career with graduate assistantships at two of Connecticut’s most reputable institutions, Fairfield University and the University of Connecticut. Full time positions followed in relatively short order: Joseph Ginese was hired as the Coordinator of Orientation at Fairfield University in 2007, followed by a promotion to Assistant Director of New Student Programs in 2008. Robyn Kaplan was hired as a Program Coordinator at Fairfield University in 2008, where she continues to serve today.  Together we hold a combined record of 7 years of new professional service (including each of our 2 year assistantships equivalent to 1 year as a professional).

As we observe many of our colleagues navigating their own careers in higher education, our short but promising path both humbles and inspires us. We have reflected often on our three-quarters of a decade of service and the reasons for our short but successful careers. Perhaps our reflections will provide insight into the unique challenges for the new student affairs professional. Equally important, by sharing what we believe to be the defining measures of our success, perhaps we can inspire others who work – or would like to work – as student affairs practitioners. Here are some of the lessons we have learned:

Successful new professionals in student affairs are educators first and foremost. We and our most successful colleagues spend a large percentage of our time teaching and guiding students and student organizations. Our curriculum consists of professional vision, assessment practices, and ‘challenge by support’ techniques. Like all new professionals, we use every ounce of our energy to prove our worth, credibility, and pride in our department/institution. Over time, our abilities mature and become polished resulting in life-long mentor relationships with students, ties to the institution that gave you a chance, and a full resume.

Successful new professionals keep learning. The depth and breadth of our professional roles and responsibilities are endless. We are responsible for hundreds of events on campus, press releases to the community about said events, implementing leadership programs, hiring student staffs, chaperoning trips, maintaining budgets, creating and maintaining assessment practices, and serving as the front line for student interaction. Successful new professionals take every opportunity and do it to the best of their ability, taking in every lesson, quip of wisdom, and experience they can obtain.  But equally important, we network at conferences, join regional/state association boards, we volunteer for everything, and we are the change agents. We remain curious about big goals, obscure details, and always ask “why?” in large group discussions. The more we know, the better professionals we become.

Successful new professionals think about today. While many of our mid- and senior-level colleagues are immersed in managing the “2-, 5-, and 10- year strategic plans/vision/mission,” we do our best to keep up with the “here and now.” We might, for example, begin planning our first attempt at living with a partner, planning a wedding, or wondering how we are going to make our first student loan payment after graduate school. These are priorities that directly affect our tomorrows, so they must be taken care of today. We are always working on new or revised life plans for all areas of our future (both professionally and personally). Our gratification comes from the knowledge that we are shaping and securing our futures while also attempting to shape and secure the futures of our students, department, and institution.

Successful new professionals are fair-minded. Successful new professionals rarely hold any prejudice when it comes to opportunities or organizations. New professionals take opportunities wherever they can get them.  Typically it doesn’t matter the office sponsoring an event or soliciting volunteers – new professionals are often the first to raise their hand. Other seasoned professionals at institutions may be weary of volunteering due to time constraints, office politics, or focusing attention elsewhere. Many new professionals don’t have their time constricted by other committees or “senior” level work, they aren’t privy to office politics and past relationships, and their attention is focused on what is going to make them standout. But when the people around new professionals recognize that their motives are rooted in the long-terms goals of themselves as professionals (and about the institution) and that their actions are based on “what skill/involvement am I missing”, they will usually earn the support of all constituencies due to their excitement and charisma.

Successful new professionals are careful with resources. In current times, new professionals have witnessed a glimpse of a recession and some of America’s worst economic times. Just as significantly, new professionals have experienced personal and professional struggles leading them to be cognizant, careful, and collaborative with the limited resources available.  The most successful new professionals pay attention to opportunities to collaborate and co-sponsor with other offices. We err on the side of caution and conservative thinking when planning our budgets on a semester basis. While we have the desire to earn reputations as prudent, enthusiastic collaborators, we want our office to recognize that we put as much energy and care into the partnerships we develop as we do in our primary responsibilities.

Successful new professionals respect the role of mentors and supervisors. Many successful supervisors will give their new professionals broad autonomy to operate within their roles, but successful new professionals understand that their mentors and supervisors have been in their shoes before and are often the wiser decision makers. At times, new professionals lose sight of this and, as a result, open the door for their mentors/supervisors to have a “learning moment” with them. The motto of “it’s easier to beg for forgiveness than ask for permission” is not one a new professional should embrace. New professionals must master a level of patience and possess an ability to ask before assume in order to effectively serve their supervisors and their institution.

Successful new professionals stay fresh. Just as graduate school provided endless amounts of intellectual stimulation by harboring constructive dialogue, professional writing, student development theorizing, and contemporary issues reading; new professionals must make an effort to maintain such stimulation in their professional role.  Active involvement in the college by asking for opportunities to sit on committees,  attend professional conferences and subscribing to a higher education journal help us stay on top of the field and future growth opportunities. In turn, we invest ourselves and what we’ve learned in the institution by implementing new programs, asking questions never asked before, and sharing a renewed sense of energy.

Successful new professionals celebrate accomplishments and recognize others for theirs. Although the student thank-you notes and the professional pats on the back could be few and far between, new professionals should learn to value the small gestures that are meant to indicate the large impact we are making.  Every breakthrough is an important one. Every failure is an educational moment of how to do it right next time. Every accomplishment is a glimpse of certainty that we, new professionals, are in this field for a reason.  That reason is the inner sense of fulfillment to know that we are a part of a community who strive to develop all those around us – regardless of gender, creed, age, race, or orientation.  The more we acknowledge our own successes, and recognize others for theirs, the more certain we become that we are a part of a select few who have stumbled upon our challenging, fulfilling, exhausting, enlightening passion that is a career in higher education.

Joseph M. Ginese (@JoeGinese) is a Program Manager in the Office of Academic Services at Babson College. Robyn Kaplan (@RKaplan13) is a Program Coordinator in the Office of University Activities at Fairfield University.

Original Article Citation:

Hankin, Joseph N., and Stuart Steiner. “With a Combined 78 Years on the Job, 2 Presidents Share What They’ve Learned – Commentary – The Chronicle of Higher Education.” Home – The Chronicle of Higher Education. 18 Apr. 2010. Web. 1 June 2010. <http://chronicle.com/article/With-a-Combined-78-Years-on/65053/>

These days, you couldn’t swing a LOLCAT anywhere on the internet without banging kitty right into someone pitching themselves as a “guru” of something or other. I’ve become especially aware of this as a new business owner, because people call me to pitch this-and-that, and probably some of the other.

I’ve written a third post in my series “How to Tell a “Who-Do” from a “guru.” Originally, I cross-posted it here as well. That was at about 3 or 4 a.m this morning. Then I got up this morning, re-read it, and decided it didn’t really belong here. Not because it’s not relevant to this community (I think it is), but because it contains an affiliate link and some salty language. I can do that on my site, but thought after some consideration (and some coffee) that it didn’t belong here. I like writing here occasionally, and so I decided that it’s best to keep it clean and non-commercial. It’s the social contract we have here, so I don’t want to blur the lines. I didn’t come here to sell you anything but ideas.

If you’ve been reading the series, please feel free to visit HigherEdCareerCoach.Com today and read along. The post is about the value of engaging in communities to get where you are going in your life and career. And in part, it is a tribute to the great community I’ve found here as an occasional contributor to this blog, and as a participant in #sachat on Twitter.

For me, engaging with this unique community of professionals has broadened my perspectives, challenged me, inspired me, and encouraged me. I feel that as I get where I am going in my career, I’ve got a great group of colleagues not just cheering me on from the sidelines, but helping me run the plays, go long and head for the end zone.

Yesterday, I learned (quite by accident) that somehow, Higher Ed Career Coach got ranked #49 on the Technorati top blogs for small business. It wasn’t something I was even thinking about, but it’s a nice validation that something is going right. And I give credit to the awesome people and communities I’ve been a part of, especially this one.

How do you tell a “who-do” from a “guru?’ Look around you, read this blog, and participate in #sachat and all the other hashtag chats that have been spawned by this community’s synergy, and I think you’ll get the idea.

I have seen the “guru” and he is us.

In the words of the Hopi Elders: “We are the ones we’ve been waiting for.”

Thanks to everyone who participated in yesterday’s #SAchat focusing on why you chose student affairs and why you stay. This week, our chats produced more than 900 comments from more than 175 student affairs professionals,  graduate students and undergraduates interested or working in the Student Affairs field!

Despite an early red card being given to Twitter for it’s ongoing technical problems, chat play continued. In case you missed it, below is the transcript. If you haven’t yet participated in an #sachat, learn more here.

Full Transcripts
(Feel free to add your own comments if you missed the entire chat, a few questions, or comments today!)

DAYTIME:  View as a Google Document

Missed the conversation or have more to add? The vuvuzelas will keep bleating in the background. Feel free to edit the transcript to participate in chat or keep the conversation going via Twitter.

This Week’s Top Contributors

@The_SA_Blog
@beckielkins
@mikesevery
@DawnPappas
@wihsng
@LaurieABerry
@JPKirchmeier
@Davey_Jacobson
@jenontheblock
@JenniferLPrince

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 LIKE our growing Facebook Page, currently more than 3,000 and adding new #studentaffairs friends every day!  Thanks for your continued support!