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Licinia
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14
Nov 11

MACUHO 2011 – A year of Changes

It is conference season and MACUHO (Mid-Atlantic College and University Housing Officials) just completed its annual conference in Reading, PA. Over the years I have slowly become more involved in the organization. I have served on the programming committee, presented on various topics, and won awards here and there for my presentations. This past year, I became more involved with planning the first ever Summer Summit and had a desire to serve on the executive board. MACUHO went through some strategic planning and we discovered we had a huge executive board and needed to re-configure our organization. At this year’s event the votes were cast and a new organization structure was put in place. As a result, I have been appointed to the first ever Director of Learning and Development position. I am very excited for this position and what I can contribute to MACUHO.

But the conference wasn’t only about the restructuring of MACUHO. It was about the programs, keynote, and CIR (Consultants in Residence). We had a large number of CHO (Chief Housing Officers) presenting on great topics such as moving up in the field, behavior care campus teams, and mold/bed bugs (I know not the most exciting stuff but it’s an issue on campus and how it is handled dictates student satisfaction). Our keynote was Matt Glowacski, who spoke on finding happiness and how to do it everyday. Our CIRs were Dr. Janet Walbert from Arcadia University, and Khadish Franklin, who were both excellent consultants for those at the conference. We had wonderful vendors who shared their newest products and how they can support our work. At night we had great events like mask making, henna tattoos, and palm readers. The last night we hosted “office olympics”. But the highlight of the conference for me was the charity basket raffle. Baskets are donated by universities for a cause each year. This year’s cause was Operation Smile. It is a great program for which we raised over $2000 — a great way to end a great conference.

MACUHO is getting ready for a new approach to running the organization and impacting regional universities and student affairs professionals. It’s going to be an exciting year.

 

Licinia “Lulu” Barrueco Kaliher is Assistant Director for Staff Development and Recruitment, Temple University Office of Residential Life.

 

Licinia
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Technology and Programming — 2 Comments
24
Oct 11

EDUCAUSE

I just attended the EDUCAUSE Annual Conference here in Philadelphia. EDUCAUSE is the leading conference for higher education IT professionals. From teaching and learning, to new technology such as cloud and mobile applications, this conference has renewed and excited me for the potential technology has in enhancing learning. Some of it was way over my head and other sessions were right in tune with my philosophy and approach to education. The opening speaker was Seth Godin. He challenged us to think differently regarding our impact on the future and our profession. We are artists and must create and have the freedom to do so. I now have a long reading list with Seth’s books at the top. I enjoyed listening to Keith McIntosh, who talked about growing your staff, developing your staff and loving your staff. This theme came through other sessions as well such as one by Linda Cureton, the CIO of NASA. She spoke of failing. Not once, but over and over. The message? Take a risk and encourage your staff to do so.

Another great aspect of this conference was the exhibition hall. I have never seen a conference display like this one. 3D technology was everywhere, plus great food. Nearly every vendor had a drawing for an iPad. I didn’t win, but I think it says something about where we are headed as educators. It was great to learn about new technology and systems, but almost overwhelming for my mind. I spent most of the conference reflecting and mulling on the impact of technology, not only in my work but also in my life. EDUCAUSE has opened new doors and concepts to me and has shown me really what is necessary to truly impact learning.

I don’t know if I’ll get another chance to attend EDUCAUSE in the future, as it’s not the typical conference for student affairs professionals to attend, but I think everyone needs to attend a conference not directly related to their work. It allows you to be exposed to new thought processes and opens new ideas and possibilities. I surely got this and have new thoughts and methods on how to achieve my goals and aspirations.

Licinia
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23
Mar 11

Transitioning Up to One Community

It’s been two months since I started my new job (sorry I’ve been MIA on #SAchat). It’s been an exciting new adventure to finally be doing what I always wanted to be doing: staff recruitment and development.

When I got the job offer in late October, my partner and I hypothesized what this new change would mean for our family (I have two wonderful young children plus the 2 adults). We strategized the transition. Since the new job was ONLY an hour away, we would move off campus in our current community in Delaware so that the kids could stay in their daycare and my partner would stay close to his work. I would take the train to work for the first 6 months. Then we would buy a house closer to the job, start kindergarten for my first-born, etc.

The plan is in motion now with minor changes. Due to my commute (train takes an hour and 20 minutes on good days), there was no way I could pick up the kids from daycare (which usually close by 6pm). We don’t have extended family in the area, and my former staff (RAs and HDs) are a bit busy with their own lives and don’t have cars or car seats. So, we are keeping the kids with in-home care (i.e. wonderful RAs and HDs). Other than that, the plan is progressing. We are renting a house from a faculty member who is on sabbatical while I commute back and forth.

As we enter month two of this arrangement, we are realizing that purchasing a house may not happen in our timeline. Prior to moving off campus, I had constructed a budget of our anticipated monthly expenses and what we would need to save each month for a healthy down payment. Reality hit us in our first month off-campus with surprise expenses. A big snowstorm snowed us into our house. No longer did I have a maintenance crew to shovel us out, it was me and my handy shovel. When it became apparent after an hour of shoveling that the snow wasn’t moving, we paid a neighbor with a tractor to dig us out. Then the toilet was clogged and we had to pay a plumber. Then we had to get new tires on the car…and the list goes on.

Moving off-campus has been a dream of my partner for a while. For me, I could live on campus forever, depending on the situation (not in a hall, but a house or something like that). Many of us in the residence life field aspire to live off campus. Everyone else does it; our students often move off campus by their junior year and everyone in the world lives “off-campus”. But for those few of us who enjoy the live-in experience and like the convenience and practicality of it all, moving is hard. I’m struggling coming home to one community: my family. Don’t get my wrong – I love them, but I also enjoy the sound and energy of multiple communities living under one roof. I love the opportunity to open my door to instant engagement. I love that campus is our playground and my kids can be exposed to various cultures and experiences. I love the services provided with living on campus, and I love the opportunity to make meaningful relationships with students at all hours of the day.

So, my transition to the new job is going well, now I’m an 8—5′er. I get up, work out, get the train into work (an hour and 20 minutes), work, get the train back home (another hour and 20 minutes), and get home to my family in time for dinner and bedtime. I’m exhausted (and that’s saying a lot for someone known as the energizer bunny). I have to aggressively manage two different lives: the one at work and the one at home. It’s not what I was expecting to deal with as I transitioned to a new job, but I’m making it work.

What’s your story on new job transition?

Licinia “Lulu” Barrueco Kaliher is Assistant Director for Staff Development and Recruitment, Temple University Office of Residential Life

Licinia
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15
Nov 10

Blind Date

I’ve been a serial “blind dater” lately. Yes, I’m admitting to this and am exhausted by it. But I’m glad to say that I have found my “match”.  So, what am I talking about you might wonder (especially those who know me personally)? I’m talking about the adventures of job searching and I’m comparing the job searching process to blind dating.

Stage 1: The Set-up. In the first stage of the “dating” process, you reflect on what you can bring to a relationship (aka an institution or department). You write up a profile (aka resume) about how wonderful you are. You decide where to post this information (i.e. higheredjobs.com, NASPA Job search) and start looking up potential matches. You set the criteria you want to find in that other “partner”, i.e., small vs. large school, urban vs. rural, potential vs. growth; salary…benefits… location.  But soon you find that you may have to expand your criteria. You ask yourself, “What am I willing to do without?” Then you contact the potential “match” and wait to hear back from them. You might be still waiting to hear from them after three months, while others looked over your profile and asked for that first phone “chat”.

Stage 2: The Call. The second stage is that awkward phone conversation. It’s one thing to exchange messages online (i.e. Hi, how are you doing? Great…..) but to get on the phone with each other makes your heart pound. You wonder what they would sound like. Would they like your voice as well? You start prepping for the call, trying to find anything about that “person” online. After a bit of cyber stalking, you dig up random facts that you think will impress them. You call your best friends and talk about what you should say and the excitement of the potential. Then the call comes. You’ve been sitting there by the phone holding your breath. Then it rings and you pick up the phone and you start chatting. You write down what they say, and you make notes. You laugh, you get serious, and you share a little bit about yourself. And then it’s over. You hang up and wonder “will they call me back?”. You call your friends again, this time detailing out every point of conversation. Even though it might have lasted only a half hour, you expand and mull over the “chat” for days. You send them a nice note, following up on what you chatted about. And then you wait and wait and wait. Then you start wondering what you did wrong. Did they not like you? Well, then you don’t like them either. You move on but then you get the call for the “Date”.

Stage Three: The “Blind Date”. You got the call. Yes! You agree on a time and place to meet. Then you start the process of primping yourself. You go out shopping for an outfit. You shave and get a hair cut. You think about every little detail about the “date”. At the same time, you do more work on finding out who this “person” (aka institution) is all about. You may find some skeletons in their closets or connections that you didn’t know of before. Then the day comes for the “date”. You get up extra early to be ready. Everything has been ironed out. You decide against the perfume/cologne in case they are allergic. You have your bag, hair in place, and you take one last look in the mirror and tell yourself “You’re Gorgeous!”.  Luckily you know everything that’s going to happen on the “date” from the food, the location, and everything else. You spend hours together talking about everything from your passions to your fears. You go to the bathroom more often than normal because of the nervousness. You’re always double-checking that no food is stuck in between your teeth. You laugh when you think you need to and you nod when appropriate. Just as fast as the “date” started it’s over. You say your good byes and hold out your hand for a shake. You get a hug. Oh happiness.

Stage Four: The Wait. It’s been days since your first “date”. You try not to focus on it but you can’t help but to glance over to your phone in hopes they call right then. You check your email four times more than normal. You talk about the date over and over with your friends. You go over every detail and wonder what could have gone wrong. You’re also starting to get other requests for “dates”. Oh no! Should you go on those or hold out for this one? You can’t decide, so you make a daring move. You call them! “Oh, I’m so sorry – it’s been busy here with work, you know”. Yes, you know.  Then a few days later you get a nice email from them stating it was a great date but there wasn’t any chemistry between you two. Your heart breaks. Sadness comes in and you wonder if you will ever stop dating.

But those other “dates” that you did go on turned out promising. One asked for a serious relationship, which you were not ready for, asking you to move across the country to be with them. No, that wasn’t going to work for you, so more dates and more waiting until….

Stage Five: The End. Finally, you found your match. It seemed from the beginning you two would be together. They liked your profile, and you liked their story. They liked your energy and enthusiasm for life, and you liked how accepting they were of you. Several phone calls later and you both agreed to be together. You are glowing, smiling through your eyes. Everyone is asking you about it and is so excited for you. You’re able to close a chapter of your life and move on to the next. “And they lived happily ever after”.

I’m glad to be done with the “dating” scene for a while. I was a bit rusty at first, but after several applications, numerous phone calls and three on campus interviews, I’m happy to announce that I will be joining the wonderful Temple University Office of Residential Life as their Assistant Director for Staff Development and Recruitment in January 2011. I’m so excited for this new chapter in my career and happy to have shared my journey with you.

Licinia
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8
Nov 10

MACUHO 2010 Retrospective

‘tis the season for fall conferencing.  With limited budgets for professional development, I believe student affairs professionals are being more strategic and mindful of their professional development opportunities. Some professionals may think they have to go to the large national conferences such as ACPA and NASPA, but I think you’re missing an opportunity if you don’t take advantage of your regional conferences. One great regional conference I recently attended was MACUHO 2010, held at Penn State.

Held over three days, the conference focused on the theme of “Quality is our Keystone”. And truly this conference was quality.  The keynote speaker was Tom Segar, the Assistant Vice President for Student Affairs at Shepherd University. His speech focused on finding balance as a professional and finding those mentors that can help you reach your goals. He provided the right tone for the conference. The second element that was “quality” was the consultant-in-residence, Julie Payne Kirchmeier. A scholar- practitioner who focuses on women equity, Dr. JPK inspired several of us to really examine our lives and how gender plays a role in our work (check out her blog The Feminist Lattice).  Thanks Tom and Julie for the amazing support and guidance you gave to many attendees, including myself.

The conference was packed with excellent programs, ranging from crisis management to green housing. I have served on the MACUHO programming committee for the past few years and we are always amazed at the innovative and interesting programs that are submitted. But we also wonder about those who didn’t think they could present at MACUHO, therefore never submitted a program. I encourage everyone to submit programs at any conference, small or large, when you think you have something worth sharing. You might surprise yourself and get accepted into the programming slate. This is a great professional development opportunity that will not only boost your resume but help you make connections with other professionals.

There were also lots of fun and social activities at MACUHO. There was a campus tour, bowling, karaoke, the Common Round, and a walk/run. Another fun and interactive component of MACUHO was the Vendor Bingo. After the vendor luncheon in which they are recognized for their support, delegates (that’s us) had a chance to walk around and meet different vendors and fill out a BINGO sheet. Many young professionals may shy from doing this type of activity because they may not have any decision-making influence back at their home school. I know that’s what I thought earlier in my career.  But this event is not about solicitation but about making relationships. I see these vendors at different events throughout the year and though currently I may not have the opportunity to influence decisions, in the near future I will be in such a position. Relationships are the foundation of our professions and how we are successful in our work with students. We have great social skills in connecting students together, so simply use those skills during an event like meeting the vendors.

Lastly, the conference provided many mentoring opportunities. The Lisa Pierce Volunteer Incentive Program (VIP) program sponsors several undergraduate students to attend the conference. Their youthfulness, excitement, and passion for student life was contagious. Another great mentoring experience was the LINKs program, pairing up seasoned professionals with a new MACUHO attendee. I had two wonderful LINKS that provided some insight in what they were looking for in the conference. But the best case of mentoring were those informal connections you make with other attendees. I met so many wonderful people and one I now call a “mentor” (thanks @JPKirchmeier).

I believe professional development doesn’t only come from attending conferences but participating in other offerings on campus and now the internet. I challenge you to look around your campus for those development opportunities that would expand a skill set, or engage in an online discussion on a topic you are passionate about. No matter how much money you have for professional development, it shouldn’t define the level of growth you can have. Go out and get “devo-ed’.

Licinia “Lulu” Barrueco Kaliher, Ed.D., is a Ray Street Complex Director at the University of Delaware.

Licinia
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12
Oct 10

Embracing technology

This article was written in collaboration with Jimmy Howard, a colleague of mine from the University of Delaware. It was originally posted in the July 2010 Interchange newsletter, a publication from the ACPA Commission for Student Involvement.

Technology: Love it or hate it, it’s here to stay. It would be hard to conceptualize our work without the daily intersection of technology in our practices. Emails between peers, employees, students, and parents are common place. The world of technology is daunting and overwhelming. There is no way to keep up with the newest technologies, web tools, or strategies; it may sound absolute, but technology is always evolving.  As a pair we have prepared trainings, done presentations, and even consulted for few institutions; and we can’t manage to stay abreast of all the current technologies. That’s the nature of the world we live in and the only world our students know. Our students are multi-takers, constantly navigating change, and creating a culture of connectivity that most outside of their generation will never understand. However, despite the pace of technology, technology concepts are easier to grasp in the long term.

We believe that student affairs divisions are behind in their application of educational technology to enhance college students’ experiences. Educational technology refers to the use of technology for educational practices. The use of educational technology to enhance learning within-the-classroom, is common practice in K-12 schools. The students transitioning from this educational culture will be the next generation arriving on our campuses. Though some may doubt the impact of educational technology, many proven advantages exist. One advantage has been the increase of student success’ rates through the offering of dynamic strategies for differential learning styles (Carr-Chellman, 2005). Technology has also led to a richer diversity of thought between groups of learners and researchers, who are now able to share, develop, and collaborate on new ideas through the use of connective technologies (Lederman, New dawn or the perfect storm?, 2005). We also acknowledge that there are some disadvantages to technology.  Rates of gaming, gambling, and online  social site addictions are on the rise (Carr-Chellman, 2005; Farrell, 2005). New technologies require extensive time and resources from faculty and staff members, which could be directed towards our students. However, we believe that technology, if purposefully initiated and utilized, can enhance students’ experiences on campus.

As student affairs professionals, we need to have an understanding of national standards in educational technology, as well as a theoretical foundation for how to utilize technology. Each year, The Council for the Advancement of Standards in Higher Education (CAS) publishes The Book of Professional Standards for Higher Education, which currently has sets of standards for 34 functional areas within higher education (such as Residence Life, Academic Advising, and Recreational Programs). Educational technology standards are currently in development; these set of standards will provide a framework for student affairs professionals to experiment and develop innovative approaches. We also recommend utilizing the constructivist theory of learning as the foundation of educational technology efforts for student affairs work. Lave (1988) suggests that for optimal learning to occur, individuals must feel that they are an integral part of the learning process. The constructivist view of learning espouses that knowledge is adapted by individuals as they construct it. Techniques such as role-plays, case studies, story telling, multimedia, simulations, and games are examples of powerful tools that cause this transformative learning.

We believe there are three spheres for the use of technology: administrative/daily tasks, connective, and educational. Technology has mostly been used in the administrative sphere as a way to deliver knowledge to students, rather than to enter into a partnership with students. Technology, whether it is used for records and registration, course management and delivery, or access and digitization of materials, offers enticing interfaces. However, the “mass digitization” of information poses a risk to colleges and universities, if it minimizes human interaction to a point where they see themselves as providers of information rather than knowledge (Lederman, 2005, ¶2). Often, this is the position of student affairs divisions. This “administrative” approach to technology, while effective, is not the most conducive way to engage our millennial students, and does not take into account effective learning mechanisms. The two spheres of technology that we feel that student affairs professionals should focus on in order to make a larger impact on learning are connective and educational.

Connective sphere of technology, refers to the social aspect that today’s technology provides. Social medias, such as Twitter, Facebook, and LinkedIn, allow individuals to share and communicate their experiences instantaneously with others. This level of connectivity is not seen as a determent from our students’ perspective; they also don’t perceive a separation between their online and “real life” personas.  The space between the digital and real-world is enmeshed and not easily distinguished. It is important to understand how connective is used by your students on your campus if you plan to utilize it. Having a presence on Facebook is great,  but if you are simply posting information, you are underutilizing the potential of social networking. Post a contest for the most messiest room on campus, with pictures submitted on the Facebook page. Create events that ask students’ input on campus trends or a campus issue. Create an online student services domain that allows students to ask questions regarding health, wellness, or leadership opportunities. It is also important to utilize your institution’s or other free online learning management systems, such as Blackboard or Sakai to create forums and chat rooms to assist student leaders in developing new ideas or to help them transition into a new position. Management of this may be integrated into your daily operations, but should be done judiciously. Ultimately, decide as a department what your goal is, and understand how your students use technology. If Twitter is used by most of your students, explore the type of presence the department wants online and how it will be managed.

The third sphere, educational, is where we feel student affairs professionals may contribute the most. We already use experimental learning techniques in our programming, supervision, and training. Translating those techniques to an online forum and implementing them requires a few additional steps for implementation, but have a much longer impact. For example, you can create scenarios for RAs to experience real-life scenarios in Second Life, a virtual online world where RA avatars can walk through a residence hall and interact with the space in a safe and secure environment. Online training modules (such as fire safety, crisis management, and housing operations) are another example of creating impactful e-learning environments. Elements of interactivity, an online “expert”, and self-assessment tools may be developed to maximize students’ learning of the content. Implementing these technologies may require collaboration from your IT department or Center for Teaching and Learning centers on campus. If those offices don’t exist or if collaboration proves to be difficult, go online and look at what other institutions are doing. Review open-source software that can make your goals a reality. Again, you and your department need to reflect on your student culture and the goals you are trying to achieve. Developing online modules that are simply posted on your department’s website may not attract the type of attention you want. Get your student leaders involved and introduce modules at student leadership meetings. Just because the approach is online doesn’t mean we should sway away from engaging approaches in real-life. By putting technology in the forefront, students will respect and appreciate the value you as a department are making, regarding their educational experience.

We hope that we have presented a debate on how student affairs professionals should shy away from their focus on administrative technology practices to utilizing technology as a connective and educational component of their practice.  In doing so, student affairs divisions will achieve several outcomes, including transparent alignment with the learning enterprise of their institution. It is our hope that readers feel empowered to take this information and develop strategies to enhance their work with students and discover new ways to maximize learning outside the classroom.

References

Carr-Chellman, A. A. (Ed.). (2005). Global Perspectives on E-learning: Rhetoric and Reality. Thousand Oaks, CA: Sage Publications.

Farrell, E. F. (2005a, September 2). Logging on, tuning out: When students lose themselves in online worlds, it can be hard to bring them back to reality. The Chronicle of Higher Education, p. A46.

Lederman, D. (2005, October 20). Beyond ‘toys, travel and food’. Retrieved from http://insidehighered.com/news/2005/10/20/technology.

Licinia “Lulu” Barrueco Kaliher, Ed.D., is a Ray Street Complex Director at the University of Delaware.

Licinia
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4
Oct 10

Incorporating Readings into Active Learning Activities

One area that I have found frustrating as I teach a course or lead staff development has been incorporating readings into active learning activities. Readings can serve as the jumping point for group discussions or further training. Unfortunately, students and staff do not always read the articles. Conducting some research and analyzing the problem, I have found that students don’t read for two reasons: Student ability, and student motivation. For whatever purpose, some students have not developed the metacognitive processes that allow them to process readings into concrete learning. Students’ lack of reading skills discourages them from wanting to read.  They also avoid the readings because they don’t see their purpose and are unable to translate reading concepts and make it their own. Students also have a difficult time being motivated to read due to distractions, such as socializing, activities/clubs events, entertainment, technology, exercise, and interacting with others. These social activities may also prevent students from seeing the value of readings, and actually reading them.

Realizing the type of students with whom we work, I developed the following strategies for reading incorporation.

• Ensure that requirements for text reading are listed on the syllabus. Have readings due each week and incorporate an activity around that week’s reading. For example, have a one-minute paper in the beginning of class asking students what was the common theme in the readings.

• Early on the first day of class or training, explain why the text was selected, how it supports the course content and how it’s organized. Emphasize the need to bring the text to class.

• Talk about the text during instruction so I serve as a role model to students. I will highlight points with page numbers from the text in class, and incorporate specific text examples into my discussions. This will model reading integration on an ongoing basis.

After laying the foundation for reading and understanding student’s abilities and motivation, I developed several strategies to use to incorporate readings into active learning activities.

Use of a Reading Skills Inventory

The inventory may look like this:

  • Highlight as I read along
  • Scan text at first, then read text in detail
  • Write notes/comments in margins
  • Write outline of main points in notebook
  • Write up summary of ideas in few sentences
  • Talk with peers on content of topic
  • Seek internet sources of text concept for better understanding
  • Email instructor for clarification on text content
  • Have students break into small groups and talk about strategies they think they will employ for this course (as well as write down any additional strategies).

I administer the inventory mid-way through the semester and at the end of the semester. Each time, collect the inventory, gather the data, and report back to students on the data. The purpose of this is to assess if students are utilizing, developing, or avoiding reading strategies. Advise them appropriately and adjust class activities as needed. Additional suggestions for encouraging reading:

  • Utilize online blogs or discussion boards. The use of discussion boards on weekly readings takes advantage of the need for social interaction, as well as allows students to construct their own understanding of the course material.
  • Clearly state expectations in the syllabus. Grading points, expectations of due dates, and a method of assessing the blogs should be included.
  • Be present in the online discussions. Respond to various postings to demonstrate your investment in students’ engagement on the topic. This allows you to role model how to analyze the reading into your own words. Additionally, students will be compelled to write on the discussion boards since they know that you will be responding to their postings.
  • Use of a Classroom Assessment Technique (CATs) such as RSQC2 (Recall, Summarize, Question, Comment, and Connect).
  1. Ask students to write down a one-sentence summary on that week’s reading.
  2. Collect and compare students’ responses to assess whether the students connected the readings to the overall course
  3. Bring this data back to the beginning of the next class in order to close the loop on assessment and maximize student learning.
  4. Discuss with the class on missed points from the readings, review areas that they need additional information on, and connect the reading to the overall course. This will display to students your investment in their developmental, as well as assist them in understanding the purpose of the readings.

By incorporating reading in multifaceted approaches, students and staff will see the relevance of the readings, develop skills for reading comprehensiveness, and ignite their motivation to read. Reading will no longer be seen as an extra assignment; rather, it will drive everything that happens in the course or work unit.

Licinia
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27
Sep 10

The Leadership Challenge re-read

I have books piled high next to my bed. Most of us do. I have grand aspirations to read them, but work and life take that precious reading time away. This past year I wanted to re-read The Leadership Challenge by Kouzes and Posner. I wanted to utilize this book as a framework for my advising group (RSA), but discovered much more for myself after reading it thoroughly. After six months (yes, it took me that long) I finished the book and am glad to provide you some insight on the book.

For those who don’t know about The Leadership Challenge, it was written as a leadership development program and highlights the practices leaders engage in. It focuses on participatory leadership compared to positional or situational leadership. The book outlines five practices of exemplary leadership: Model the way, Inspire a shared vision, Challenge the Process, Enable others to act, and Encourage the heart.

Model the way refers to leading by example. There were several sections in this area that really spoke to me. A quote that really spoke to me was “Leadership begins with something that grabs hold of you and won’t let you go” (p. 52). The authors expressed that good leaders spend at least 10 percent of their day committed to the spirit of what they do. Leaders make visions and values tangible by aligning actions with values. As I read this chapter, I reflected on my daily behaviors. Do my behaviors reflect the values I want passed on to my staff? How do I know whether they understand and possess these values? An excellent strategy provided by the authors was story-telling, the art of sharing stories as a training, recruitment and hiring tool.  Another strategy they provided was tradition setting, a powerful method to help staff feel empowered and receive recognition.

Inspire a Shared Vision refers to dream sharing with members; it talks about how to develop a shared sense of purpose and direction. This chapter emphasized credibility and caring as the framework of leadership. Without these two elements, leaders are not able to achieve their organization’s mission without the assistance of everyone. A great quote by the Chinese philosopher Lao Tse wraps up this concept of inspiration: “Tell me, I may listen. Teach me, I may remember. Involve me, I will do it” (p. 162). I love this quote because it speaks to what I hold dear regarding learning–that it occurs through a purposeful and intentional experience.

Challenge the process refers to making change by doing, and challenging the status quo. It’s about throwing out template agendas and routines and exploring the possibilities. I really enjoyed this chapter. One exercise the chapter proposes is conducting an idea gathering activity:  “Call three people (students/staff) who haven’t used your services (or that you have interacted with) and ask them why. Call three recent students you have interacted with and ask them why.  Make sure that you devote at 25% of every weekly staff meeting to listening to outside ideas for improving processes and technologies and developing new products and services” (p. 203). I have taken this to heart by asking those tough questions such as “Why we do things?” and “How we can improve?”. This is necessary if we really want to put the student at the center of everything we do. The concept that leaders are experimenters, doers, and failures really hit home for me. I often feel that I cannot make change at my work, although I try every day to make or create something new that I think will be for the betterment of our students. When something doesn’t get approved or requires more loopholes to jump through, I am nearly ready to give up; but when I reflect on this concept of “challenge the process” and the psychological hardiness one needs as a leader and a change agent, my strength is renewed.

The fourth practice is Enable others to act. This chapter highlights the importance of trust and mutual benefits. A sense of accountability, empowerment, and competence allows people to make an impact on the organization. In turn, they are more satisfied, engaged, and connected to the organization. This chapter has a great exercise called the “leaders coach” that focuses on fostering accountability (p. 298). The leader is seen as a mentor or a coach, who is responsible for creating a climate within which others feel enabled enlarge their sphere of influence.

The last practice focuses on Encouraging the heart. It’s about the celebration and acknowledgements of others, not just yourself. It involves adequate praise and social support. This chapter is full of ideas about how to recognize people, from the “bragging board” to “community tour”.  I love recognition and applauding those who have done a good job. Writing monthly OTMs (Of the Month) through the NRHH website is part of my monthly routine. I challenge my staff to highlight a student once a week who has made a difference in his or her floor community. There is so much potential in our students and our staff, but we often “run out of time” to celebrate their work. I challenge you to permanently schedule in your calendar times you will demonstrate your care and provide social support to those you oversee. You’ll be amazed at how good you will feel and how much the action of recognition impacts others.

The biggest message I received from this re-read was that leadership is an affair of the heart and that it should come from love.  The focus of the leadership challenge is not on positional leadership, but rather on participatory leadership. It is not about me as the lone leader. It’s about others and their experience with me.  At the same time, it IS about me as an exemplary leader.   I have to model the way and challenge the system. I have to create systems that enable others while inspiring them to greatness. I have to applaud our accomplishments and create a space for that. Only through all this work can love conquer all.

Reference

Kouzes, J., and Posner, B. (2007). The Leadership Challenge. CA: Jossey Bass.

Licinia “Lulu” Barrueco Kaliher, Ed.D., is a Ray Street Complex Director at the University of Delaware.

Licinia
Original post
Uncategorized — 11 Comments
21
Sep 10

Student Affairs application of technology

There are a plethora of discussion around student affairs and technology use. Some people struggle conceptualizing what this looks like. I want to highlight current and potential applications of technology for student affairs professionals to enhance learning. This list is not comprehensive, but hopefully by presenting examples and ideas this article will spark ideas that student affairs departments can develop.

Collaborative Applications

Collaborative applications focus on communicative knowledge building and idea exploration. These applications allow a group of individuals to develop knowledge by editing and evaluating material at their own pace. Examples of these applications are Wiki Spaces, Microsoft Groove (newly renamed Sharepoint), and Google Documents. A current student affairs application comes from Duke University staff members (http://www.studentaffairs.duke.edu/ra/programs-services/wiki-instructions), who are using wiki-spaces to archive document development, as well as collaborate on job searches with campus-wide committees within the student affairs division. Another example for collaborative application would be developing a wiki-space for student leaders to respond to a case study. Students can re-evaluate their solution by applying the knowledge gained in the training session and reviewing others’ perspectives on the case.

Online Forums

Online forums serve as an effective means of sharing thoughts and opinions on different topics and issues. Users post their questions, ideas, or opinions, communicating their thoughts in a coherent and understandable form, allowing for transparency of mega-cognitive processes. Examples of online forums are blogs, vlogs, Blackboard, Sakai, Word Press, and Twitter. A wonderful online forum that is providing excellent professional development for student affairs professionals is our own Student Affairs Collaborative (http://thesabloggers.org/). There are several components of this online forum:  WordPress allows contributors to post on various topics, such as staff training and development, political discussions on higher education, and conference reactions; additionally, using the medium of Twitter, a weekly #sachat occurs to provide student affairs professionals an opportunity to share their knowledge and contribute to the online community of learners. Another example for online forums to engage students would be developing an online forum after inviting an engaging speaker on-campus. Reflective questions could be posted about the event, and students could in turn post their thoughts about the event and/or ask each other questions, continuing the learning process after the event has ended.

Social Networking Sites

Social networking sites offer an online environment that feels less “academic” and more open to students freely expressing themselves. Within this environment, students may feel more comfortable asking questions, sharing experiences, and generating new ideas. Examples of social network sites are Facebook, Twitter, LinkedIn, and Second Life. Penn State World Campus (http://www.worldcampus.psu.edu) and Texas Woman’s University (http://www.twu.edu) are utilizing different online forums to develop a sense of community and belonging to online students. Delivered either through Facebook or a website, both institutions provide online academic advising sessions, chat rooms, and resources for students to explore at their own pace. Another possible use of a social network site would be to create a Twitter account for a Student Affairs division to not only promote campus events and resources, but also post questions, polls, or recruit students for focus groups or other leadership opportunities.

Pod/Video Casting

Pod- and Video-casting allows the facilitator to record information (in video or audio form) that can be shared and accessed at any time. This allows the student to review the information at their own pace and provides an opportunity for audio/visual learners to more fully engage in the learning process. ITunes, ITunesU, RSS Feeds, Blogs, and YouTube are excellent examples of pod/video-casting. The Ohio State University recently promoted the opening of their new student union through videos posted on YouTube. Not only did they highlight the beautiful LEED construction of this facility, but a flash mob was organized to promote excitement and interest from OSU students and other constituencies.  A possible student affairs application would be developing an i-pod quiz or videos using Snagit or Jing to train student employees on a routine task. Tags, or notes, can be added to the video to enhance the content.

Final Thoughts

I have provided some examples of current student affairs application of free open-source software available on the web.  If you have examples to share, please contact me at lulu@udel.edu , or follow me at twitter.com/lbarrueco. There are many great innovative and creative methods of using technology today to enhance students’ college experiences. Let us not be restrained by our old practices, but rather re-invent them in a manner that transforms our student affairs profession.

Licinia
Original post
Leadership Training / Resident Life / University / Work/Life Balance — 4 Comments
16
Aug 10

Run as fast as you can – it’s August!!!

I was running very early the other morning with my kids in a stroller. For the first half of the run I concentrated on my running speed, talking to the kids, and asking myself why did I get up so early (and push two kids in a stroller). I was so focused on my own needs and keeping the kids “entertained” that I forgot where we were going. After a half hour, I turned around to head home but this time I was aware of the trees, the sound of the creek next to us, the tweeting of the birds, and the pounding sound of my shoes and the stroller tires. It was at this point I realized how much running was like what we in student affairs do to prepare for the upcoming academic year.

For those who run, setting new goals is as common practice as increasing your running pace to prepare for a half-marathon. A running plan is developed to achieve goals. Either daily or weekly achievements are set toward the final goal.  Similarly for student affairs professionals, summer is seen as an opportunity to refresh, renew, and begin new practices. This is often reflected by analyzing the previous year’s assessment reports, new policy development, and project management. We set deadlines, do project review, develop policies and procedures. The summer moves along until August.

For runners, injuries may accrue due to the pressure of the training program. They have been so focused on meeting goals that they forgot to listen to their body. The end point may be close, but they continue or increase their training sessions. For student affairs professionals, August means training and preparation. The grand plans developed during summer are set in motion. We spend endless hours in training sessions and meetings. We push ourselves and our team to the max, prepping campus for the arrival of our students.

Then “the wall” hits. For the runner, the body reacts to the training and pressure it is under and a fight between the runner’s mental and physical strength occurs. They begin to question why they run at all if this is what running is about. This can also happen for student affairs professionals during this time period. We may ask ourselves: Why are we here? Why are we doing this?

Some student affairs professionals (and their staff) can be over-trained, and overwhelmed by the pressure of meeting new goals. We work endless nights getting ready for the grand arrival of our students but suffer burn-out and exhaustion when they do arrive. Yes, the students are moved in and ready for classes but we are no longer happy to see them. Runners also experience this “over-training” concept. They have worked so hard toward their goal but are no longer are joyful on achieving it. The body may fail and even though the goal is in sight, the runner might stop altogether because the desire is gone.

I realized this quickly on that morning run. I was so focused on my goals, on what I was trying to achieve that I forgot why I was out there running. I was pushing (literally and figuratively) towards something so hard that I didn’t allow the goal to be “right there” with me. For runners, this is called “the zone”. I have only experienced this a few times in my running experience so I’ll try my best to explain it. “The zone” is where the body and mind unite and in motion together. The world around you seems to move in slow motion even though you are running. You can hear your heart beat and your mind working together. Thoughts seem to flow in and out but never distracting you from your path. A greater awareness of self comes into place.

For student affairs, I advise that we take a step back and find our “zone”, especially during August. Let’s release the pressure we have on ourselves to have everything ready for our students. Look around and be in the moment with your colleagues and your staff members. Enjoy their laughter and awkwardness in getting to know each other. Listen to their conversations, rather than thinking of that batch of emails you have to send out once you get back in the office. We push so hard to put our grand plans into action that we forget to step back and allow them to develop organically. The students will come no matter what. It’s best for us to finish the race, at ANY pace than to not finish at all.

Now, I’m off for a casual run (physically and mentally). Are you ready to join me?

Licinia “Lulu” Barrueco Kaliher, Ed.D., is a Ray Street Complex Director at the University of Delaware.

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