Our second Final Question response comes from Ryan Bye who shared his FQ during the October 18th chat on Effective Leadership Development Strategies.

How do you go about inspiring new leadership?

We have my student staff member, Spencer Willson, to thank for this question of how to go about inspiring “new” leadership. In the context we were discussing this was how do we go about getting new students to desire to lead, but another idea comes to mind. How do we, as leaders, inspire our student leaders to new forms of leadership? In the SA chat that inspired this post we saw many posts stating…

So how do we inspire new leadership? The idea of leadership as the action and impact a student takes. Especially with this resounding dislike of how students are viewing leadership as a title, position, or something that is seen.

Create a culture of reflection. During this #sachat I placed a high emphasis on having students reflect on what “worked” and what went “poor”. As I advise and supervise student leaders I work to ensure that reflection is part of our weekly meetings. Taking time to reflect on the skills that are contributing to their leadership style and which ones are hindering them from being as effective is essential to leadership development.

Last year I had a student who struggled with time management and completing job expectations, which was reflected in their evaluation. This year this student has excelled in EVERY aspect of their job. When talking with them it is evident to me that they spent a lot of time reflecting on their evaluation and sought to improve. Due to reflection this student was able to realize that just because they had the title of a Community Advisor, did not make them a GREAT leader, but by correcting their actions they could be a leader making an impact.

Develop a culture of leaders, not followers. In reflecting with my peer and friend, @DustinKillpack, he made this statement that it is important when working with our traditional leaders in defined/elected leadership positions to develop a culture of leaders not one of followers. How do we do this?

Empowerment. As student affairs professionals we need to set an example of empowering our “followers” to be their own, individualized, leader. This starts with not allowing our student leaders to become dependent on us, and teaching them to not allow the group to be dependent on them. If you have ever read the novel, Ender’s Game, and if you have not – I highly recommend it, Ender’s philosophy as a leader was to ensure that the commanders under his lead knew the goals, but felt comfortable making autonomous decisions that would ultimately be in line with the mission. I believe we need to help our student leaders get to a place like Ender.

Inspiring others through self-empowerment with self-discovery. This is my six-word memoir for the year, and how I believe we can help turn this focus on leadership as a position into a focus on the impact one makes.

Please share your thoughts with me @byebyeryan.

In peace,
Ryan Bye

Ryan Bye is a Graduate Hall Coordinator and 2nd year graduate student in Higher Education at Texas Tech University.

As both a leadership educator and the director of a department, I keep an eye out for new resources on leadership. One of the books I read recently is Transforming Leaders into Progressmakers: Leadership for the 21st Century by Phillip Clampitt and Robert DeKoch.

Some leadership literature seems to lend itself better to higher education and student affairs than others. I found the key concepts in Progressmakers to be a good fit for a daylong, mid-year retreat I had been planning for the Student Life staff. My intent was for us to evaluate our programs and services based on their reach, impact, and connection to our mission. What was lacking or missing?

Our goal is always progress. We want to make changes that result in something better. In Progressmakers, Clampitt and DeKoch (2011) suggest that improvement requires two separate but equally important activities: “exploring” and “refining.” They define refining as tweaking to optimize what we already offer, and exploring as creating bigger, more revolutionary change. Exploring results in leaps, such as from newspapers to news on the Internet, or from the printed Sears catalog to amazon.com. (The authors contend that Sears could have preempted amazon if it had chosen to leap rather than tweak.)

According to Clampitt and DeKoch, “The most fundamental leadership judgment is determining when the organization needs to explore new opportunities and when it needs to improve (or refine) current practices” (p. 6). My experience in student affairs has been that we tend to favor refining rather than venturing into the risky unknown.

So how might these concepts relate to Student Life? A simple example: A few years ago we decided to temper our “bigger is better” approach to programming by planning some intentionally small, more intimate activities that we thought might be more appealing to some students. We then took the fairly unusual step of initiating a series of informal book discussions. We saw this activity as a tool for facilitating self-awareness, for increasing students’ comfort with conversing, and for promoting reading. For us, this was a leap—and it worked. Today our book discussions draw students, faculty, staff, and community members, and they remain capped at 12. We have since refined our book discussions by offering some via Skype (with the authors joining in!).

Another example: We are constantly fine-tuning our fall leadership conference, which typically draws highly engaged, on-campus students. We are now exploring ways to address the leadership needs and interests of our non-traditional students, who spend very little time, if any, on campus. What topics are relevant to their experiences? What methods and technologies would appeal to them? We want to leap. Ideas?

In what ways are you, your department, and/or your campus refining and exploring? Would you describe yourself as more of a refiner or as an explorer? Does your organization have both (and does it value both)?

Clampitt, P. G. & DeKoch, R. J. (2011). Transforming Leaders into Progressmakers: Leadership for the 21st Century. Thousand Oaks, CA: Sage.

In recent weeks, Liz Gross and Cindy Kane wrote eloquently about how to leave a position and how a supervisor should help their supervisees leave an office. These are wonderful examples of how we, as professionals, should act under these circumstances.

The reality of the situation, though, is that we also have students leave their positions… and as students come back to the campus on which I work, we will actually be saying goodbye to several of them. Some of these students will leave of their own volition – the demands on their time are too many, their classes too rigorous, their focus or passion has changed. Many of these students, however, will be losing their positions because of poor performance in their coursework during the last semester.

I have no qualms about dismissing students from a position for academic reasons. A student leader on academic probation honestly doesn’t help me achieve the goals associated with my programs – if I ask them to work on something for the program, I know outright that I’m taking time away from them that could be used for studying. (After all, they are in college to focus on their studies, right?) In removing them from their position but continuing to provide support to them, I believe that I’m helping that student achieve more – as well as giving them the opportunity to return to the previously held position upon successful completion of the semester.

The challenge, though, is helping students see that I’m actually helping them. Too many times it’s seen as punishment by the student, when it really isn’t. What’s really happening is that the minimum requirements set forth in their contract to hold their positions are being maintained, and they’re being held to that standard. In holding them to the standard they agreed to, I’m holding up my end of the bargain. In supporting them through their academic struggles, I’m continuing to honor the contract (which states that students struggling with their academics should see me to figure out a way to be successful), even if they’re not in the position.

Not every student wants my support, though, after I’ve removed them from their position. I respect this, but I struggle with it. I know I’m not just being mean. I know I’m doing what I know is best for them as well as our shared program and department. But no matter how I frame it, my sentiment of care and concern falls on deaf ears.

So I work with the students who want assistance, and I continue to reach out to the others and offer assistance. And in the end, some students are able to step back into their positions, and others aren’t able to do so.

How do you help students understand the ethical aspects associated with meeting program requirements? What do you do when your most actively involved students are the ones having the most academic trouble?

Matt Pistilli coordinates evaluation and administration for Student Access, Transition and Success Programs at Purdue University.

We celebrate a year of #SACHAT this week, our regular water cooler gathering of student affairs colleagues. Each Thursday we take time to pause in our busy workday to share thoughts, ideas, best practices, gripes, and whatever else in 140 characters.

It has been transforming (and frequently laugh out loud funny!) to read the touching accounts of our community members reflecting on their #SACHAT experience. I recall the blank stare that I likely gave Tom Krieglstein when he pitched this brainstorm over a cup of coffee in late summer 2009. The path that we have traveled in such a short time is amazing.

I was certain that I would expound something about MBTI and Type here, but really, at #SACHAT, we are about sharing resources. We are about Challenge and Support (shout out to Nevitt Sanford). And most of all, we are about community. So it is easy to connect what we do to Ernest Boyer and his six principles of community.

The #SACHAT community is…

Purposeful: We share goals to develop our colleagues, our students and ourselves.

Open: Freedom of expression is uncompromisingly protected and civility is affirmed.

Just: Individuals are honored and our differences are what make us great.

Disciplined: Individuals accept their obligations to the group and guide behavior for the common good.

Caring: #SACHAT is a place where the well being of each member is supported and where service to others is encouraged.

Celebrative: We know why we ritually gather around computers, laptops and Smartphones each Thursday at Noon and 6:00 p.m. CST for this goat rodeo™ which has become our student affairs tradition. It is why we celebrate this entire week. And it is why we don’t believe anyone who claims social networks have “weak ties”.

Lurk, Learn, Drink the Kool-Aid.

Love to you all,

Debra

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.

Last weekend, I took my four-year old daughter out bike riding and she told me she was ready to take her training wheels off.  At first, I was a bit concerned since I really wasn’t sure if she was ready, but her excitement won me over and I did as she asked.  We went to my alma mater, Stonehill College, and began riding.  At first, she wanted me to hold on to her because she was scared and didn’t want me to let go.  A few times, I did let her go to see how balanced she was and she fell.  However, she didn’t cry.  She just got up, picked up her bike and tried again.  At one point, she was able to ride short distances on her own, but still was not satisfied.  I still had to prop her up on the bike, balance her, and then give her a slight nudge forward.  I thought she would be happy with her progress, but she wanted to figure out how to do it herself.

After about an hour, here is what happened:

It’s time to take off your training wheels, find your balance, and ride free. If you fall off and get hurt, that’s OK.  Just dust yourself off, hop on and try again. Keep at it until you get it right.

As the new semester starts, I hope it is filled with childlike excitement, wonder, and possibilities.

What are your training wheels? How do you know when it’s time to take them off? Do you need a little nudge?

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.

We speak a lot about the meteoric rise of student affairs professionals communicating on Twitter. Within #SACHAT, our participant numbers have grown 500% since our October 2009 debut. We have so many colleagues engaged that we had to add a second chat time three months into the venture. Our #SACHAT meet-ups are occurring around the spring professional conferences and organically as our student affairs family find themselves in similar locations.

I had an opportunity to meet several of our #SACHAT friends in conjunction with the ACUI conference and spent some time exploring New York City with one of those friends. We made a day of it, walking and sharing stories, stopping for lunch, shopping a bit, and before you knew it, found ourselves uncertain how to make our way back to the car. We stood at a busy street corner, attempting to get our bearings. We asked a passerby for directions and then headed off to find our way. After covering quite a few more blocks and not yet seeing any landmarks leading to the car, it dawned on me that I could use the map function on my phone to aid our quest. This handy little GPS tool is not essential for navigation in my small Midwest city, so I had forgotten that I had it.

We determined our present location, entered an address for the parking garage, and lo and behold, walking directions were magically provided. So, we started out again in the direction of our vehicle, enjoying the city scenery, chatting, and enjoying the day. Only to miss a turn and get off track, again. Ah, but this time we had the map and directions. We backtracked, paid more attention to our map, and finally made our way back to the car.

Early in my student affairs career, I found easy ways to network with colleagues. I joined professional organizations, served on committees, and chatted regularly with colleagues at other institutions as we planned trainings and conferences. As I advanced in my career, it seems that I lost some of those opportunities, as my own work required more of my time and focus. At some point along the way, I lost track of most of my network, also losing the community that helped me brainstorm and recharge with energy and new ideas.

Then along comes a social networking tool like Twitter and fun little communities such as the Student Affairs Blog and #SACHAT. Once again, I am linked with other professionals, sharing ideas, and learning new ways to do things. I am engaged in building a community that challenges and inspires me. It is a community that grew through social network technology and like a GPS, helped me find my way.

Like many of my colleagues in student affairs, my first job in the profession was the result of a student leadership experience, student tour guide to be exact. My work as an admissions tour guide as an undergraduate later led to a position as an admissions recruiter for a small private college. I like to think that working in admissions, helping students with their college decision-making, is where I honed facilitation skills that are critical to my current work. I had a couple of gigs as a director of admissions before turning my sights to program coordination.

Stanford business professor Robert Sutton suggests employees need predictability, understanding, control, and compassion. As anyone who has spent even a few months in a student affairs position can tell you, those items are few and far between. You learn early in your career that student affairs hours include nights, weekends, and other duties as assigned. The concerns of an 18-year old in college differ from year to year. Reactions to course assignments or program activities may not communicate their message or be perceived as useful. Faculty and academic units question the value of student affairs programming and services, particularly in challenging financial times. Student affairs professionals do, however, provide predictability, understanding, control, and compassion…for our students.

The graduate assistants who have worked in my unit over the years have enhanced my work and life. They went from grad to pro and are now high school teachers, logistics managers, academic advisors, independent consultants, and campus activity and orientation coordinators. Each of these individuals had an opportunity to make a difference in student lives. They used their creativity, energy, and enthusiasm to make our university a better place for students. When I think of my colleagues at the Student Affairs Collaborative, you may find us in campus activities, student union management, leadership development, residence life, career planning, scholarship programs, and consulting. Those paper titles do not include the personal counseling, financial advising, academic enhancement, and other duties as assigned that we provide on a daily basis.

I borrowed the title for this post from a former graduate assistant who is now blazing trails of her own. She used the analogy that Student Affairs is like a box of chocolates for a course assignment and it really stuck with me.

Student Affairs is:

• Being a generalist in helping, listening, organizing, and facilitating, while a specialist in your position.
• Never growing up as you surround yourself with 18-22 year olds.
• Spending your life by the academic year calendar.
• Justifying your existence with the belief that higher education is also about the out-of-classroom experience.
• A real profession.

Student Affairs professionals work hard to make our colleges and universities more welcoming, engaging, and understanding for students because we believe in higher education and all that it offers. We get up every morning and face the day with a smile, because we never know what we’re going to get.

How do you define your work in student affairs?