As a serial stalker of the “new books” section of my local library, I came across a newly published (2011) gem titled Content Rules: How to Create Killer Blogs, Podcasts, Videos, Ebooks, Webinars (and More) that Engage Customers and Ignite Your Business by Ann Handley (@MarketingProfs) and C. C. Chapman (@cc_chapman). Although the book is primarily written for entrepeneurs, the 282 page book would definitely benefit student affairs professionals and student leaders alike who are looking to develop and market educational and social program initiatives on campus.

The book is divided into four sections with 29 chapters:

• Part One: The Content Rules – This part educates on how good online content appeals to would-be constituents as well as how to give potential readers something they find value in and keep them returning.
• Part Two: The How-To Section – This section of the book illustrates specifics on how to develop blogs, webinars, Ebooks, videos, Podcasts, and other informational and media vehicles online.
• Part Three: Content That Converts: Success Stories (With Ideas You Can Steal!) – There are 10 case studies of various companies that have been extremely successful at developing remarkable content for their customers, which include Hubspot, Kodak, and Boeing just to name a few.
• Part Four: This Isn’t Goodbye – The final section (and chapter) of the book lists a 12-point checklist for how to develop remarkable content.

As the online, content marketing paradigm seems to be the hottest business model for success, I highly recommend this book to you as there are many lessons that you can utilize for success on your campus. I’ve found it to be an excellence resource that is not overly technical and is actually a fun read.

Scott M. Helfrich (@studentlifeguru) is the director of upper campus housing at California University of Pennsylvania, co-owner of Student Life Consultants, and the creator of http://www.studentlifeguru.com.

Earlier today I read this study conducted at the University of New Hampshire about college students’ cell phone usage in class. A shocking (to me, at least) 91% of college students acknowledged checking their cell phones in class between 1 and 5 times. The most common uses of the phones in class were a clock and texting. The study found cell phone usage in class negatively affected students’ concentration.

Pretend to be surprised by that news.

Back in my day, classrooms were outfitted with clocks. Of course, back in my day, I also walked to class uphill both directions. I’m only kind of kidding. If you’ve ever been to Athens, Ohio, you understand.

The study did give me pause. It’s been almost nine years since I graduated with my Bachelors degree. At the time I graduated, my classmates and I were just getting our first cell phones. My first cell phone did not have a camera or a keyboard.

Disclaimer: Not actually my first phone.

Texting was a luxury rather than a staple of a cell plan. My in-class distractions were pretty limited: making to do lists, updating my day planner, working discreetly on tasks for student organizations. I didn’t have technology readily accessible connecting me with friends on campus and afar. Even in my journalism classes, often held in computer labs, the Internet accessibility was limited with many non-essential sites being blocked.

I spend a lot of time talking with students about their academic performance and classroom experiences. The lesson that stands out? Over the course of (only!) nine years, my own classroom experience has become almost obsolete. Instead of trying to compare my undergraduate education with theirs, I need to understand the ways this readily accessible technology changes what they expect from the classroom and, ideally, help them find ways to integrate the technology into education rather than distraction.With a good push from the right people and use of the right technology, those cell phones can enhance learning and connect students with the course materials.

Do you teach classes? What are your policies on cell phone usage in the classroom? Have you found innovative ways to encourage appropriate use?

Cindy Kane and I had a conversation recently about how we could capture how powerful Twitter has been in 2010 for so many Student Affairs professionals.  After seeing a Tweet from @StephWint this morning:

I’ve decided to help by starting a new Google Doc, where we can reflect and share our thoughts on what we learned (beyond 140 characters) from Twitter this year, who we made connections with, and how it contributed to our professional development.  As 2011 begins, we must continue to encourage our colleagues that using Twitter is a free, powerful, and in some cases, transformational network.

I hope you will join us sharing your reflections.  Not only is it a great professional development exercise, but the information collected may be shared with others who may not yet fully understand why Twitter is a viable professional development tool.

What other things should we share our reflections that would be helpful to you?

In my office on the upper campus of a university in a not-so-far-away galaxy, I have a Darth Vader action figure sitting on top of my bookshelf (still in the packaging of course!) My current supervisor gave this to me in December 2005 as a “tongue-in-cheek” welcome for making the transition from working on-campus to now working for a national, ”for-profit” student housing development and management company. Please understand the context: I was a full-time, unionized area coordinator at a public university for five years suddenly making the leap to the proverbial Residence Life equivalent of the “Dark Side.”  And yes, I was one of those folks holding the flag rallying with my colleagues to prevent these Stormtroopers from outsourcing our jobs and changing the Force of good student affairs practices!

Five years later, and having been promoted to another university location with a larger student community, I now have a different, and potentially more objective, perspective. Having a total of 18 years of experience  in all sectors of higher education across the country, I’d like to invite you to “walk a mile in my shoes” as I debunk 5 myths about privatized student housing.

MYTH #1: Privatized housing doesn’t care about students. This was one of my biggest concerns regarding the private management of student housing. What I came to find out is that this couldn’t be further from the truth. Not only do they care, but are always looking to improve their housing communities to meet the ever-growing demands of student and their parents. I wouldn’t be working for and with people who didn’t truly care about students. Additionally, I am confident in saying that the company I work for is especially concerned about student safety and security and does its best to maintain an environment that’s conducive for student learning. I can’t though, however, say the same for local negligent landlords that seem to be rife in every campus town’s community. Plus I’m given the freedom to create practically any residence life programming initiatives that I want in order to better serve my students.    

MYTH #2: Privatized housing is only looking to make a buck. While every company (and university) has to worry about the bottom line, it is possible to create profits while also expanding and maintaining a great product and great service. And nowadays, students and parents especially vote with their feet! If they aren’t getting the most out of their campus and / or housing experience, they’ll simply pick up and leave. And while we want to provide a comfortable living environment with worthwhile amenities, we still care about their well-being and personal development. This is a win-win for everyone!      

MYTH #3: Privatized housing is looking to take jobs. When I came to personally know the executives of my company, I found that they weren’t sitting in a small dimly lit room rubbing their hands together and twirling their moustaches conspiring to take jobs away from student affairs professionals. In actuality, they are actually trying to expand the field to include new people. (I am a living example of that!) Is it true that on-campus personnel could have managed a newly constructed, off-campus university-affiliated housing community thereby not creating a new job within the housing department? Of course. But with the leaps and bounds colleges and universities (particularly public ones) have to go through now to get any new housing constructed given the economy is nothing short of a miracle so they all but have to use this option (and may be required to use outside management due to financial-related requirements). And in many cases, campus personnel do indeed continue to manage their housing that is renovated or newly constructedby a third-party vendor.

MYTH #4: Privatized housing personnel are not qualified. I’m the same guy that I was when I on the university payroll, and now have even been able to expand my skill set and professional experience. To be honest, the reason why I left is because there wasn’t an opportunity to be able to supervise full-time professional staffers and manage and develop large department/division-sized budgets. I’m proud to say that I have that skill set under my belt now. I have many colleagues in the privatized housing arena who are higher education and student affairs experts with degrees in college student personnel, counseling education, and higher education administration. They also actively participate in ACPA and NASPA activities and are well in-tune with the latest news and national trends regarding student housing and development.  

MYTH #5: Once you go to the Dark Side, you don’t come back! Philosophically, for me, there is no dark side. The campus I serve has embraced me as one of their own: I attend department and division meetings, collaborate with faculty and staff on living-learning opportunities, help to train campus community advisors & student leaders, and am a general resource for the campus. So while the Darth Vader on my bookshelf was a token of a light-hearted joke, I use it as a symbol to remember to stay true to my profession, create bridges for student development opportunities, and serve as a role model for innovative and research-based student affairs practices no matter who I work for.  

Scott M. Helfrich is the director of upper campus housing with Allen & O’Hara Education Services, Inc. at California University of Pennsylvania, co-owner of Student Life Consultants, and the creator of http://www.studentlifeguru.com.

Leslie Dare is one of my favorite student affairs techies. I remember reading Leslie’s call to action regarding the NASPA Technology Knowledge Community in 2006: “Technology in Student Affairs: Seeking Knowledge, Craving Community.” Having been present for the disbanding of the original KC, I was encouraged by Leslie’s leadership and insight into student affairs technology.

Leslie has created a poll that I think asks an important question for anyone who works in student affairs. This poll indicates to me that the relationship between technology and student affairs is complicated and emerging. Leslie and I would both love to know your answer to this question:

I really had no idea this would happen.  Two weeks ago, I posted on the SA Collaborative Blog that I was interested in Mentoring Student Affairs Grads, sharing an idea to connect the #sachat and #sagrad community in an organized way.  Since then, I have connected 62 professionals and 62 graduate students together over email, with 18 more professionals still passionately interested in being involved! Totally.Blown.Away.

It got me thinking:

Student Affairs is Grown Through Mentoring
I have been fortunate to have had many amazing mentors in my Student Affairs career. Each of them taught me something different and have helped me become the professional I am today.  It only made sense that many members of the #sachat community reached out to help and really wanted to connect with a current graduate student.  An unwritten rule in my Student Affairs world has always been that you pay that “mentoring” forward, to grow our profession and propel it forward.

#saGROW
Speaking of “growing the profession”, this is how the #saGROW hashtag came to be.  I knew that as I was pairing folks up, I wanted to capture what they were learning to be shared for all of us to follow and grow from.  The past two weeks have produced a number of interesting tweets that made me smile, knowing that connections had been made.  Whether you are formally involved or not, I hope you will consider contributing to this ongoing conversation.

Anyone Can Be A Mentor or Mentee
The SA Collaborative Blog’s mantra, “In our classroom, everyone is a teacher”, helped guide me as this evolved.  As I viewed both lists, I was pleased to see a wide variety of engaged participants.  Beyond whom I thought would sign up, there were some surprises. Some were undergrads interesting in starting the search process early; some wanted to be both mentored and serve as a mentor; and even a few mentors did not work at Higher Education institutions!  What I was most pleased to see, ironically, is that there were some who weren’t on Twitter who stepped forward to help.  It was truly a great cross section from the Student Affairs community!

Some of the mentors tweeted and emailed me for advice on “how” to be a Mentor and run their #saGROW conversations:

1.  Have a “Regularly” Scheduled Time To Meet: When speaking with your #saGROW mentee for the first time, find a regular schedule that works for both of you and put it in your calendars. Follow through on those meetings and be willing to try going beyond a phone call and use Skype!
2.  Topics of Conversation: This will all depend on what type of help the #saGROW mentee is looking for and how you both decide to structure, or unstructure, your conversation.  This will certainly become more evident with each meeting you have.  Share your experiences and opinions and what you have learned in your career.
3.  Have FUN: Networking should be fun! Take this opportunity to teach and to learn, and know that you are making a difference!

With almost 500 views of my original post, I know there are still many of you out there that want to be involved.  If you are still interested in being an #saGROW mentor, click here.  If you are a graduate student or someone interested in being having an #saGROW mentor, click here.  I am happy to pair you all up!

Deep down, I hope that this idea inspires two things:
1.  #saGROW Mentors: Step forward and contribute your ideas to our growing online Student Affairs community.
2. #saGROW Mentees: When you are ready, pay it forward, and serve as a Mentor to someone who wants one.

Thanks again to all the #saGROW mentors and #saGRAD students who are involved in this project! I hope you all share what you learn with all of us here and online!

What other advice would you give the #saGROW Mentors and Mentees? How else can we mirror the things we do in Student Affairs, online?

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.

‘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.

I have always enjoyed mentoring Student Affairs graduate students.   After all,  since my own experience at Central Connecticut State University was instrumental in my professional development, it only made sense to pay it forward whenever I could.   Tonight on Twitter, I happened to be lurking on the new  #saGrad chat.  There were some great conversations happening here, and like last year, I knew I wanted to pitch in again and help out if I could.

During the chat, I tweeted to Tina Horvath:

To which she replied:

This was my call to action!  So today, I am asking all my fellow #sachat professionals for help.  If you are interested in being a mentor for a Student Affairs Graduate Student to help with mock interviews, resume and cover letter reviews, negotiation strategies, and/or general mentoring meetings and conversation, please fill in your information here!

If you are an Student Affairs Graduate Student looking for an #sachat professional as a mentor to help with mock interviews, resume and cover letter reviews, and/or mentoring meetings and conversation, then fill in your information here!  I will pair you up based on your answers!

My hope is to make connections between the amazing student affairs professionals and graduate students on Twitter.  Brian LeDuc has done some great work to connect student affairs graduate students together and I would like help out in this small way.

What general advice do you have for Student Affairs Graduate Students? What do you wish you knew when you were a graduate student?