A note from the authors:

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

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

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

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

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

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

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

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

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

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

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

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

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

Original Article Citation:

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