TopPodcast.com
Menu
  • Home
  • Top Charts
  • Top Networks
  • Top Apps
  • Top Independents
  • Top Podfluencers
  • Top Picks
    • Top Business Podcasts
    • Top True Crime Podcasts
    • Top Finance Podcasts
    • Top Comedy Podcasts
    • Top Music Podcasts
    • Top Womens Podcasts
    • Top Kids Podcasts
    • Top Sports Podcasts
    • Top News Podcasts
    • Top Tech Podcasts
    • Top Crypto Podcasts
    • Top Entrepreneurial Podcasts
    • Top Fantasy Sports Podcasts
    • Top Political Podcasts
    • Top Science Podcasts
    • Top Self Help Podcasts
    • Top Sports Betting Podcasts
    • Top Stocks Podcasts
  • Podcast News
  • About Us
  • Podcast Advertising
  • Contact
Not in our directory?
Add Show Here
Podcast Equipment
Center

toppodcastlogoOur TOPPODCAST Picks

  • Comedy
  • Crypto
  • Sports
  • News
  • Politics
  • True Crime
  • Business
  • Finance

Follow Us

toppodcastlogoStay Connected

    View Top 200 Chart
    Back to Rankings Page
    Education

    SA Voices From the Field

    SA Voices from the Field shares the voices and stories from student affairs professionals from around the world. This podcast provides you with practical advice to help you be the best student affairs practitioner you can be, no matter where you are in your career.

    Advertise
    • Apple Podcasts
    • Google Play
    • Spotify

    Latest Episodes:
    From Student to Supervisor: Navigating Cultural Shifts and Career Transitions With Omar Mehdi Dec 07, 2023
    Show notes

    In a this week's episode of SA Voices From The Field, guest Omar Mehdi shared his inspiring journey from being a student at the American University of Kuwait (AUK) to returning as the Director of Student Life. Throughout his discussion, he highlighted his experiences of personal and professional growth, the challenges of transitioning from a student to a professional supervisor, and the cultural shifts he faced as an international student in the United States. Navigating Change and Professional Growth Omar Mehdi's story is a testament to the transformative power of embracing change and pursuing new experiences. After completing his Master's in Leadership and Higher Education at the University of San Diego, Omar ventured into the corporate world, gaining valuable real-world experience outside the traditional university setting. His time in the business world provided him with a fresh perspective on decision-making, financial management, and the cultivation of a new professional network. From Player to Supervisor Lessons in Leadership Returning to AUK as the Director of Student Life, Omar Mehdi faced the unique challenge of transitioning from being under the direction of coaches to becoming their supervisor. His experiences of making difficult decisions and managing transitions within the sports program shed light on the complexities of leadership and the importance of personality and character in navigating such transitions successfully. Reflection and Communication in Student Affairs Throughout his journey, Omar credits his ability to reflect and communicate his feelings to his university program. Initially finding the concept challenging, he came to realize the immense benefit of personal reflection and open communication, particularly when addressing difficult decisions and managing personnel changes. Omar's experience underscores the value of emotional intelligence and self-awareness in the field of student affairs, serving as a guiding light for aspiring professionals. Embracing Diversity as an International Student As an international student in the United States, Omar faced a range of challenges, including culture shock, visa issues, and a steep learning curve. His insights into the significance of listening to and understanding the diverse needs and backgrounds of international students highlight the importance of cultural sensitivity and awareness in creating inclusive and supportive environments within higher education institutions. Impactful Advice for Student Affairs Professionals Omar's journey and reflections offer invaluable advice for those pursuing careers in student affairs. His emphasis on the significance of personal and professional growth, the value of emotional intelligence, and the need to listen to and understand the diverse needs of students resonates deeply with the mission of creating inclusive and supportive campus communities. Inspiring Change and Transformation Omar's story serves as an inspiration for those navigating shifts in their professional paths, urging individuals to embrace change, seek new experiences, and recognize the transformative power of diverse experiences. His impact as the Director of Student Life at AUK reflects a commitment to fostering meaningful student experiences and impacting lives within the academic environment. In conclusion, Omar Mehdi's journey from student to supervisor embodies the spirit of growth, resilience, and the pursuit of meaningful impact within the field of student affairs. His reflections on leadership, personal growth, and embracing diversity serve as a beacon of inspiration for professionals and students alike, underscoring the profound impact of transformative experiences within higher education. This serves as a reminder of the power of personal and professional growth, the importance of cultural sensitivity, and the transformative potential of navigating change with resilience and grace. Omar Mehdi's journey stands as a testament to the possibilities that unfold when one embraces diverse opportunities and the journey of lifelong learning within the vibrant tapestry of student affairs. Please subscribe to SA Voices from the Field on your favorite podcasting device and share the podcast with other student affairs colleagues! TRANSCRIPT Dr. Jill Creighton [00:00:02]: Welcome to Student Affairs Voices From the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. This is season nine on transitions in Student Affairs. This podcast is brought to you by NASPA. And I'm Dr. Jill Creighton. She her hers your essay Voices from the Field, host today on SA Voices, are pleased to bring you back to the Middle East, to the country of Kuwait to meet Omar Mehdi. Omar graduated from the American University of Kuwait with a BBA in Management in 2012 and then an Ma in Leadership in Higher Education from the University of San Diego in 2014. Omar returned to Auk in 2014 as the Sports Coordinator in the Office of Student Life and then in 2016 was promoted to Senior Coordinator for Sports in 2019, became the Assistant Director of the Office of Student Life, and then left the world of Student Affairs in 2020 to return in 2023 as the Director of the Office of Student Life. Dr. Jill Creighton [00:01:00]: I hope you enjoy getting to know Omar. Omar Mehdi, welcome to the show. Omar Mehdi [00:01:05]: Thank you very much. I'm very happy to be here and very happy to join you, Jill. Thank you for inviting me. Dr. Jill Creighton [00:01:11]: It's a wonderful thing to be able to continue our tradition of having guests from all over the world on SA Voices. And will you let our listeners know where we're speaking from today? Omar Mehdi [00:01:21]: So we are speaking live from Kuwait. Dr. Jill Creighton [00:01:24]: Excellent. And Omar works with a previous guest, Paula, who was on our International Voices season. Listeners, I'm also going to let you know that I'm a little under the weather as we record today, so my audio quality might just be a little bit different than what you're used to. But please bear with us as we I'm sure the conversation will be just as rich, just with a little bit of a deeper voice today. Omar, we love to start our shows by getting to know our guests, and you have one of the most interesting transitions on our season because you've gone from being a student at your university, american University of Kuwait, all the way through becoming the Director of Student Life. So can you tell us about that journey? Omar Mehdi [00:02:02]: Yes, it is very interesting to be a student in this university and then graduate from it, come back and work here. My path into this world of student affairs came by chance. I didn't expect that I would graduate and work in the field when I was a student at Auk at the American University of Kuwait. One of the admissions counselors who helped me get into Auk recommended working on campus, be a student employee, and she recommended me to the Office of Student Life because I wanted a job and I had time and why not? I started working at Office Student Life back then. And Then back then, the Dean Of Student Affairs, dr. Carol Ross, and The Director Of Student Life, Damien Medina, were I think they just started the nuff program, NASFA, and they recommended it to me. They like, Listen, if you're interested, this is a unique opportunity to be an undergraduate, a student who gets to know more about what we do and why we do it. I was passionate about working in general, and the fact that they gave me an opportunity to work got me into it. Omar Mehdi [00:02:55]: And then I did the nuff program, traveled to Philadelphia back then, where the NASA annual conference was, we did the pre conference with enough group. It was the first time I go to the US. And it was the first time I go to a real conference, not a small conference for undergraduates. It was one which is with professionals and opened up my eyes to realize that the three people that work in the office life at the American University of Kuwait are part of a much bigger group of people that do this. So to see the size, the scale, the number of people that have the same title but work across the US. Canada and more, it was huge for me. I was lucky that the speakers at the Nuff pre conference were outstanding. We had I forget the name of the title of the book, but the strengths, the five strengths. Omar Mehdi [00:03:35]: So that you do this quiz at the end of the book and they give you the five strengths. They brought the speaker. Dr. Christopher Lewis [00:03:40]: It was really cool for Gallup strength. Omar Mehdi [00:03:43]: Yes. And he was really cool, very engaging. So it was a very enriching experience for me. And then after it, I started considering doing a Master's degree in the field in the Division of Student Affairs. I was lucky enough to be admitted and selected for the Student Affairs program at the University of San Diego. So at USD, I did my Master's in Leadership and Higher Education. And the beauty of that program is that you get to have your graduate assistantship with the coursework, too. So again, I was very lucky. Omar Mehdi [00:04:15]: And you'll notice this is like a pattern in my path. I've always been lucky with the people I work with. Assistant director back then, danielle Nelman and the other assistant director, Stephanie, and the Director of the center for Student Success. All of them were excellent mentors. All of them allowed me to be this little kid who comes from Kuwait who just graduated undergrad right to his masters, have very little experience in the real world to learn, make mistakes, grow and develop. The year and a half I spent USD was, I think, pushed me at least five years ahead than I used to think that I would by the time I graduate. And then I came back. Luckily, there was a position available at American University of Kuwait. Omar Mehdi [00:04:55]: So I started as a sports coordinator as a student. I was a student athlete, too, so I was a captain of soccer team. I was in the basketball team. I was in the volleyball team, I was in the table tennis team. So I was very well versed with our program student athlete. But now I came in as a coordinator, I was lucky that the position was available. I started there and then moved into the senior coordinator for sports, then assistant director. I took a sabbatical or a break from student affairs. Omar Mehdi [00:05:17]: I left in 2020, just before COVID to work in a corporate world for three years there, and then came back February 2023. So the beginning of this year back to a UK as the Director of Student Life. And that's how I got here. Dr. Jill Creighton [00:05:29]: You didn't take the worst three years off of the profession. Omar Mehdi [00:05:32]: Let me tell you again, I was lucky. It was a troubling time for every industry in the world. But to navigate to support students, and how to offer students an experience into a digital one is a very difficult one. And like every country in the world, kuwait was very unsettled at that point, and we didn't know what was happening. We don't know how long this is going to take. When do we go back? So I left just before COVID and came back just after COVID. So when Hybrid was done, online was done, I came back. So I never got to see university through a COVID experience. Omar Mehdi [00:06:02]: I never got to do that, which maybe I'm lucky, but the three years that I was away from the university's industry, I had to also participate or try to offer the company I worked for as much support as I can to the staff and clients that we had. Dr. Jill Creighton [00:06:17]: What made you want to depart the field during that time? Omar Mehdi [00:06:20]: So I graduated with a bachelor's in Business Management, and the position I moved out of the Auk to go to was one in the business field. It was a great opportunity to test something new, try something different. As you know, as great as it is to work in student affairs and to work in a university, I graduated from Auk. I went for a few years to the States, to two years in the States, came back and worked in Auk. I didn't know anything outside of Auk, which has a lot of advantages in the job because I know it really well. But as a person, as an individual, to grow, you have to kind of leave your comfort zone. You have to leave what you're used to and you have to try something different. I was lucky to in the three years that I was there, I was lucky to learn so much. Omar Mehdi [00:06:58]: And I think I came back as a much stronger candidate for the position than if I was promoted from assistant Director automatically to the director. In the three years I've learned so much about the real world when it comes to working with people that are not just students, they don't have to be here. They can choose to pay somewhere else and go because I work in the gyms industry. So it's a month to month relationship. They can choose next month to leave you. So what you work on, how you develop a relationship with them, is very different to I have a whole semester with you, at least if not four or five, six years. So I came back, as I said, as a much stronger candidate for the position. And I can add so much to what I do through both experiences in student affairs and outside. Dr. Jill Creighton [00:07:37]: What inspired you to come back into student affairs and specifically back to Auk after having that business experience? Omar Mehdi [00:07:44]: The inspiration always comes back to I love what I do in student affairs and I love the field. And I always thought, listen, I'll change the world one student at a time, just let me graduate from USD and the world will never be the same because I want to change the world. You do mature. You do realize it's not that as easy as it sounds, but there's a very different mindset. And I enjoyed my job outside of Auk. There's a very different hat you wear and a very different mindset that you have when you work in a business and you care about financials, you care about bottom line. And there's a very different mindset to trying to create experiences for students to develop, to grow, and to learn from the worries that you have. The concentration, the focus is very different. Omar Mehdi [00:08:22]: Going back to trying to build programs or trying to build an experience for students to better themselves, to learn to experience new things, is always something that has attracted me. And that's why when I knew the job was available, I automatically applied to it because I knew this is something I'd love to go back to. And to add to that, I've always done it from a sports perspective. I've always done it as a sports coordinator and then a senior sports coordinator, and then to be able to do it at a director level where I can impact or influence policies or programs at more than just sports. So under our department, we have athletics, we have clubs and organizations, code of conduct, student employment, we have a bunch of facilities that we're in charge of, the lounge, courts and so on. And to be able to influence more than just one aspect of student life is something that excites me to come back to. Dr. Jill Creighton [00:09:12]: You said something interesting earlier, which is that you brought back skills that you didn't have before based on the business experience you had. What are some of those skills that you gained while you were out working in corporate world that have really served you well coming into this role as director of Student life? Omar Mehdi [00:09:26]: Absolutely. So many one of the things that comes to mind very quickly is the change in network. So in network and student affairs, most of u…

    Full show notes at the publisher

    Navigating Transitions Together: Insights from Andrew Hua on Finding Support in Challenging Times Nov 30, 2023
    Show notes

    In this episode of Student Affairs Voices from the Field, Dr. Jill Creighton welcomes Andrew Hua, a Chinese Vietnamese higher education scholar and practitioner currently serving as the Director of Student Affairs Case Management Services at the University of California, San Diego. Andrew's journey into student affairs began as an undergraduate student involved in leadership activities, leading him to pursue graduate programs in student affairs. He initially worked in residential life roles and later transitioned into case management. The conversation delves into how case management adapted to remote and hybrid models during the COVID-19 pandemic, focusing on building strong relationships with students even in virtual settings. Andrew shares his unexpected transition to the interim director role at UC San Diego and the challenges he faced during this significant shift in responsibility. Mentorship, support, and collaboration are highlighted as crucial aspects of professional transitions in student affairs. Andrew also discusses his decision to pursue a Doctorate in Education (EdD) while managing his leadership role and the challenges and rewards of such a commitment. Throughout the episode, Andrew's journey exemplifies the importance of mentorship and support during career transitions in student affairs, as well as the significance of building rapport with students and colleagues, even in remote or hybrid work environments. He emphasizes the value of seeking and accepting support from mentors and peers when navigating transitions. Please subscribe to SA Voices from the Field on your favorite podcasting device and share the podcast with other student affairs colleagues! TRANSCRIPT Dr. Jill Creighton [00:00:02]: Welcome to Student Affairs Voices from the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. This is season nine on transitions in Student Affairs. This podcast is brought to you by NASPA. And I'm Dr. Jill Creighton. She her hers your essay Voices from the Field. Host welcome back to another episode of Essay Voices from the Field. Today we are heading to sunny Southern California to meet Andrew Hua. Dr. Jill Creighton [00:00:30]: Andrew is a Chinese Vietnamese higher education scholar and practitioner. Currently, Andrew Hua serves as the Director of Student Affairs case Management Services at the University of California, San Diego. Before starting at UC San Diego, andrew served as a higher education professional at the University of California, Berkeley and Washington State University. He received his Master of Arts in Student Affairs administration degree from Michigan State. Go Green. Go Spartans. And he received his bachelor of arts in sociology degree from the University of California, Riverside Go. Highlanders. Dr. Jill Creighton [00:00:59]: In addition, Andrew is the 2023 2025 Asian Pacific islander knowledge community cochair Andrew's various experiences in cris management, behavioral threat assessment, nonclinical case management, residential life, Greek life, student conduct conference services, and student government, along with his desire and passion to learn for developing students holistically as leaders, citizens and scholars in a safe and welcoming community is the foundation of his student affairs experience. Personally, he'd like to share that he's a huge Disney fanatic and loves photography. So you could say that his hobbies are going to Disneyland and taking pictures. However, he has other Hobies as well. He enjoys playing volleyball board and video games and going on foodie adventures and hiking. Andrew, so thrilled to have you on SA voices thank you. Andrew Hua [00:01:40]: I'm excited to be here with you as well. Dr. Jill Creighton [00:01:42]: We learned from your bio you are not only the current co chair of the Apikc for NASPA, but you are also transitioning in other areas of life with a recent permanent position and also doctoral studies. So a lot going on for you in the transition space. But as we like to start each episode before we get into the journey, would love to know your come up story. How did you get to your current seat in higher ed? Andrew Hua [00:02:05]: Yeah, it's not a traditional pathway. I would have to say. I'll share that it started off traditional. As a young undergraduate student, I got involved in leadership, had the opportunity, had great mentors, advisors, and he said, have you ever thought about doing something like we do and doing student affairs? I was like, I have no idea what that is. And from there, it started with exploring graduate programs and then applying and getting in. So I went to Michigan State University, which was awesome. Go Spartans. And then from there, all my background has been residential life, so res life at Michigan State residence, life at Washington State residence, life at UC Berkeley, and then my transition from Berkeley to where I'm at now the University of California, San Diego, is case management. Andrew Hua [00:02:54]: It was a unique space. I wanted to get back to Southern California, and I started exploring different opportunities and found myself as a case manager. I saw transferable skills and over. In three years, there's been a lot of transitions from case manager to now serving as the director of the Student Affairs Case Management office. Dr. Jill Creighton [00:03:13]: That's an incredible jump in three years to go from the individual contributor role to leading the entire team in such a short span when it was kind of a new functional area for you, but also kind of not, because what ResLife staff member is not doing case management and maybe just not calling it. Andrew Hua [00:03:27]: That 100% agree with you. I think Res Life has given me so many opportunities in understanding different areas and field of work. It felt really good to transition to that. But you're right. I would say it was one I think most folks face this. I transitioned in 2020 from Res Life to case management. A whole new field of work, kind of. And then from 2020 to 2023, I was working remotely hybrid, somewhat in person. Andrew Hua [00:03:56]: So lots of transitions and even transitioning to being interim director. Then director has its own transition too. Dr. Jill Creighton [00:04:03]: Let's talk about doing case management in the hybrid and remote space, because I think case management especially is one of the areas of student affairs where there may be some hesitations from leadership to be okay with that because of the sensitive nature of what these types of cases can be. We're seeing students who are having mental health emergencies. We're seeing students who have personal crises. And there can be something impersonal about doing that level of connection with another person through the Internet. So tell us about how you navigated that. Andrew Hua [00:04:32]: Yeah, it was very interesting. I think we've all adapted in 2020. Students had to adapt, professionals had to adapt, and the only way to connect was virtually. So I think we had to find a way to find that connection. And one of the connections I was able to build is how do we build rapport with students? Get to know them as if we were getting to know them as if they were sitting right across from us, getting to know who they are as a person, getting to know what their interests were, understanding what their challenges are and what are their primary and I guess primary priorities when they come meet with us. Right. It's not about let's talk about anything and everything. It's about what do you need at this moment? And I think that's where I felt the students felt like they were being heard. Andrew Hua [00:05:13]: We've continued to do hybrid now because that's what the students want. We've done assessment. They've said majority of time we would like to have zoom. Do we do offer in person. But the students choose that because it's convenient. It allows them to be in the space that they're most comfortable, not in an office that they're not familiar with. And they also get to choose the time much more conveniently to them. They have to walk across campus, take in travel time. Andrew Hua [00:05:37]: So I think all things that I think about leadership, my leadership and my supervisors, when we have conversation about how do we conduct our work, if the students feel safe in their space, there's less risks of them spiraling or their mental health being flared up, and we're able to kind of navigate that with them. Of course, we do run into some of the situations where students do end up having a cris over the phone or over zoom, but we have our resources intact, right? That's where we'll de escalate. We'll do our best to contact resources off the side, whether it's contact another team member via teams, zoom, et cetera, to help us get the resources to the student if we know where the student is at that moment. Dr. Jill Creighton [00:06:19]: So it's allowed you to work faster? In some ways, yeah. Andrew Hua [00:06:22]: More efficient and effective ways at times. Dr. Jill Creighton [00:06:24]: You mentioned that you took on an interim position before becoming the director. How did that know? Andrew Hua [00:06:30]: That was a unique situation. I was not expecting. I did my role as the inaugural case manager and outreach specialist at UC San Diego. And my role. I was learning, and I felt really comfortable after a year. And I was ready to meet for my annual performance evaluation with my supervisor and say, like, I'm ready for more. Ready to look at what does it mean to be a case manager that takes on the designee responsibilities of my director when they're out of the office. And then I went into that meeting, and my director shared, you know what? I have some news to share with you. Andrew Hua [00:07:02]: I have actually accepted another position. I'm like, I didn't even get a chance to share about my goals for the next year, et cetera, because the next thing that came up was, Andrew, we've talked to leadership, and we think you'd be great to serve as the interim director. And I was shocked. I was like, it was one year in. Granted, I received positive feedback for my performance throughout, but I was not expecting that. So I had a moment of pause before I actually accepted. Dr. Jill Creighton [00:07:27]: Think the more realistic way is you were freaking shook. Andrew Hua [00:07:32]: You are absolutely correct. I was I was not expecting I was like, I've done one year in this field, they're asking me to be interim director. I was like, okay, let's chat about that. What does that look like? So I was shook. Dr. Jill Creighton [00:07:43]: That is a really different conversation than. Andrew Hua [00:07:45]: The one you expected to have 100%. So granted, it was a great opportunity. And I did get to sit down and talk about, like, I really enjoyed working with my supervisor. And I said, I will accept it under one condition, is that you continue to serve as a mentor. And that the leadership that is still here that I will report to, also will serve as mentors too. Not just supervisors, but mentors to mold me into a great leader. Why take on the interim role? Dr. Jill Creighton [00:08:15]: That is a really amazing ask. We talk a lot in negotiation skills about things you can ask for that is not necessarily based salary, like vacation days and other types of things. But asking for someone to serve as a mentor is a really great pro tip, especially if you're taking on something that maybe you have your own reservations about. Andrew Hua [00:08:33]: Yeah, 100%. And I can tell you, they all agreed. They're like, absolutely. We will continue to serve as mentors and consult as you navigate this water until this day. I still have mentoring moments with them. Like every month, we have something scheduled with my previous supervisor and the leadership here at UC San Diego. So it's not gone. It still continues, even though I have taken on the permanent role. Dr. Jill Creighton [00:08:56]: When you take on an interim role, and especially in the way that it was offered to you, it doesn't really give the team a lot of transparency. That can feel a little bit scary to the team when all of these changes are happening suddenly. How did you navigate the waters of moving from a fellow case manager to supervising others? Who were your direct peers and maybe had no idea this was coming? Andrew Hua [00:09:15]: Yeah, that was a tricky area to kind of navigate. But in much reflection, I did inquire why me? Why my position? Why am I being selected? I think that was important for me to understand. And what was shared with me was my inaugural role. The student affairs case manager and outreach specialist. That was the starting point. The future and strategic plan was eventually this role would become the Assistant Director or would eventually become the designee overall for any Director responsibilities. When the Director was out and the entire team knew that when they did their search for the position, the entire team knew that the Student Affairs Case Manager and Outreach Specialist role was going to evolve into something of leadership. So I think that's when it made me feel a bit more comfortable with knowing that the team knew this. Andrew Hua [00:10:05]: They all had opportunities to also apply for the position and show interest. I think the other piece for me is I took it in my own responsibility to connect with my colleagues. I checked in with them and shared hey, of course, when the announcement was made, I connected with them afterwards and said, I wanted to check in with you. How are you feeling about the decision? What are some challenges that may be coming up, or how can I best support you in this interim phase? My colleagues actually embraced me. They're very happy. They're like, we are so happy that we have an interim director. We've seen what this department has been like when there is an interim director, and some of them shared with me that they're glad that they didn't want it. We had no plans. Andrew Hua [00:10:48]: They did not want to be the room director. So glad you accepted. We will happily work with you. And I think the year that I got to spend with them was awesome. We collaborated on so many projects, so they knew who I was, they knew how I worked, and in no way, shape, or form was their conflict. It was all collaborative and learning, and most of them had skills that I learned from that helped me kind of build on the interim position. Dr. Jill Creighton [00:11:11]: The interim year is starting to come to a close. It's time to think about whether or not that permanent position is something you want to do or don't want to do, because you had the opportunity to learn over the course of that year. Tell us about how you made the decision that, yes, you do want to go for the permanent position. Andrew Hua [00:11:27]: Yeah, that was a lot of thinking. I knew when I accept interim role, it was also a place of, like, I feel like I'm interviewing for this position too. Dr. Jill Creighton [00:11:39]: For a whole year. Andrew Hua [00:11:40]: For a whole year. And I also was in a place of, I'm going to look at this opportunity as interim to decide whether I would actually enjoy this work. I was going to look at this interim opportunity to also understand if this will propel me for future professional opportunities. And I think both were yes. Right at the end of the day, I enjoyed the work. I enjoyed that this pathway was probably going to lead to new opportunities for my next career step. I enjoyed working with the staff that helped support students. I do mis…

    Full show notes at the publisher

    Mid-Season Break - Happy Thanksgiving Nov 23, 2023
    Show notes

    This week we are taking a break from our regular episodes to celebrate Thanksgiving in the United States. As you give thanks, we encourage you to also learn more about the land that we currently occupy.

    Please subscribe to SA Voices from the Field on your favorite podcasting device and share the podcast with other student affairs colleagues!


    Nurturing Relationships: W. Houston Dougharty's Secrets to Successful Student Affairs Leadership Nov 16, 2023
    Show notes

    In this episode of Student Affairs Voices From the Field, Dr. Jill Creighton, welcomes W. Houston Dougharty, a seasoned student affairs professional with a four-decade career in various leadership roles at multiple colleges and universities. They explore Dr. Dougharty's journey in the field, the changes he has witnessed over the years, and the lessons he has learned. W. Houston Dougharty discusses his early passion for college life and how he started his career in admissions. He reflects on the significant changes brought about by technology and the complexity of students' lives in the current era compared to the simpler college life of the past. The two also discuss the importance of adapting to these changes while maintaining the fundamental relationship-based nature of the student affairs profession. As W. Houston Dougharty transitioned from associate dean to senior student affairs officer to vice president, he shared how he continued to stay connected with students and emphasized the value of maintaining informal, friendly relationships with them. He also reflects on the challenges and support mechanisms as students navigate their growth and development. W. Houston Dougharty's publications on theory to practice, ethical decision-making, and executive transitions are discussed. He explains how these opportunities came about through his connections with colleagues in NASPA and how they helped him bridge theory and practice within the field of student affairs. The episode concludes with W. Houston Dougharty sharing his experiences in retirement, emphasizing the importance of service and community involvement. He mentions his volunteering activities and how he is finding ways to engage with the community and stay connected to education and student affairs through consulting and coaching opportunities. Overall, the episode highlights the evolution of the student affairs field over the years, the enduring importance of relationships, and the importance of embracing change while upholding core values in the profession. Please subscribe to SA Voices from the Field on your favorite podcasting device and share the podcast with other student affairs colleagues! TRANSCRIPT Dr. Jill Creighton [00:00:02]: Welcome to Student Affairs Voices From the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. This is season 9 on transitions in student affairs. This podcast is brought to you by NASPA, And I'm doctor Jill Creighton, she, her, hers, your essay voices from the field host. Welcome back to another episode of essay voices from the field. Today's conversation features the distinguished W Houston Doherty. Houston is a 4 decade college student affairs leader who served as senior student affairs officer at Grinnell College, Hofstra University, Lewis and Clark College, and the University of Puget Sound. Before these leadership roles, he served as associate dean of students at Iowa State, preceded by a decade as a highly successful leader in enrollment management. He earned his degrees from Puget Sound, Western Washington, and the University of California Santa Barbara. Dr. Jill Creighton [00:00:53]: He received the distinguished service to the profession award from the Iowa Student Personnel Association in 2011 and the outstanding senior student affairs officer award from NASPA SPUG region 4 East in 2013. In 2018, he was named a pillar of the profession by NASPA, and in 2021, he was awarded the Scott Goodnight award for outstanding performance as a dean by NASPA region 2. He was ultimately honored in 22 when NASPA awarded him the National Scott Goodnight Award. In 2023, he was also awarded the University of Puget Sound's distinguished alumni award for professional achievement. He served NASPA as James e Scott Academy board member, as faculty director for the 2022 NASA Institute for new vice president for student affairs and as the faculty director of the NASPA Institute for aspiring vice presidents for student affairs in 2011. Houston also served on the regional boards for NASPA regions 2 for east and five. He's been cited in numerous publications, for example, the New York Times, the Chronicle of Higher patience, Seattle Times, USA Today, etcetera, and is published in a number of books including Linking Theory to Practice, Case Studies with College Students, which has 2 editions from 2012, the Advocate College Guide from 06, Maybe I Should, Case Studies on Ethics for Student Affairs Professionals in 09, and Executive Transitions in Student Affairs in 2014. In retirement, Houston is active and student affairs consulting and coaching and serving on the board of the KUNM Public Radio and in volunteering for the Food Depot Big Brothers and Big Sisters as a loyal alum of Santa Fe Prep and Puget Sound. Dr. Jill Creighton [00:02:14]: Houston, I'm so glad to have you on SA Voices today. W. Houston Dougharty [00:02:16]: Thank you. It's terrific to talk to you and To meet you. Dr. Jill Creighton [00:02:19]: So this is the 1st time we're talking. And in true student affairs tradition, I suppose, in our preshow talk, we discovered we have many, many mutual students and have in fact lived in some of the same cities, just not at the same time. Dr. W. Houston Dougharty [00:02:32]: It's that classic 2 degrees of separation in student affairs. It takes A 32nd conversation to figure out the 18 people you both know. Dr. Jill Creighton [00:02:41]: Absolutely. And now we get to know each other. But, Houston, you have recently retired from the profession with an extraordinarily accomplished resume as you've contributed to the field and made your mark in different ways. So we're gonna move through kind of your journey, but I'm wondering if you can give us the highlights of kinda your stops along the way. And ultimately, you became a pillar of the profession, Scott Goodnight award winner, a number of those very prestigious honors in NASPA. Sir. But what led you to that journey? W. Houston Dougharty [00:03:08]: Well, I was just telling somebody yesterday, a graduate student who was asking me about my career. I just I had to start by saying, I'm really one of the luckiest guys on the planet because I've had the chance to spend 4 decades helping folks realize their dreams And get in touch with their talents and help create the world they wanna live in. And it really started during My undergraduate career as a student at Puget Sound back in the seventies and early eighties when I fell in love with college. And it didn't take me long to figure out that if I could Figure out a way to live my life on a college campus, I would be a very, very happy person. So I started my life in admissions At my undergraduate institution at Puget Sound, like a lot of us do. And then I had a a small family, and my wife said, you're gonna travel how much? And then I went back to graduate school at Western Washington and then at UC Santa Barbara and realized that what I really loved doing was being a part of students' lives every single day. So I've had the chance to do that on 8 different college campuses in six States over 40 years. And I've been at little tiny liberal arts colleges like Grinnell and Lewis and Clark and Puget Sound, and I've been at big places like UCSB and Iowa State. W. Houston Dougharty [00:04:23]: And then I I finished my career at a place that kind of blends the 2, Hofstra, right outside of New York City, Which is over 10,000, a bunch of graduate and professional schools, but also only 3 or 4000 residential students. So, again, I just think I'm very, very fortunate to have had been a part of Students' lives and colleagues' lives for that period of time at all those different places. Dr. Jill Creighton [00:04:43]: One of the reasons we were so excited to have you on this season about the themes of transitions is you've been able to mark the story of student affairs from the late seventies, early eighties until literally the present. So you started in student affairs before we had really evolved in a technological school space before social media, before email, before, you know, all of these different ways that student development and student affairs work has really been deeply impacted and in a lot of ways, you know, growing in the improvement space from that technology. We actually just had a conversation with Eric Stoler about The transformation of technology in higher ed is a is a huge component of our work. But I'm hoping you can tell us about where the field was anchored when you started and how you've seen it grow in that transition space of society growing. W. Houston Dougharty [00:05:27]: One of the things that I'm pleased about, in spite of all the change in the last 40 plus years, is that I still think it is fundamentally a relationship based profession where we're able to most Positively impact students' lives by taking the time to get to know them, and to be supportive of them. And at the same time, I wrote a piece For Scott Academy blog, as I rolled off this summer from Scott Academy board, I talked about One of the main changes, and that is in the complexity of our world and the complexity of our students' lives. And it sort of hearkened back to how simple in many ways college life was in the seventies eighties when there were no cell phones, where, you weren't inundated with with news 24 hours a day where life just seemed slower And simpler and perhaps more relationship oriented in a natural way. And one of the things that our profession has had to do Considerably is adjust to that complexity, to make sure that we're relevant in students' lives And relevant in a world that has changed some. Dr. Jill Creighton [00:06:42]: Houston, one of the things you mentioned about the transition was kind of this simplicity of college life when you started in the profession. And I'm wondering if you can just define that a little more about what that kind of simplicity space looked like and felt like for you as a professional and for the students that were attending college. W. Houston Dougharty [00:06:59]: Sure. Well and a lot of it is tied to technology in that For the 1st 10 years of my professional life, I didn't have a computer on my desk. There was no such thing as email. In fact, when I went to graduate school in the early nineties, I very distinctly remember the very first assignment we had was to send an email. And that's Very funny to think of is and and we were nervous, and we didn't have Gmail. We used a server called Eudora is how we send our email. Students did not have the constant tether of outside information, like 24 hour news or Podcasts or the ability to text with their friends all over the world, they also lived in some ways not only a simpler life, but a more independent life Because their parents and their family members or their guardians were in sporadic conversation with them As opposed to now where students are con you know, walking out of class and texting their mom about the class thing. You know, I remember When I was in college, you know, my parents lived 1500 miles away, and we talked every other Saturday for 10 minutes by pay phone. W. Houston Dougharty [00:08:14]: That's a whole different world than than the kind of constant, communication and Styles of parenting have changed dramatically. So I would say technology and family dynamics are 2 of the things that I've noticed the most. And Dr. Jill Creighton [00:08:28]: Well, I'm sure that that phone call was quite expensive, and if parents are not home to receive that phone call, that's it. W. Houston Dougharty [00:08:35]: That's right. And I was the first person in my family to have gone very far away to college. My parents did not, have much money. I bought a little, you know, a little card that I could use on a payphone, and we would need it. You know, we'd call it 1 o'clock on Saturday every other week. And it was a very valuable conversation, station. But it was a 10 minute conversation. And I can't help but think in many ways I grew and my independence because we had so little conversation. W. Houston Dougharty [00:09:04]: And yet at the same time, I'm sure there's there's part of our lives that we would have loved to have shared, Which so many students can do so much more easily now. Dr. Jill Creighton [00:09:13]: One of the conversations I have at new student orientation every year now is with parents and giving them my personal challenge to give a little bit of that untethering, some of that freedom. And my my 1st 6 weeks challenge is always, Don't text your student until they text you first. W. Houston Dougharty [00:09:30]: Love that. Dr. Jill Creighton [00:09:31]: And that really feels impossible for a lot of parents. And then this year, I had 1 parent who actually responded in one of our parent groups and, said, I'm taking team Creighton's advice because my student told me I'm annoying them. W. Houston Dougharty [00:09:46]: It's very true. And I think because students and parents have been so accustomed To be in such close contact, it's tempting for parents to then wanna solve rather than allow students to be in discomfort. And as we in our field know, growth is what comes from discomfort. And so I think your advice is really good advice so that students can have some comfort and try to learn to navigate things without their parents constantly or their guardians constantly coaching them. And And Dr. Jill Creighton [00:10:17]: that's what we're trying to do a lot is have, you know, discern the difference between discomfort and growth and crisis, right? We don't want students floundering. That's the challenge and support theory that we've been operating off of for years. I mean, we're just figuring out differently. W. Houston Dougharty [00:10:31]: Well, and again, that just as the relationship basis Our field hasn't changed in 40 years. The challenge and support has not changed. I think, though, it's nuanced as we've had to adjust To family dynamics being different and technology being different. That the challenge and support is still critical, but it's mix and it's nuance Has had to shift with the changes in our world. Dr. Jill Creighton [00:10:56]: Certainly. And I've been reading and listening to a lot of information on AI right now because, you know, there's bold statements out in the world like AI is gonna take over human jobs. And then I think about what we do or what our counterparts in counseling do or counterparts in therapy do. And while AI can certainly be harnessed to make our jobs easier, there's no replacement for a person to sit across from you and provide you with emotional support or comfort or guidance. W. Houston Dougharty [00:11:21]: Yeah. And I I think coming out of COVID, we were that was even reinforced with us, wasn't it, Jill? That As much as we found that we could do long distance or or through a screen or through other modes of communication, so many of us were so anxious to get back to an environment where we could actually have coffee with students, where we could actually be in the lounges of the residence halls, where they could come to our office hours Because of that, the sort of genuine nature of that caring relationship that is engendered by being in person. Dr. Jill Creighton [00:11:53]: Absolutely. And For me, those who have worked with me at previous institution or have read any of my recent LinkedIn stuff, I I'm very much a proponent of the remote and hybrid work space for higher ed. So I think that there's an interesting balance for how we take care of ourselves and also show up in our best…

    Full show notes at the publisher

    Understanding Cultural Differences in Education Systems with Yisu Zhou Nov 09, 2023
    Show notes

    In this episode of Student Affairs Voices From the Field, Dr. Jill Creighton hosts Dr. Yisu Zhou, an accomplished university professor from the University of Macau. Dr. Zhou shares his unique journey from being an international student to becoming a professor and provides insights into the transitions in higher education, particularly in China and Asia. The episode begins by introducing Dr. Yisu Zhou's background and educational journey. He highlights his early experiences as an English teacher in rural China, which sparked his interest in education. He pursued his PhD in the United States, which ultimately led him to his current role as a professor at the University of Macau. Dr. Zhou emphasizes the impact of internationalization in higher education, discussing how the economic growth in China over the past two decades has created a demand for high-quality education. This demand has led to an increase in Chinese students pursuing undergraduate and graduate degrees abroad, especially in the United States. He also touches on the various stages of this trend, starting with Chinese students seeking doctoral programs overseas and later expanding to undergraduate programs. The podcast delves into the differences between teaching styles in the West and East, highlighting the smaller class sizes and active communication in Western universities compared to the more lecture-focused approach in many Eastern institutions. Dr. Zhou suggests that educators and student affairs professionals should understand these cultural differences and proactively support international students in adapting to the new learning environment. Dr. Zhou encourages student affairs professionals to be patient and understanding when working with students from different cultural backgrounds. He explains that while students from Asia may initially appear passive, they are actively processing information and sometimes take longer to initiate help-seeking behavior due to cultural differences. The podcast concludes with Dr. Zhou emphasizing that international students can be valuable assets to higher education programs, as they bring strong work ethics and a commitment to academic excellence. He also highlights the need for international students to develop skills for navigating diverse and complex educational systems, which can differ significantly from their home countries. This episode offers valuable insights for student affairs professionals and educators, providing a better understanding of the challenges and opportunities that come with the internationalization of higher education and the diverse cultural backgrounds of students. Please subscribe to SA Voices from the Field on your favorite podcasting device and share the podcast with other student affairs colleagues! TRANSCRIPT Dr. Jill Creighton [00:00:02]: Welcome to Student Affairs Voices From the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. This is season 9 on transitions in student affairs. This podcast is brought to you by NASPA, And I'm doctor Jill Creighton, she, her, hers, your essay voices from the field host. Welcome back to another episode of SA Voices from the Field, where today I'm delighted to bring you a conversation with an accomplished university professor from the University of Macau. Isoo Cho is an associate professor at the faculty of education and by courtesy, the department of sociology at the University of Macau. He earned his PhD team from Michigan State University's College of Education. Joe's doctoral dissertation focused on the teaching profession, specifically out of field teachers and utilize a large scale survey from OECD. Before attending MSU, Joe received his bachelor's degree in statistics from East China Normal University and worked as an English teacher in rural Shanxi province from 2005 to 2006, where his passion for understanding the educational process bloomed. Dr. Jill Creighton [00:01:06]: Joel employs a sociological perspective when examining various policy issues, including school finance, teacher professionalization, and higher education cation reform. His work has been published in Discourse, Sociological Methods and Research, Chinese Sociological Review, international journal of educational development, and other notable journals. Zhou has also been feasted on various Chinese media outlets, such as the paper Peng Pai Xing Wen, Beijing News, Xing Jing Bao, and China Newsweek, Zhongguo Xing Wen, Zhoukan. In the University of Macau community. Joe is deeply committed to teaching and service. He created the 1st generation course aimed at raising global awareness for undergraduate students across all majors and departments. And with an innovative approach to nurturing students from diverse backgrounds, this course is widely accepted by those students and running at full capacity every year. Professionally, he's actively engaged across the university and scholarly community, and he received the outstanding reviewer award from occasional researcher in 2015. Dr. Jill Creighton [00:02:04]: Joel's service work reflected his thinking of higher education as an ecology of knowledge experts. He's penned a 5 year strategic plan, advise on a library strategic plan, and architected a doctoral of education program. He is the recent recipient of the faculty service award for 2017, 18, and also so 21/22. Isu, we're so glad to have you on the show today. Yisu Zhou [00:02:25]: Thank you very much for having me, Jill. Dr. Jill Creighton [00:02:27]: And even better for me that we're in the same time zone, that as a gift I don't get on the show a lot. Yes. Yes. You had lots of international people appearing on our show. Dr. Jill Creighton [00:02:35]: And you're at the University of Macau, how so folks know listeners who are not familiar with the geography of China. Macau is in the southern part of China. It's a beautifully warm place. It's also famous for casinos, amongst other things. Yisu Zhou [00:02:48]: Like Orento, Las Vegas, if you want a short metaphor. Dr. Jill Creighton [00:02:52]: You can even go to, like, the MGM in The Venetian in Macau. Yisu Zhou [00:02:55]: It's actually the same. Dr. Jill Creighton [00:02:56]: But that is not the reason you're in Macau. No. So So we're glad to talk to you today about your experiences as a professor of higher education studies. And normally, I think our listeners are exposed to professors of higher ed who are pretty western centric. So this is a great opportunity to learn more about higher education and the study of higher cation in Asia. But before we talk about your expertise in the transformations and transitions of higher ed in China, I'd love to talk to you first about how you became a professor. Yisu Zhou [00:03:25]: Oh, yeah. No problem. Dr. Jill Creighton [00:03:27]: So what's the story? Yisu Zhou [00:03:29]: I think you can say part of that is is running through the family. So both my Parents are academe, working in the, academia, which give me some exposure to how institutions work in the Chinese setting when I was little. But I I didn't actually made up my mind before well, I think well into my PhD program. When I grow up, I wanna be a scientist. So I think in college, I study, statistics. So, kind of the applied field of, mathematics in a sense that I wanna things, and, I wanna run data. I'm really interested in data as a kid, when I grow up. But, after college, I also wanna get some exposure about Interacting with people. Yisu Zhou [00:04:07]: I'm kind of, you know, in that, gap sort of a mentality, that I'm interesting a lot of things, but I really I had a mid in my mind about what I'm going to commit my life to doing. So I spent a year actually teaching in a rural village in the Western China, which kind of a place they have a poverty line, which give me a lot of experience working with, rural children, rural parents. And I taught English at 6th grade, in that particular school, for the year. So I really start to think about how I can observe social life, Particularly school life. That is, I I think the main motivation and the main sort of event that, direct me toward a study of education. So after that year, I went to the United States. I, went to Michigan State to do my PhD degree. I first Enrolled in, psychometric program because of my statistics background, and people really want me to contribute to that. Yisu Zhou [00:05:03]: And after 2 years, I found that my passion and my interest has, sort of shifted toward international and competitive education. So I'm trained as an international comparative, educator in my PhD program. And, well, Macau sort of come as a supply because I am the part of the, post, What we call, 2008 survivors of the, economic meltdown so that many, US universities, freeze hiring during the time. It's been actually, they fed. It's quite, last quite, for some time. So when I was in the job market in 2011, The the domestic job market is basically so competitive that there are only very handful places openings in that particular year. So when I was searching the catalog job postings on Chronicle, this place called University Macau sort of, appeared in my search. I actually have never heard of this university before, And this is really a new experience. Yisu Zhou [00:05:59]: I know places in Hong Kong because they are more established. They have university of Hong Kong and Chinese university of Hong Kong are the 2 sort of the star universities in a region, and people already know that. But never heard of University of Macau. So I did a little bit of research. I think, well, maybe I should try that mostly because it's close to home And it's an international environment which allows me to conduct international research and to teach in English and, had the opportunity to with a lot of, international colleagues. And, well, when I I didn't expect a lot, you know, when I submit my application, but think, like, 2, 3 weeks later, I got a call from my former dean, and he says, he just moved from, University of Virginia, actually, to Macau. And he's really looking for people who have received a very rigorous American style academic training to work with him. So, you know, we had a nice conversation. Yisu Zhou [00:06:48]: And he invited me over for a job talk. And, well, the rest is history. Dr. Jill Creighton [00:06:53]: And you have since become quite an accomplished publisher share amongst many other things. I would encourage all of you to go look up Zhou Isu on, Google Scholar. You can see he's just got quite picture related to education in the Chinese region. But thinking about what you're studying now, what's your focus now in your work? Yisu Zhou [00:07:12]: So because I'm getting older and my also my role with inside institutions sort of transitioned toward more of the administrative side, I've been involving a lot of, program administration, my faculty administration, and, of course, some university side of business, which I think it give me a kinda unique Sort of an insider perspective in terms to understand how institution work. So my interest gradually shifts toward this institutional perspective about university, I think higher, education because my current working situation and the network I've been building because of my professional lives. So I think recent years, my interest gradually shift toward, understanding, higher education development in China, in Particular internationalization of higher education in China. I think that's one thing currently I'm doing some research at the moment. Dr. Jill Creighton [00:08:00]: The institution I'm working for currently is a great example of internationalization. Yisu Zhou [00:08:05]: Exactly. I really had a privilege and opportunity to visit DKU during the summer. And it's really impressed me and opened my mind. We have so much to learn from you guys, a top elite private institution and working in China And catering to a lot of Chinese student demand and, to really establish yourself as an em embracer of this movement of, internationalization of higher ed in China. Dr. Jill Creighton [00:08:29]: And the joint venture universities in China are varieties of years old. We have a neighbor, Shaqingqiao, Liverpool, which is much to older than us, but our closest most similar university, NYU Shanghai, is the same age as us, and that's a decade. So it's to a wide variety. There's also the University of Nottingham Ningbo down the road, which, again, also much older than us, Wenjoking, and then some that are younger than us like Tianjin Juilliard. So it's all over the map. Yisu Zhou [00:08:54]: Yeah. It is. It's it's all over the map. And I think from a policy perspective, China really sort of embraced In, multifaceted, you can say, strategies in terms of working with international partners. We have American University, European University, Right. Coming to China, setting up joint ventures. There are also several, Hong Kong institutions. They have different levels of cooperation in China. Yisu Zhou [00:09:16]: Right. They have joint ventures. They have sites like campus. But most of them actually have a research institution set up in China. Dr. Jill Creighton [00:09:22]: So let's go back and think about the transition of the movement to begin opening doors for internationalization of education in this part of the world. What can you tell us about that history? Yisu Zhou [00:09:34]: I think from our perspective, there is a demand and the, sort of, the need for a high Quality, higher education really came, dates back to early 2000 when, economically, China took off, Which cultivated a very strong local base of parents who have done business with, western, partners, Or they have traveled the world. They have seen places elsewhere, and because of free flow of information allows them to understand and to see how Western education sort of, opens up a different kind of possibility for their child. So I think this is so, you know, if if if you count that, it's been about 20 years up to this point. And I think we can divide it into, like, several stages because at first, it's most about sending your kids overseas. And that trend first started with the PhD programs because most parents just cannot afford, Right. A 4 year, college life for their kids in the United States. And the PhD and some master program, they do offer very generous, scholarships For those academically talented Chinese students, so you know? But the the numbers are usually not very large, right, because their Resources is all are always limited. And then starting, I think, a decade into the 1st decade of 21st century, really sees that Chinese parents, they, they become richer, and the opportunities really open up. Yisu Zhou [00:11:05]: Because if we count the kind of international program that is available to Chinese student, Australia and the UK are the 1st large market that sort of opens fully embrace, you know, to the, Chinese student, and they embrace them very Politically in the US because the selectivity and different tiers and such large and diverse system also is very attractive gradually to Chinese student. And because I I think one big attraction about the US higher education is this economy. It's so robust and it's so diverse, which means the student can always think about, right, what I can do after graduation. That, you know, if you go to some smaller places, 2, 3 years later, you need to find a job. Right? And that might not be enough those kind of high quality jobs around. So I think the the 2010 really sees kind of a a higher peak for Chinese student, undergraduate student going overseas. And, of course, this trend also spill over to other…

    Full show notes at the publisher

    Exploring Authenticity: Brian Medina's Journey of Transition and Advocacy in Student Affairs Nov 02, 2023
    Show notes

    In this episode of "Student Affairs Voices from the Field," Dr. Jill Creighton welcomes Brian Medina, the director of Bias Incident Support Services at the University of Maryland, College Park, for a conversation on transitions in Student Affairs. Brian, an openly queer genderqueer and Latinx sexual assault survivor with multiple disabilities, discusses zir journey and experiences. Brian started zir career in student affairs in resident life and student conduct, eventually transitioning into the Diversity, Equity, and Inclusion (DEI) space. They emphasize the importance of authenticity and finding one's true self in the workplace, highlighting the role of supportive colleagues and institutions in this process. They also share zir experience of transitioning in terms of gender presentation, including using gender-neutral pronouns (zee/zir) and embracing a more authentic self, both personally and professionally. Brian's journey has been marked by self-discovery, self-acceptance, and gaining the confidence to bring zir full self to work, which has been transformative. Brian discusses the evolving landscape of bias response work in higher education and its intersection with Title IX regulations. They emphasize the importance of building solidarity across different identities and experiencing intersectionality in tackling power-based violence. The conversation also touches on the regional differences in student affairs work and the impact of state legislation on diversity, equity, and inclusion efforts in higher education. Brian reflects on zir transition from a career in residence life to DEI work, highlighting the challenges and successes along the way. They acknowledge the frustrations of job searching and the importance of resilience in navigating the field. As co-chair elect of the NASPA Gender and Sexuality Knowledge Community (KC), Brian talks about the KC's activities and its commitment to expanding its reach by collaborating with other KCs, fostering inclusivity, and encouraging involvement from a diverse range of professionals in the field. Brian wraps up the conversation by encouraging listeners to embrace transitions as part of life's journey and to remember the resilience and progress made by previous generations in creating a more inclusive world. Overall, this episode explores the theme of transitions in higher education, emphasizing the importance of authenticity, self-discovery, and solidarity in the field of student affairs. It also highlights the evolving nature of diversity, equity, and inclusion work and the significance of regional context in higher education. Please subscribe to SA Voices from the Field on your favorite podcasting device and share the podcast with other student affairs colleagues! TRANSCRIPT Dr. Jill Creighton [00:00:02]: Welcome to Student Affairs Voices from the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. This is season nine on transitions in Student Affairs. This podcast is brought to you by NASPA. And I'm Dr. Jill Creighton. She her hers your essay Voices from the Field host on today's episode of Essay Voices, I'm pleased to bring you a delightful conversation with Brian Medina. Pronouns z here. Hears. Dr. Jill Creighton [00:00:31]: Brian has been a social justice activist within higher education for nearly two decades. Brian has worked in New Hampshire, Maryland, Ohio, and is now the director of Bias Incident Support Services at the University of Maryland, College Park. As an openly queer genderqueer and Latinx sexual assault survivor with multiple disabilities, zee advocates for marginalized communities to center those harmed by systemic oppression and trauma. Brian is also the co chair elect of the NASPA gender and sexuality knowledge community. Brian. Welcome to the pod. Brian Medina [00:01:04]: Thank you. Lovely to be with you. Dr. Jill Creighton [00:01:06]: I'm so glad to talk to you today about your transition story. When we reached out to the KC leaders in NASPA, your response was one of the ones that immediately stood out because you've had so many experiences with transition in the last couple of years and we always love to start by getting to know our guests. You're at UMD now you're also leading in the KC space. So what was your come up both in the student affairs realm as well as in the KC realm? Brian Medina [00:01:31]: Thank you for asking. Brian Medina z here and heres and coming up through resident life and student conduct and then also now being in the De I space, the last three years have certainly been a journey. I wouldn't have said if you asked me when I first started my career where I would end up. This would be where it would be. And I'm so grateful and delighted that I can be in this space, particularly, actually, in some ways, very connected, the KC space. I started out with the gender and sexuality casey, different name at the time. And then have been involved with multiple other tam KC. Menamasculinities KC. Brian Medina [00:02:06]: And trying to really see the kind of connectedness of not just the work that I do, but my full existence and my dignity and an authentic self, not just at work, but beyond as well. Dr. Jill Creighton [00:02:38]: One thing you just introduced really resonates with me, which is how do you find your authentic self and feel like you can show up with your whole being at work every day? You mentioned your pronouns are z here, hears. And then also when you reached out to us, you let us know you've had some transitions in your gender presentation in the last couple of years. So I'm wondering if you're willing to tell us about how that impacted your ability to show up at work finally as your whole self and also what you want the profession to know about supporting other professionals who are going through that transition. Brian Medina [00:03:07]: It's a wonderful question. Thank you. For me, over the past decade or more, I have been out as genderqueer. I've been using these pronouns z here and heres for about eight of those years. And I will say that it's been mostly in the last three, three and a half years. Although, obviously, that's overlapping with our COVID existence. That being in space, certainly virtually, but in physical space with folks to explore a bit about, my body to check in with and fortunately, with my university, my supervisor, my colleagues. Have been so supportive and really showing up for me and alongside me in zir own authentic selves, thus giving me in some way, some invitation and welcoming space. Brian Medina [00:03:46]: So, yeah, the last couple of years have certainly been an exploration of I'm extending myself with I wear dresses now exclusively. And I wouldn't have said that four or five years ago, wearing dangly earrings, as I have on right now, and I wouldn't have said that a few years ago. And for me, it has been a combination of both the opportunity and the kind of welcoming space that I have at my current institution. But I will say that some of it has come more internally of feeling confident to be able to bring my full self and share and support various populations on campus in a different way. And it has been the best part of my life over these last couple of years, for sure. Dr. Jill Creighton [00:04:20]: Part of our theme of transitions on this season of the Pod is really thinking about transitions from all perspectives. And you are really our first guest who's come on this season to talk about that internal transition as the biggest driver for other areas of success. So let's hear more about what that internal transition has done for you in terms of your professional development internally. Brian Medina [00:04:42]: I think another factor that I want to make mention here is that I'm also a student in the School of Social Work at the University of Maryland, Baltimore, and that has coincided a good bit with my work related activities and certainly my responsibilities. I'm in charge of all bias response for the entire campus. And I will say that showing up in classroom settings, in one sense, showing up in work settings has caused me to reflect right, not just on an intellectual basis, but a true connection with my body, checking in with other folks and how they're feeling in space as we talk about marginalization writ large. And so that internal processing for me has been ongoing, for sure it has been over decades. But I will say the last couple of years I've had the encouragement and the kind of exploration also with a really good therapist and some good friends who've checked in on me and kind of allowed me that space to be able to express myself and therefore I'm much more readily interested and be able to explore that with them as well. Dr. Jill Creighton [00:05:36]: I think the work you're doing at UMD is really difficult work. Right. You're looking into all areas of bias, and we've seen a lot of transition in the way that we're managing our university and institutional responses to that work in the last couple of years. And we're also expecting a major Title IX rule drop to change and rock our worlds one more time. I'm really crossing my fingers. It's the last time that doed makes that happen. But can you talk about your transitions in that space as well, given the way we talk about bias and response to bias now is just really different than even the way we would have framed it in 2013. Brian Medina [00:06:10]: Yeah, my first inclination and thinking is as you're referencing the regulations coming out for Title Nine soon, and in 2011 when I first really started doing work around sexual misconduct and sexual response, sexual assault response, that was kind of on the earlier days of me even coming out as a survivor of sexual violence. And so thinking about that transition coming out in a different lens than it would be in a queer space, and then kind of maybe a couple of years later sharing about my gender identity and sexual orientation as well, I think they really combined. And it was at a time and place, I think, in our society where there was a lot of momentum and drive to make change, but also maybe a lot of confusion as to what that meant. We got this guidance, but what does that apply? How do we actually launch programs and offices and Title IX offices? And even for De and I spaces, many offices didn't see the interrelationship of power based violence, sexual violence, as well as how that affected queer folks, BIPOC folks very uniquely. So, I will say over these last couple of years in that space, specifically in this kind of back and forth. Back and forth because of administrations and certainly across the country, many states who are enacting legislation to harm a whole host of populations, including trans folks. I will say that I think the center of mine for me has been building solidarity across difference rather than this simply being a movement inside one's identity, but across identities, folks that experience similar harms. So I'll use the comparison with sexual violence work. Brian Medina [00:07:43]: Being a survivor, I've actually been a volunteer for the largest national group, reign as a sexual violence hotline. I've been a volunteer for eleven years there, and that work and supporting survivors uniquely on a hotline like that has been so instrumental for me to be able to hold space, provide space, resources, checking in with folks who are experiencing other identity based harms like anti blackness, like anti trans sentiment on our campuses. So I see them as very much connected as how we address trauma by holding space and support for folks uniquely in zir identities, but also seeing that we are more full amongst one another rather than just in ourselves. Dr. Jill Creighton [00:08:24]: You've transitioned also all over the country. You've been in the Midwest and the East Coast and a couple of other places. Do you see the work shifting its orientation or its priorities as you move around the country? Brian Medina [00:08:36]: Absolutely. And I think that many of my peers and friends in the field would acknowledge that depending on what state you're in or region of the country you're in, not only does the state legislation afford or deny you opportunities, and access within your identities and your existence. It also kind of more broadly provides either a chilling effect or an emboldening effect for folks to make change, to do programmatic risks that maybe they wouldn't have taken some other spaces. So I'll note a couple of pieces. When I first started off in resident life, it was up in New Hampshire, a very white space, but also progressive in some areas around sustainability, not so much around racial justice. And so I really entangled that because most of our students of color were student athletes and trying to navigate how to support students uniquely in zir identities but also seeing the friction that they're finding in the community was very much top of mind. And that actually aligned very similarly to my experience in Ohio in a very rural white space. Whereas in Maryland, being a much more perceivably progressive state, I found a much different experience where folks were much more open, interested in gaining resources and also promoting a bit more progressive ideals to support marginalized populations than I had in the other spaces. Dr. Jill Creighton [00:09:49]: That must really shift where you put energy in terms of training for your campus community and also how you're able to frame responses. So with that all kind of put together, what is the common thread between all of those experiences? Brian Medina [00:10:05]: I don't know if I can pull out one specific common thread. One of the things that I came to find early on in the career. Granted, I was in resident life spaces and so I was often doing social justice or de. And I work on the side either for RA trainings or for recruitments, doing programming, advising on the side from what folks perceived as a generalist position that I had to do many other things. And I'd say that that common thread of showing empathy, compassion, concern for the other. I was also a philosophy major, so I should share that from the share there from the get go that as a philosophy major I was always intuiting and thinking through and processing and reflecting. And now as a social work student, kind of that common thread around psychology and caring for full well being, if there is a common thread, it really is seeing the fullness of one of many of society as interconnected and there be no way for us to completely disconnect that from one another. And so in these various career points I would say that De I and social justice was a common thread, even if it wasn't my actual position, responsibility. Dr. Jill Creighton [00:11:10]: Societal structures and pressures are fairly consistent within the culture of the United States. They can be similar to neighboring countries. I can tell you from my own experience living in Asia now our structures around justice and our concepts around justice, marginalization, oppression, they don't apply at all here. It's the wildest thing to break my brain in that way and to stop looking at certain situations through my Americanized justice perspective has been a real interesting challenge. And I've come to the conclusion that dei work is so important in the US. Because of the structures of the way the organizational kind of hierarchies are created in the US. And then when I got here, it was like square pay, ground hole. Some of the concepts are similar in terms of wealth, wealth gap and things like that. Dr. Jill Creighton […

    Full show notes at the publisher

    Navigating the Career Transition: Lessons from a Student Affairs Professional Turned Tech Leader With Chrissy Roth Francis Oct 26, 2023
    Show notes

    In this episode of "Student Affairs Voices from the Field," Dr. Jill Creighton discusses transitions in Student Affairs with her guest, Dr. Chrissy Roth Francis, who made the leap from student affairs to a career in the tech industry. The episode highlights the challenges and opportunities faced by student affairs professionals considering a pivot into adjacent roles. Dr. Creighton emphasizes the importance of this discussion, acknowledging the diverse experiences within the field. Dr. Chrissy Roth Francis shares her journey through higher education, starting as an involved undergraduate student, pursuing a master's degree at New York University, and eventually landing a dream job at the University of Southern California, where she worked with international students. She later became the Director of New Student Services at UC Berkeley, overseeing orientation for a growing number of students. However, the transition to a "welcome week" structure became a significant challenge and contributed to her decision to pivot out of higher education. The conversation delves into why Dr. Roth Francis chose to pivot into the corporate world, specifically in talent development at LinkedIn. She highlights the transferable skills gained in higher education, such as problem-solving, strategic planning, and public speaking, which have proven valuable in her new role. Dr. Creighton discusses the various options available to student affairs professionals, including staying in the field, changing the field from within, or pursuing opportunities outside higher education. Dr. Roth Francis emphasizes the need for clear boundaries and work-life balance in her new career, a departure from the long hours and weekend commitments common in student affairs. She discusses the practicality of her decision, citing the desire for a better lifestyle and higher income as motivating factors. Both hosts express appreciation for student affairs professionals and the essential work they do in supporting students. The episode concludes with a discussion of career trajectories, with Dr. Roth Francis sharing her experience of initially taking a step down in her career to gain experience in the corporate world. She highlights the importance of recalibrating and expanding one's skill set while also acknowledging the financial benefits of her decision. Dr. Creighton emphasizes the need for higher education to adapt and connect with industry to prepare students with the skills necessary for success. She encourages SA professionals to explore all available options, connect with others who have made similar transitions, and conduct thorough research before making career decisions. In summary, this episode provides valuable insights for student affairs professionals considering career transitions, whether within or outside higher education, and highlights the importance of self-care and financial well-being in making such decisions. Please subscribe to SA Voices from the Field on your favorite podcasting device and share the podcast with other student affairs colleagues! TRANSCRIPT Dr. Jill Creighton [00:00:02]: Welcome to Student Affairs Voices from the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. This is season nine on transitions in Student Affairs. This podcast is brought to you by NASPA. And I'm Dr. Jill Creighton. She her hers your essay, Voices from the Field. Host today's episode of Essay Voices from the Field is one for all of you who are considering a pivot into an industry that takes your well earned and well honed student affairs skills into adjacent roles. Dr. Jill Creighton [00:00:37]: So I'm pleased to introduce you today to Dr.Chrissy Roth Francis, who is a loud and proud former student affairs professional. In 2018, with a master's, a doctorate and eleven years of higher ed experience, she packed up her diplomas, conference name tags and pictures of orientation teams. She shed some tears and then ventured into the tech industry with her eyes and ears wide open. Chrissy is now the Director of Talent Development at LinkedIn, where she leads a team that onboards and develops the company's 3500 people managers. Chrissy has been an outspoken voice on LinkedIn for higher ed expats and for those still working on college campuses, but considering a pivot elsewhere. I want to acknowledge the importance of today's episode in Centering, the total experience of being a student affairs professional. For all of us who are thriving on our campuses, this is an episode that we're hoping you can hear where others are positioned for transition. And for those of you who are figuring out that maybe you are looking for other opportunities, maybe this one can be practical for you. Dr. Jill Creighton [00:01:33]: But to all of you, we appreciate you and all of the work you're doing to support our students on all campuses worldwide. Chrissy, we're so glad to have you on SA voices today. Chrissy Roth Francis [00:01:43]: So happy to be here. Dr. Jill Creighton [00:01:44]: We know each other through a mutual friend, dDr. Kelly Alvarado Young. So I'm going to give her a shout out right now. Kelly and I work together at WSU. So Kelly, if you're listening, hello. Chrissy Roth Francis [00:01:54]: Hey, Kelly, Chrissy, we really love to. Dr. Jill Creighton [00:01:56]: Start with getting to know our guests through your very excellent come up story. We'd love to hear your journey through higher ed and also the journey to your position now. Chrissy Roth Francis [00:02:06]: So happy to share it. Jill thank you for having me. My journey starts like almost everybody's journey in Student affairs. I was an undergrad. I was a super involved student. I love doing all the things at my college. And at some point I had that moment where somebody pulled me over and said, I think you should consider this as a professional. Go get a master's degree. Chrissy Roth Francis [00:02:26]: And I didn't know anything and I said, okay, let's go for it. Right? Like that story is very true for so many of us. Ended up getting a master's degree from New York University. Fantastic way to continue my involvement in a college and a university setting. Learned so much working all across that area. And then I ended up getting an incredible job at the University of Southern California. I really think this was the dream job that any entry level professional like me could only hope for. It was in the orientation space, but specifically it was working for international students. Chrissy Roth Francis [00:03:04]: So I had the honor of getting to onboard every new student to that university, but having a focus on students coming from all over the world and learning so much from them as they shared with me their cultures. I stayed several years at USC, and then I was ready for the big job. Ended up getting the big job at UC Berkeley, where I was the director of New Student Services. So still in the orientation space, which I really loved, this was the space that I focused on as an undergrad. Stuck with it all throughout my time in higher education. So when I was at UC Berkeley, I oversaw orientation for what started out as about 6000 students when I got there in 2013, 6000 students annually. By the time I left in 2018, we were onboarding about 10,000 students annually. Dr. Jill Creighton [00:04:00]: That's quite a scale up. Chrissy Roth Francis [00:04:02]: Yeah, it was a big transition over several years. But the biggest transition of that time was that when I got there, we had a summer orientation. So you all know the glory. Small groups cranking out session after session all throughout the summer. And at one point our higher up administration decided, let's go ahead and change it to a welcome week. Typically, welcome week orientations are only seen on very small campuses, medium campuses at the biggest. Definitely not common among large public universities. That was, I believe, to this day, one of the biggest challenges I will ever see in my career was shepherding our entire campus through a two year transition to get us to be able to successfully onboard 10,000 students in a welcome week structure. Chrissy Roth Francis [00:04:56]: It was a great endeavor. I had so much fun learning how to do it. And I'm not going to lie, it took everything out of me. And it is not at all a coincidence that I left soon after doing that. Dr. Jill Creighton [00:05:07]: So I think you're talking about what a lot of us are facing in higher education, which is extraordinary shifts in our work, high expectations from all of those around us, and likely working with some fairly limited resources. And this is all pre pandemic. Chrissy Roth Francis [00:05:24]: Yes. Dr. Jill Creighton [00:05:25]: So thinking about that and your journey, can you talk a little bit about what led you to pursuing the Pivot that you did? So we hear about higher education professionals going all sorts of places, customer success, sales, talent and development. The list is actually fairly long because our skills end up being quite transferable if we package them well. So how did you decide on L and D? Chrissy Roth Francis [00:05:48]: Yes, so you're absolutely right. When I was in higher education, I saw all those constraints all the constraints that probably all of us feel and see in the field and throughout my time there. Because of those constraints, I very much attribute my skills and my experiences to those constraints. So because of those constraints, I built up this massive portfolio of skills problem solving, navigating, tough times, working with stakeholders, public speaking. What about large scale programming with very little money, training leaders, switching directions because of politics or because of a strategic change in the university? All those things, right? Because of constraints and because of the skills and experiences that I accumulate, I believe it helped me be quite successful pivoting into the corporate world. So I now work, as you know, at LinkedIn in learning and development, talent development, where I get to leverage many of those skills that I use on a daily basis in higher education. So when I think about onboarding new students, we onboard new employees to LinkedIn every single week. When I think about training those student leaders on a weekly or a monthly basis at UC Berkeley and University of Southern California, I get to train people at LinkedIn also on a weekly basis. Chrissy Roth Francis [00:07:10]: When I think about problem solving, event planning, strategic planning, all the things that we used to do, I get to do that at LinkedIn all the time. So what I learned was that the skills were very much transferable. If anything, I very truly, strongly believe that we develop more skills in higher ed than probably any other industry. Dr. Jill Creighton [00:07:33]: That's a bold statement. Chrissy Roth Francis [00:07:34]: Oh, I mean it. I really do mean it, because given those constraints, we wear so many hats, and we have learned to be so successful and so resourceful with very few resources. And in other industries where you have the resources, you don't need to be that scrappy. You don't need to be so resourceful. You don't need to stretch yourself in all the different directions. So I do mean it, Joel, and I know it is a bold statement. Dr. Jill Creighton [00:07:59]: I really appreciate kind of hearing the confidence boost of the transferability of skills. I'm wondering if we can back up a little bit and talk about you said that it had taken everything out of you, and I think a lot of us can relate to how that feeling is. Sitting with many parts of the profession right now. There are some of us that are choosing to persist forward and power through that exhaustion. There are some of us who are looking to change the profession from within to make that not a thing as part of the culture of student affairs and higher education. And there are some of us who are going maybe there is greener grass in other places. I'm wondering if you can tell us about your decision to go for that third option rather than one of the first two. Chrissy Roth Francis [00:08:39]: Those are a great way to map out the three options. I have definitely been very public about my opting out for greener grass. And I think that all those options are fitting and perfect for whichever one that you want to choose. For me, it was a matter of I was recognizing that I wasn't living the lifestyle that I wanted to live. Meaning I had two little kids that I birthed when I was at UC Berkeley and I was struggling to find time with them between weekend trainings or night trainings, weekend retreats, or the three weeks straight where I nearly lived in the office because it was time for a welcome week. I also didn't make enough money, frankly, to really pay for my family and our growing needs. So for me, it was very practical. We were not able to do the things that we wanted to do. Chrissy Roth Francis [00:09:31]: I had been paycheck to paycheck my entire career, and now that I'm no longer paycheck to paycheck, I feel much more comfortable saying I was paycheck to paycheck. But back then, I don't think I was ever really free to verbalize how much of a struggle it was for me and my family to sustain on a higher education income. I also think about the people who are like, let's stay in, let's rise to the top, let's make it better, let's really fight to make higher education what it can be. And there are incredible people in higher education who I worked with closely, I adore, and they are in very high up positions, and I know that they are going to make the best that they can possibly do with the situation at hand. And by the way, I never even worked in higher education since COVID so I know it's only gotten more difficult for those people to be able to turn it around. For me, aside from the practicality of wanting a better lifestyle, I really left higher education because I didn't see a path forward for me, I loved working in orientation and I also knew that I wanted to keep climbing or keep moving around. And as I looked moving around, different types of jobs, not physically moving around, which also is very common in higher education. So when I thought about what could be next for me, I scanned my university, I scanned all other universities in the Bay Area, and I couldn't see or envision any jobs out there that would have been a pay increase, a level up, and that I would have appreciated or that I would have enjoyed. Chrissy Roth Francis [00:11:08]: So I looked at our Dean of Students, our VPSA, other high ups who I think most up and coming student affairs professionals aspire to become. And the more I worked with them and the closer I watched what their job was, the more I wanted to run away from that job. I just didn't want the crisis, I didn't want the budget woes, I didn't want a lot of the yuck that comes along with those jobs. And it takes a really special person to do those jobs and it simply wasn't for me. And that was how I really decided it was time to go find that greener grass outside of higher education. Dr. Jill Creighton [00:11:44]: Sometimes I call my portfolio trauma and drama. Chrissy Roth Francis [00:11:47]: It's a great description. Dr. Jill Creighton [00:11:48]: I wish it were not true. But part of the joy of the work is getting to hold space for students who really need an ear for their development. And then part of it too is caring for my well being and those things sometimes can't align, and then the question is what gives? And I think that's very true for a lot of people sitting in the CSAO or the Dean of Students seat…

    Full show notes at the publisher

    Navigating the Digital Jungle: Critical Thinking & Equity Conversations in Higher Ed with Eric Stoller Oct 19, 2023
    Show notes

    In this episode of "Student Affairs Voices From the Field," Dr. Jill Creighton welcomes Dr. Eric Stoller, the VP of Marketing and Digital Content at territorium, for a conversation about the evolving landscape of higher education and the role of technology in student affairs. They discuss various trends in higher education technology and how it impacts both academic and student affairs divisions. Dr. Stoller traces his journey from his early experiences as a marketing specialist at the University of Illinois, Chicago, to becoming a respected thought leader in the higher education technology space. He emphasizes how technology has become an integral part of the entire higher education experience, noting the importance of CRM tools, mobile apps, and the shift toward hybrid and remote learning during the pandemic. The conversation delves into the changing value of higher education credentials and the importance of measuring and verifying outcomes related to critical thinking, skills development, and employability. Dr. Stoller discusses the growing focus on micro-credentials, badges, and the idea of a learner's "digital wallet" to showcase skills and experiences. They also touch upon the need for interoperability in higher education technology and how data and analytics will play a more significant role in student affairs, helping institutions understand student needs and provide better support. The episode concludes with a discussion of the evolving role of student affairs in helping students navigate diverse pathways to success, emphasizing the need for personalized support and pathways for learners, regardless of whether they complete a degree. This episode sheds light on the transformative impact of technology on higher education and how student affairs professionals can adapt to these changes to better serve students in an evolving landscape. Please subscribe to SA Voices from the Field on your favorite podcasting device and share the podcast with other student affairs colleagues! Transcript Dr. Jill Creighton [00:00:02]: Welcome to Student Affairs Voices From the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. This is season nine on transitions in Student Affairs. This podcast is brought to you by NASPA. And I'm Dr. Jill Creighton. She her hers your essay, Voices from the Field host today on SA Voices, I'm pleased to bring you a conversation with Eric Stoller. Eric is the VP of Digital at territorium with over 20 years experience in higher education and education technology. As a Strategist writer and thought leader, he founded and led a global higher education consultancy from 2010 to 2019 and created the Student Affairs and Technology blog for Inside Higher Ed. Dr. Jill Creighton [00:00:46]: Previous Ed Tech roles include leadership positions at list. Ed tech element 451 and Gecko engage. Earlier in his career, he was an academic advisor at Oregon State University and a marketing specialist at the University of Illinois, Chicago. Eric. Earned an associate's degree, a BA in Communications and an EDM. In College student Services Administration. Eric, welcome to SA Voices. Dr. Eric Stoller [00:01:07]: Thanks so much for having me, Jill. Great to be here. Dr. Jill Creighton [00:01:09]: It's really great to see you. For our listeners, Eric and I met, I'm going to say 2005 maybe. Dr. Eric Stoller [00:01:16]: I think dinosaurs were just still roaming the earth. Yeah, it would have been 2004. Five Oregon State University in Corvallis, Oregon. Dr. Jill Creighton [00:01:25]: I think we were just escaping the trends of dial up internet and smartphones weren't smart yet in that time. So Eric and I actually worked together in the Office of Student Conduct when we were graduate students. So it's really lovely to see old friends and see careers blossom. And I'm really looking forward to talking about your transition today because I think you have a really unique one for someone who received their master's in Higher Ed. So would love to start with if you could tell us about your current position. And we always like to begin with a good come up story. How did you get to your current seat? Dr. Eric Stoller [00:01:57]: A good come up story, I love that. Well, so my current role is Vice President of Marketing and Digital Content at territorium, which is a global ed tech company that is all about bridging education to employability. And we'll probably get into that later on in the show. And it gets highly technical and I can't wait to dive into that. In terms of how I got into this seat, it is a long, winding story that started on a gravel road in Iowa, and I'm not going to bore your listeners with the full, you know, I went to community college, went to university. I thought I was kind of done with higher education. And then I actually started working at the University of Illinois at Chicago way back in the day in marketing and just loved the work. I was located within Student Services, and that's when I sort of first learned about what student affairs was even all about. Dr. Eric Stoller [00:02:42]: And was, as I am today, still very much into technology back then. And even I remember calling up Kevin Krueger, who's now the executive director for NASPA or the president of NASA. I'm not sure the exact titles nowadays, but Kevin and I had a conversation when I was very new to the field, and I said to him, why is the information Technology knowledge community, as it was known then, why is it gone? Because they had just gotten rid of it. And his first thought or question know, who are you? And I said, yeah, I'm just new professional, kind of bothering this leader of this association, or at the time, I think he was the associate director. Anyway, I went out to Oregon State, as you referenced, and I got my master's degree in higher education. Worked in a variety of different areas from enrollment management, financial aid, registrars, kind of a stint at Student conduct, was an academic advisor. And then during that time when I was an academic advisor, I started writing for Inside Higher Ed. I started the Student Affairs and Technology blog and just loved that experience as a writer for Inside Higher Ed. Dr. Eric Stoller [00:03:41]: And it was also at that time when I started getting invitations to go out and do some freelance work and consult for institutions and speak at events. So I stopped working full time for Oregon State and I became a consultant for nine years in the US, the UK and beyond, various global events and working with institutions all over the place. And the focus was all around digital engagement. This was when sort of social media was kind of coming into its own still and really focusing on how student affairs divisions could just transform what they were doing with all things digital. Because the origin story of student affairs is one that it was all about face to face, one on one experiences with students. And technology was seen because my Grad program, it was what, 2004, when I started, and technology was seen as this kind of gets in the way of that student experience. You fast forward to today, almost 20 years later, and the idea that technology would be separate from the student experience is something that people would never think about. It's really connected deeply. Dr. Eric Stoller [00:04:40]: And so I had this nine year experience as a freelancer, and then I started working for a higher ed chatbot company that was based in the UK and Scotland and did that for a little while, went back to Freelancing, and then I worked for a higher ed CRM company. You're getting kind of a theme here in terms of my Ed tech experience, right? Sort of chat bot to CRM. And then we moved to the Netherlands in 2022 from the US. And so I was doing Freelancing again, and a connection of my wife, professional connection, started talking to me about this potential marketing role at territorium, and they were launching their kind of US presence. territorium as a company has its origins in Monterrey, Mexico, and we're all over Latin America in terms of providing testing and a learning experience platform as well as our comprehensive learner record. But we hadn't really had as much of a presence in the US. And so we launched this US team back in December of last year that's for listeners on the call. I can't even do the math now. Dr. Eric Stoller [00:05:42]: Right? 2022. And so been with territorium since then and leading on all things marketing and digital combination of leading, strategy, producing, execution, go to market, a lot of things that are not part of our Master's degree program that Jill and I went through, but connected to both my undergraduate experience as a PR and marketing major. And then of course, my deep connections and network into higher education have kind of got me to this place. Dr. Jill Creighton [00:06:10]: So I'm going to just do a quick backup to a terms definition. You mentioned CRM, which might not be a term that's familiar to those in Higher Ed. Can you define that for us? Dr. Eric Stoller [00:06:18]: Of course. So this is where things really get interesting because as you know, every institution in the US kind of does things differently. If they're a college, they're a university, they're a community college. The structures, the systems, some institutions have divisions of student affairs, some have smaller sort of scale depending on their organization. But the one thing they all have in common is they all recruit students, they have admissions and they have recruitment. And whether they use a higher ed specific CRM, which is back in the day, it would have been a Customer Relationship Management tool, which is effectively how you keep track of who you're trying to recruit and communicate with them and engage them on a level from maybe they're a junior in high school or if they're an adult. Learner how you're connecting with those folks through a variety of communication vehicles like email, SMS or maybe a chat bot. How it's all interconnected. Dr. Eric Stoller [00:07:10]: So there's the Gargantuan CRMs out there like Salesforce or I happen to be working for Element 451, which is a much smaller shop, but they have quite a few clients as well. That's the CRM. I think the interesting thing about being in Higher Ed is I always say that you live in an acronym soup because you've got all the associations for higher education, all the different tools and platforms. You've got the SIS, the Student Information System. I mentioned the Comprehensive Learner Record, which is shortened down to Clr, which is a record of skills and experiences and credentials for learners. That goes far beyond the transcript because it goes inside the classroom and outside the classroom. So that's the clr. And so, yeah, if we need to, we can have a glossary of Terms attached to this podcast. Dr. Eric Stoller [00:07:53]: In terms of all the acronyms that I might mention, I think for Higher Ed pros, most of these things you're already familiar with, you just didn't know. That's what it was called in corporate land, but things you're quite familiar with. I think the one that we've been using lately is Slate in terms of our CRM for prospective students. It's quite a popular rising one right now. So you do know these things. You just maybe got a new term to associate with it. Dr. Eric Stoller [00:08:15]: I think if you work in enrollment management, if you're in the admissions side, you're in these tools on a daily basis. I think it's one of those things if you're in student conduct or academic advising or every sort of functional area has its set of digital tools that it uses on a day to day basis. But when I was at Oregon State as an academic advisor, I was in banner every single day. And so that was the tool of choice. That's from Elusion. In terms of providers, I'll try not to too much name dropping, but I think that in terms of the Edtech universe, there's so many different providers because so many different functional areas require just different tools to help with the work that they're doing. Dr. Jill Creighton [00:08:53]: One of the reasons I was really looking forward to our conversation is because you can talk about transitions in the digital space. A lot of the conversations we've had this seasons are personal transitions in career, which you've certainly had. But I think one of the things you've always had your finger on the pulse of in higher Ed is how digital kind of arenas, the digital vertical for higher education has really changed and reshaped the way that we do the work in our campus based positions. So I'm wondering if you can talk to us a little bit about that process and what you've seen in terms of trends and bed tech field is really new 2030 years in terms of its boom. So any trends that you're seeing in terms of how educators are using these tools really well, yeah. Dr. Eric Stoller [00:09:34]: I mean, I think it's always good, like you said, to kind of look back where things were. When I was writing for Inside Higher Ed, I remember going to EDUCAUSE a couple of different times. The annual Educause Conference, which is kind of a giant ed tech convention. And most of the providers back then, those events, they were very much focused on the academic experience side of things. There weren't a lot of providers that were doing things that would even slightly sort of go into the student affairs areas. And now you fast forward to today and Edtech providers are in kind of every single space within institutions. As we've already referenced, the CRM tools have become extremely important because with the approaching enrollment cliff for that traditionally aged population, which is kind of a loaded phrase anyway in terms of what is traditional, but that sort of 18 to 22 year old, that population of university, that's a decline. There's just not as many young people that will be going into higher education. Dr. Eric Stoller [00:10:33]: And so the CRM becomes a tool that is even more important as you communicate, as you hone your message, as you try to showcase the value of your institution, of the degrees that students will receive and earn and other systems as well. I mean, it used to be the digital experience was much more based on the staff or administrators who were at their desk with a big screen and students would come to their office and they would sort of navigate a system on behalf of the student. And then mobile apps kind of really entered in in a meaningful way. And no longer are students sort of tethered to an individual and their desk and their office, but they can look things up on their phone and they can access a variety of services. They can ask questions to 24/7 chat bots. They can look at their course schedule. They can look at various activities and events on campus. Now, of course, when you said this, you referenced the question. Dr. Eric Stoller [00:11:29]: You kind of framed it as on campus. I think what the pandemic did was it showcased the need to serve and support students who weren't necessarily going to be on campus, or at least accelerated. Maybe more of a hybridized environment where students were on campus for a portion of the time, but they were also on their computers at home because it used to be that all your lectures were in a big auditorium. And then the idea of the sort of the flip classroom came into play. Professors were recording their lectures and students could listen to a lecture at home and so that the discussion would actually happen when you went to the cla…

    Full show notes at the publisher

    The Power of Networking: How Connection and Collaboration Opened Doors in Student Affairs: Kenneth Samson Oct 12, 2023
    Show notes

    Welcome to another episode of SA Voices from the Field podcast. In today's episode, we have a special guest joining us, Kenneth Samson. Kenneth is not only a first-generation American college student, but also a new father. In this episode of "Student Affairs Voices From the Field," Dr. Jill Creighton welcomes Kenneth Samson, a first-generation American college student who also falls into the category of a 1.5 generation student. Kenneth's parents have college degrees, but they graduated in the Philippines, which presented unique challenges for him as he navigated the American college system. He shares his journey, starting at Pasadena City College and eventually transferring to California State University, Los Angeles, where he graduated with a BA in English. Despite needing guidance as a first-generation student, Kenneth struggled to seek help due to his unfamiliarity with the process. Kenneth's story doesn't end there. He went on to teach English to medical school and high school students for over a decade, many of whom were also first-generation or 1.5 generation students. He recently completed his Master's of Education in educational counseling at USC, with the goal of supporting students and promoting help-seeking behaviors, particularly for marginalized students in Southern California Community Colleges. Kenneth is embarking on a new career as a counselor at Long Beach City College and a counseling instructor at multiple colleges while celebrating the arrival of his two-month-old son, Kenji. Throughout the conversation, Kenneth emphasizes the importance of networking and utilizing resources, especially during transitions. He discusses how he manages his various roles and transitions by meticulously organizing his schedule with Google Calendar. Kenneth also reflects on how his teaching approach has evolved from K-12 to higher education, emphasizing empowerment and bravery in students. He encourages others to follow their dreams and not be afraid to make career transitions, even if it means taking a leap of faith. He shares his experience of dealing with rejection during the job application process and the importance of seeking feedback for personal growth. Kenneth's story serves as an inspiring example of perseverance, adaptability, and the pursuit of one's passions in the field of student affairs. Please subscribe to SA Voices from the Field on your favorite podcasting device and share the podcast with other student affairs colleagues! TRANSCRIPT Dr. Jill Creighton [00:00:02]: Welcome to Student Affairs Voices From the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. This is season nine on transitions in Student Affairs. This podcast is brought to you by NASPA. And I'm Dr. Jill Creighton. She her hers your essay, Voices From the Field host today on Essay Voice, we welcome Kenneth Sampson, a first generation American college student, also known as a 1.5 generation student. His parents have college degrees but graduated in the Philippines. While maneuvering through college. Dr. Jill Creighton [00:00:36]: He had a little help from his parents, who had no experience navigating the American college system. He attended Pasadena City College, transferred to California State University, Los Angeles, and graduated with a BA. In English with little help from academic counselors, not because he did not want help, but because he did not know how to ask for help. He's taught English to medical school and high school students for over a decade. Many of those students are first generation American students and 1.5 generation students. He's most recently graduated from the educational counseling program at USC with a Master's of Education in hopes of serving students by promoting help seeking behaviors while increasing outreach for first generation and marginalized students in Southern California Community College. He's beginning his new career this fall as a counselor at Long Beach City College, as well as a counseling instructor at Rio Hondo College, East Los Angeles College and Pasadena City College. Kenneth is also a new father to his two month old son, Kenji. Dr. Jill Creighton [00:01:30]: Kenneth, welcome to SA Voices. Kenneth Samson [00:01:33]: Hello, Jill. Happy to be here. Dr. Jill Creighton [00:01:35]: We're doing our season all on transitions, and you have quite a few of them, and I'm looking forward to getting into your story and what you've learned. But we always like to start our episodes by asking our guests how you found your way to your current position. Kenneth Samson [00:01:48]: So I'm in transition right now, so I have a few current positions. I'm actually a teaching adjunct counseling instructor at Pasadena City College, also East Los Angeles College, also Rio Hondo College, and I will be getting actual counseling hours as an adjunct counselor at Long Beach City College. I honestly got that through networking. I graduated from the educational counseling program at USC, and I honestly got it through networking from USC. The USC network is very strong, very powerful. Educational counseling program is also very strong, and I would not have any of these jobs if it was not for that program. Dr. Jill Creighton [00:02:25]: So that is a lot of transition happening for you. You also have transition happening in your personal life, right? Kenneth Samson [00:02:31]: Yes. I am a new father. My son is two months old. His name is Kenji. Hello, Kenji. If you ever listen to this in the future yes. So that's brand new, super exciting. I also just graduated my program, so going from student to professional and then basically also to fatherhood. Dr. Jill Creighton [00:02:51]: So that's a lot happening all at once. So my question in this area is really about how you're managing all of these transitions, what you're thinking about, what is working, what is scaring you, all of those things. So why don't we start with how are you finding yourself managing through all of these transitions? Kenneth Samson [00:03:07]: I think the biggest thing is Google Calendar. I'm not sponsored by Google. This is not product placement, but because when I was doing my grad work, I was using my calendar on my phone. I was using Google Calendar. I was using Calendar on Outlook, and I had three different calendars going at the same time. And I learned from that mistake. Someone told me, just put it all on one calendar. I was like, okay, which 01:00 a.m. Kenneth Samson [00:03:31]: I going to use. The most accessible and easiest one to use for me was Google Calendar. So I just have it all there. Easy for me to see. In addition, my partner can see what I'm doing, what site I'm at, right? Because I'm at four different colleges. So it helps her. Also. Dr. Jill Creighton [00:03:46]: That's an interesting part of your transition, too, that you didn't just move from student to professional. You moved from student to professional with four different work environments. And so daily or weekly, you're transitioning. Kenneth Samson [00:03:57]: Through those as well. Dr. Jill Creighton [00:03:58]: So tell us about how you found yourself able to settle into each community, knowing that each community is a little different. Kenneth Samson [00:04:05]: So knowing the they're all in Southern California, right? And when you are adjuncting, especially at community colleges, right. They call you a freeway flyer. So I'm definitely a freeway flyer, right. Flying from one campus to another. How I really got with this community was honestly through again, that network at USC, the educational counseling program, being able to build from that and meeting people through there, getting support through there and then having people from that program. Connect me with other people in the career center or in student affairs or at the transfer center. Just building that community within those college spaces. Dr. Jill Creighton [00:04:43]: And what about your first couple of days at each space? How did you ensure a landing that worked for you? Kenneth Samson [00:04:50]: So for some of them, I have not started yet. Right. I just got hired at HR. Interesting. For the ones that I have been able to land, actually, I was also interning there beforehand, so I mentioned Pasadena City College. I was actually a student there way back when. I was a community college student, eventually transferred, so I felt home there. That's definitely where I want to end up. Kenneth Samson [00:05:14]: But I'm open to ending up any community college, supporting any population or any specific group of students. But that's really where I feel at home, because that's actually where I met my partner. So we were actually freshmen first semester, right out of high school. We were in something called a block program, which basically was like a cohort model. And I noticed her, she noticed me, and we've been together ever since, basically now we have a child together, right. And she actually works there as well. So she's a full time tenure English professor over there. So for Pasadena City College. Kenneth Samson [00:05:47]: Really felt home there. East Los Angeles College is the other place where I'm also familiar with I was an intern there at the transfer center. Everyone just talked about how great this graduate internship was at the transfer center, and really I learned so much there. The director over there, Kirby Dominguez is it. He really wants you to learn and really isn't intimidating and allows you to ask questions. Right. To make sure you're giving the best information and the correct information to students, especially when it comes to transfer. Dr. Jill Creighton [00:06:17]: What does that mean for you to move from that intern space to that professional space? Kenneth Samson [00:06:22]: For me, it's huge. It's definitely a shift. The biggest jump or the biggest change is the paycheck. Obviously you're like, oh wow, all of a sudden I'm making good money. So that was interesting. But in terms of the professional space, both places, honestly, I didn't feel like an intern because neither one of those places, they don't really call. On paper, you're an intern, but the title that they give you when you're there, it's not intern. At PCC Pasadena City College, I was a success coach. Kenneth Samson [00:06:52]: And even their interns or their hourly, they don't call hourly or interns. They call them professional experts. So they already gave you that idea of, oh, hey, you're a professional, you know what you're doing here? We hired you for a reason. Same thing at East Los Angeles College, even though it's unclassified paid. Intern is what they're called right. At the transfer center. The transfer center, they call us transfer mentors because we're mentoring these community college students to transfer to a four year university, whether that's in state, out of state, private. Dr. Jill Creighton [00:07:19]: Have you had to do any redefining of your relationships with colleagues that knew you as that success coach that are now seeing you as an instructor? Kenneth Samson [00:07:26]: No, honestly, and I think because they know my past. I actually was a K through twelve teacher for quite some time after getting my bachelor's, so I didn't go back to get my master's until a decade later, basically. So I was in the professional space in K through twelve for a while. So they knew that, oh, he has teaching experience, which is probably why I've gotten so many classes at three different colleges. Right. Lucky enough that helped me leverage my experience, helped me leverage getting those positions. Dr. Jill Creighton [00:07:58]: That K twelve space to higher ed is a jump that I hear a lot from K twelve educators who are looking to break into the higher ed space. Do you have any advice for others who are trying to make that leap? Kenneth Samson [00:08:08]: Yes. And this is the advice that someone gave me. If you're going to do that leap, jump in the deep end, jump in headfirst all the way. Right. I had a full time position going K through twelve teaching, and I decided that, oh, I want to work specifically at the California Community College level. And someone told me, if you're going to do that, you have to go all in and you have to really do the internships, you have to really invest your time and it'll pay off. And that's what I did. I left my full time job with benefits, took a huge pay cut, right. Kenneth Samson [00:08:40]: I was doing like two, three internships, but still, that was nothing compared to what I used to make. And also I was paying a USC tuition, so luckily I had some savings. But it was definitely a shift economically for me. But that's my advice, because at the end it'll pay off. And really what you'll learn as an intern is invaluable, and it's so much easier to ask, I think, administrators, deans, oh, I'm a student and I want experience in this. Right. The thing is, if have a full time job, when will you have the time to ask for that, get that experience? Dr. Jill Creighton [00:09:13]: And that is definitely an amazing thing that you're able to do. And at the same time, I know there's a lot of folks for whom that would not be economically possible. Do you have any advice for those who can't maybe take that leap as deeply scholarships? Kenneth Samson [00:09:25]: That's something I learned not just at USC, but even as a transfer mentor at East Los Angeles college scholarships. Right. Apply to any and all of them. Don't tell yourself no, let them tell you, you know, there's a scholarship for anything and everything under the sun. In addition, there are scholarships. Even if you don't identify with that specific group, if you're supporting that group, they'll recognize, oh, this person is helping our community. They're giving us something, why not give something back to that individual? Dr. Jill Creighton [00:09:52]: What about mindset? Transitions, transitioning from that k twelve space where you're teaching children to the collegiate space where you're teaching adults. How have you shifted the way that you think about teaching? Kenneth Samson [00:10:04]: I teach at a supplemental education center also, so I still actually teach just a few classes on the weekend to K through twelve students, middle school and high school specifically. And I think being in the program and seeing the college space that they're hoping to get into has changed my mind into not necessarily hammering them with content, but helping them develop ideas. Because before at the supplemental education center, I teach grammar and writing, right. And I teach grammar to first generation students and also 1.5 generation students. And it's something where their parents really want them to learn the grammar and syntax of the English language because maybe they're not getting it at home. And so initially, that's how I kind of hammered it down, even with their writing, even with their reading comprehension to break it down, grammatically syntactically for them to understand. But with my counseling training and even entering the college space, I've learned that they're going to get that eventually. There is time for that. Kenneth Samson [00:11:01]: But thing is to build up their confidence, allow them to come up with ideas, not make it seem like college is so scary. Because I think when I was a high school teacher and before I entered the college space as a professional, it was like, oh, well, college professors, college instruct…

    Full show notes at the publisher

    Reflecting on the First 90 Days: Lessons Learned and Taking Time to Breathe: Hyunmin Kim Oct 05, 2023
    Show notes

    Welcome back to another episode of SA Voices From The Field! In today's episode, we have a special guest, Hyunmin Kim, who will be sharing their insights and experiences in the field of higher education and student affairs. In this episode of the "Student Affairs Voices From the Field" podcast, Dr. Jill Creighton interviews Hyunmin Kim, the assistant director of residential life for the Courtyards at the University of Maryland. Hyunmin shares his journey into student affairs and his recent transition into his current role. Hyunmin's journey into student affairs began with a personal connection to residential life, as he grew up in a family housing unit on a university campus. He found his passion for working with students while in college, leading him to pursue a master's degree in public administration with a focus on educational leadership. His career path eventually led him to become the assistant director at the Courtyards. During the discussion, Hyunmin reflects on his first 90 days in his new role, highlighting the challenges and learning experiences. He emphasizes the importance of taking time to reflect and recharge, especially in a field that can be emotionally demanding. Hyunmin also discusses his approach to supervising professional staff and the transition from supervising paraprofessionals. He values building close relationships with those he supervises and believes in a balance of professionalism and personal connection. Looking ahead, Hyunmin discusses his plans to focus on building a strong culture and traditions within the Courtyards community. He aims to engage upperclassmen residents and establish a legacy of involvement and participation. Additionally, he explores ways to use social media to connect with students and meet them where they are while maintaining the university's educational mission. In conclusion, Hyunmin encourages others in the field to smile, remember why they chose student affairs, and be innovative in their approach to engage and support students. He also stresses the importance of setting a positive and inclusive culture within residential communities. Please subscribe to SA Voices from the Field on your favorite podcasting device and share the podcast with other student affairs colleagues! TRANSCRIPT Dr. Jill Creighton [00:00:02]: Welcome to Student Affairs Voices From the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. This is season 9 on transitions in student affairs. This podcast is brought to you by NASPA, And I'm Dr. Jill Creighton, she, her, hers, your essay voices from the field host. Today on SA Voices, we're pleased to feature Hyunmin Kim, who is serving as the assistant director of residential life for the Courtyards at the University of Maryland. He was born in Seoul, South Korea, but was raised in Nashville, Tennessee. He has a master's in public administration from American University with a focus in educational leadership. At the courtyards you could always find him joking with residents and looking to find new and interesting ways to interact with residents. Hyun Min, welcome to the show. Hyunmin Kim [00:00:48]: Hello. Thanks for having me. Dr. Jill Creighton [00:00:50]: And we're talking to you today from Maryland College Park. Hyunmin Kim [00:00:53]: Yes? Yes. That is correct. Dr. Jill Creighton [00:00:54]: Well, we're glad to get to know you today in our theme of transitions. And one of the things that we love to kick off our show with is asking someone how they got to their current seat. So what is your come up journey to being the assistant director at Maryland College Park? Hyunmin Kim [00:01:08]: Yeah. I love giving a good old origin story. I think it's a pretty common story amongst higher educators. I think when I started college, I had A little bit of, like, an idea about, like, something that I wanted to do. And then I got to college, and I realized that it just really wasn't for me, and I had no passion for it. So it was time for a bit of soul searching. Right? Because, obviously, it's just like I work my whole life for a specific goal and then just goes down the drain. So I kinda started to think back about kind of experiences that I had growing up that I really enjoyed. Hyunmin Kim [00:01:35]: So my parents immigrated from South Korea. My dad did his PhD in Nashville at Vanderbilt University, And we lived in a residential college then, like a family housing unit. And I remember as a kid just kind of being a part of that community growing up, just going to those events at the rec centered with my father, and it was I think it was a lot of fun for me as a kid. So then I got involved on our campus, you know, through hall council. It's very you know, the classic higher ed store. Hall council, RHA, the desk, and all that. Then kinda slowly, I just realized that I had a real passion for it, so I did my master's in public administration and leadership Development. And then did my grad work, and then I just ended up at the Courtyard at the University of Maryland, and I just kind of ended up as the assistant director. Dr. Jill Creighton [00:02:12]: And how long have you been in that assistant director seat now? Hyunmin Kim [00:02:16]: Since May of this year, so not too long. Not too long. Very fresh, the position. Dr. Jill Creighton [00:02:19]: Absolutely. And before that, you were in the coordinator position at the same university. Yes? Hyunmin Kim [00:02:25]: Yes. I was a resident director. Dr. Jill Creighton [00:02:27]: So one of the things we're gonna be focusing on for you today is the 90 day story, the 90 day transition because you're basically just coming out of the other side of that 90 days, right about now. And interesting for your transition that it happened really in the summertime, which is a much more chill time to transition a position in our industry than it would be if you did it in, like, October or something. So tell us about the beginnings of the transition in terms of wanting to interview with your current colleagues for a position because I know that that can be a really nerve wracking space. Hyunmin Kim [00:02:57]: I think the first thing that I really thought about was when when they approached me, like, hey. Like, this This position's opening up. Would you be interested? It's a less formal interview process because we know you, but would you still be interested? And I think I really thought it's like, Am I qualified to be the assistant director? Right? Because I'm I think I'm on the younger side, for higher educators. I'm, like, coming into, like, Year 2 of it, so I was a resident director for a year, and then they approached me at this position. And I think that was the first thing that I thought was, like, am I ready? Can I actually do it, and what do I actually what does an assistant director actually do? And I talked to my boss who was the assistant director at the time, And she was like, you're ready. I mean, you you worked underneath me. You can do it. It's just a matter of getting there and just showing up for the job and following through and and learning as you go and Kind of understanding how the role plays a part into the community as you continue to work in the role. Hyunmin Kim [00:03:46]: So, you know, I go through the process. I think now that I've kind of been that 90 day, as you said, it's I feel like now I'm slowly getting comfortable as to what I'm supposed to do. The qualified part, I think every day, that's a struggle just, like, knowing if I'm doing the I think if this is actually making a good impact for my student staff or the students that I work with, I think it was overall a very interesting transition, and I think a lot of time for Self reflection on my part about my years as a director. Dr. Jill Creighton [00:04:09]: So in that self reflection, how did you come to the determination that you were ready and you didn't wanna apply? Hyunmin Kim [00:04:14]: I think my life's Motto has always been, you gotta try it first. And if it doesn't work, then, like, you'll know, but, like, you gotta at least try. And I'm a very hands on guy. I've always been more of human, and I've just really enjoyed getting my hands deep with the students. So I think my mindset was is if I'm just in my head space constantly fighting demons, that I I really never will know, and then it'll go to someone else who may not know the community as well as I do, who may not know my students as well as I do, who may not know the needs as well as I do. And I think I came to kind of the conclusion that I do know what my students need and what my students staff especially need. So I was just like, alright. We're gonna run with it. Hyunmin Kim [00:04:48]: We're gonna do it. And, If it doesn't work, then we're gonna grow, we're gonna improve, but I won't know until I try. So I just kind of jumped in a little bit. I turned off my brain a little bit. Dr. Jill Creighton [00:04:57]: And you made that leap from 1st entry level professional into that mid level, like, as you said, pretty quickly. So what are the skills and abilities and knowledge areas that you needed or the KSAs in order to really start to think about the conceptualization of how your regular work and your mindset towards work need to change in that jump. Hyunmin Kim [00:05:16]: Yeah. I mean, I think as a resident director, you really are I mean, I've, you know, much love for all the resident directors. It's just you're really out there with the students. You're the 1st line of defense in the trenches, and I think sometimes it's easy to lose sight of the bigger picture as you're always just so, like, knee deep with students. And I think that year of Maybe with my RAs, it was just like I was just so knee deep with them. It was sometimes hard to see the bigger picture as to why sometimes my supervisors were making the decisions that were being made. I'm like, why why are we why we doing this, and I think going to my 1st NASP, interacting with, you know, the KC, but also just kind of, like, talking to other friend other colleagues and friends in the area. I had to kind of take a step back and kinda distance myself a little bit from my students who I enjoy so much just to kind of See the bigger picture. Hyunmin Kim [00:05:58]: Right? Because it's not just student staff that I work with or it's not just students that I work with. It it's the collective body of the courtyards, and and it was just trying I had to kind of just take a step back and be less hands on, be a little less turn off brainy, and actually turn on my brain a little bit more to see what the bigger picture was and to understand what it meant to To kind of make the harder decisions, the harder calls, and I guess transitioning my mindset to be a little bit more broader focused rather than so narrowly focused on Just like one specific sect, I guess, of higher ed. Dr. Jill Creighton [00:06:26]: And when you think about working with the students, which I think is why almost all of us got into higher education is we're really passionate about working with developing adults. How has that changed your relationship with the students in your community given now that you're not in the day to day and you're in that mid level leadership space? Hyunmin Kim [00:06:42]: Honestly, I think especially right now because it it has been my and now, like, the school year started, I'm not doing as much up front interaction with the residents. It's a little lonely. Like, I'm not gonna lie. Like, middle management is great, but also I think there's a little bit of loneliness at the top. I see them a lot less, and I can't interact with them as much. So I find myself talking to them more, which I don't know if they want that from me, but, like, I get a lot more Excited now. So I find myself actually just going up to them a lot more, asking my RD, like, what's the deal with this resident? What's the deal with this RA? Like, I think I try to Stay in the notes, stay in the loop more. I I find myself spending more time at programs. Hyunmin Kim [00:07:18]: Like, I'll just kinda show up and just kinda sit there and be like, alright, guys. Just do your stuff. Like, I'm just gonna be here. I just wanna See what's going on. I just wanna know what's happening. So I think I've had to become a lot more intentional with how I interact with students because it really is kinda why we all do it. When you are middle management, you see it a lot less, And it's a lot more paperwork and which is so much fun. But leaving that office is like, let's talk to people. But yeah. So just being a lot more intentional in my interactions with them and Approaching them a lot more and making them talk to me a lot more. Dr. Jill Creighton [00:07:45]: So that 90 day space is a really critical upstart time for anyone in a new position. And even if you've been at the same institution, there's a lot to learn. So can you tell us about how you approached that 1st day of entering into that new space, you know, mentally coming onto campus and knowing, okay. Today, I'm the assistant director. And then how did you strategize for yourself looking ahead in those first Hyunmin Kim [00:08:05]: 90? When I transitioned, all of us were transitioning into new spaces as well. So my supervisor, who is still my supervisor, she's now the associate director, like, of the courtyards and the commons, and And we were looking for a new resident director. So within that 90 days, it was just a lot of hat juggling for me. It's like, are you still kind of the resident director? You're still kind of the assistant. My boss is busy. Like, I don't know where she is. Like, I'm just juggling hats here. And I think it was really just I have to hold down the fort 1st, cover all our bases, and then I can kind of process what it means to be an assistant director. Hyunmin Kim [00:08:39]: So I think for the 1st 45 days, it was just me, like, Cutting out fires, just making sure that, like, everything was, like, fine and ready, you know, for the move in process to start, like, late July, like, early August, just all of that. Like, make sure that all of that's ready. Making sure that my resident director is prepped and ready to go, thinking about what type of supervisor that I wanna be. So the 1st 45 days is just like, Like, the sky is literally falling. And then I think after those 45 days, after we got an a new resident director, I started to kinda have that mentorship responsibility. And I think It really hit me that day. It wasn't even the 1st day. I don't even think it was, you know, like, the 1st 45 days. Hyunmin Kim [00:09:14]: It was, like, the 1st, like, 60 days. My resident director just kinda sits out of my office. She kinda plops out. She just goes, How do you have all the answers, dude? I'm like, that was literally me last year. Right? Like, I was like, I got nothing for you. If you told me, hey, Hamdan, what's this policy? I'd be like, ask Olivia, who's my boss? And she just goes, how do you know everything? And I think During that conversation where she kinda felt like, I feel a little out of place because I feel like I don't know enough. And, you know, we were kinda able to have that Talk about, like, new employee kind of, like, loneliness, new employee, like, imposter syndrome that you feel when you're a new employee. I think helping her talk through that was kind of that, like, oh, I am someone's supervisor now. Hyunmin Kim [00:09:53]: And the kind of the pressure and the r…

    Full show notes at the publisher

    Previous 1 8 9 10 11 12 28 Next

    Related Podcasts

    Making Sense with Sam Harris

    1

    Making Sense with Sam Harris Education
    Grammar Girl

    2

    Grammar Girl Education
    Good Life Project

    3

    Good Life Project Education
    Explain It to Me

    4

    Explain It to Me Education
    Team Never Quit

    5

    Team Never Quit Comedy
    Optimal Living Daily – Personal Development and Self-Improvement

    6

    Optimal Living Daily – Personal Development and Self-Improvement Alternative Health
    footer-logo

    Contact Us

    Toll Free: 844-670-7747

    Links

    • Home
    • Top Charts
    • Networks
    • Apps
    • Independents Podcasts
    • Podcast Advertising
    • Podcast News
    • Contact Us
    • About Us
    • Analytics & Insights

    Stay Connected

      Privacy, Terms of Use & Our Code of Ethics Protecting Content Creators Copyrights