Current Issue: Social Media

"University-affiliated accounts—for instance, a department's Web site or library's Facebook page­­—are a different animal. They can broadcast a university's strengths, be used in teaching and research, attract prospective students and faculty and staff members, and cultivate relationships with alumni. But encountering a negative comment thread, or getting no response at all to questions or input, could turn off a student or donor. In the most dismal scenarios, online harassment or unreported threats could lead to legal complaints or campus violence." - Jennifer Howard

Article: http://chronicle.com/article/Worried-About-Message/141773/

     While this article does not provide much "new" or "exciting" information, the fact that it exists in the Chronicle should cause one to take pause and reflect on "What does my institution have out there?" and "How does my institution represent itself online?" As a student worker in my old institution's scholarship office, I was partially responsible for maintaining a website, Facebook page, and Twitter account. That was for one office. As a Hall Director, I have partial oversight over a Facebook page, a Twitter account, and an Instagram (I do not know how to use the latter). Again, that is only one out of over twenty residence halls. Knowing the amount of time and energy that should go into these initiatives versus the amount of time that I have put into each of them due to prioritization, I can relate to the desire for institutions to keep better tabs on their social media output.

     A big change that I have noticed at various institutions is one towards standardization and consistency. It simply makes sense. Inconsistency across social media accounts indicates a lack of cohesiveness at best and a breaking of ranks at worst. How many times have you clicked through a schools website and see myriad page backgrounds, fonts, colors, and even institutional names? If you are affiliated with that institution, it may not seem that large of an issue, but in that case you should consider the perspective of a prospective student. What does that inconsistency say to them?

     And then there comes the issue of student-run accounts. Not that students cannot run an account - as I have indicated, most students could run an Instagram account worlds better than I ever will. I am thinking of the administration's perspective on the exponential growth of social media accounts that occurs relative to the number of student groups there are, and the inability to control them. As Howard writes, institutions are moving away from the "We could never think to control this" perspective, and I am very interested to see what new policies and procedures come out of this movement.

Citation: Howard, J. (2013). Worried about message, colleges scrutinize social media. The Chronicle of Higher Education. Retrieved from: http://chronicle.com/article/Worried-About-Message/141773/

Picture by: Me :)

The Importance of Faculty Connections

"The task of the modern educator is not to cut down jungles but to irrigate desserts." -  C.S. Lewis

     I had a wonderful conversation today with one of our AVPs of Student Affairs on our Faculty Fellows program in Residence Life here. It was a rather informal conversation, so I had prepared very little to be honest; however, I found myself speaking rather passionately on the program's importance to our students, citing my own former connections with faculty in my undergraduate experience.

     What I shared with our AVP were thoughts on the relationship between institution size and faculty connections. This is nothing ground-breaking or even that difficult to deduce - a smaller student body tends to afford undergraduate students with more opportunities to interact with faculty, while a larger one tends to decrease such opportunities. In my undergraduate experience, I was essentially able to ask any professor any question over e-mail and expect a response within 24 hours. Beyond that, they were very open to appointments and held regular office hours, and classes were usually small enough to allow for multiple questions each block. Yes, I was that student who raises hir hand at least once per session (and still am - apologies to my cohort...).

     When I overhear or speak to students about their experiences here - at an institution much larger than that of my undergraduate experience - I obtain a rather different story. Many students here do not have the same personal connection with professors, and those professors do not seem as available to them. Most know how to reach out to a TA much better than how to reach out to the professor, and even I would be very hesitant to raise my hand in a class of 800 students. Faculty do hold office hours, but I have not heard about students utilizing them as much, and it seems that they occur only two hours per week for the most part.

     These are simply personal observations - I did not collect any data and my sample to draw from is very limited and not random. However, I think these observations still highlight the important academic resource that all students living in the halls here have - the Faculty Fellow. When my hall's Fellow came for a program the other day, the program turned into a Q&A session, with the participants asking many important questions. These ranged from "How do I use a syllabus" to "How do I choose a major" to "What should I do to get into [insert program here]." When I heard these questions, I was surprised - why did these students not have these answers already. For some, the answer was probably that they had not thought of them yet. I am sure that others, though, had not had the chance or felt comfortable asking yet. That program gave them that chance, and the connection our hall has with that faculty member enabled that program.

Quote Citation: Lewis, C. S. (1943). The abolition of man. Oxford, England: Oxford University Press.

Photo By: Me - Boulders Beach, South Africa :)

Article Reflection: "Developing a Leadership Identity, A Grounded Theory"

Abstract:  This grounded theory study on developing a leadership identity revealed a 6-stage developmental process. The thirteen diverse students in this study described their leadership identity as moving from a leader-centric view to one that embraced leadership as a collaborative, relational process. Developing a leadership identity was connected to the categories of developmental influences, developing self, group influences, students' changing view of self with others, and students' broadening view of leadership. A conceptual model illustrating the grounded theory of developing a leadership identity is presented. (Komives et al., 2005)

     This week I finally read an article on Leadership Development, which I think is slowly becoming a passion area of mine. Despite having been somewhat a leader at my previous institution through many clubs and organizations, I have never read any theory on how it happened. What stages did I go through to developing my own idea of who I am and what I do as a leader? How did I move from one stage to another - what were the influences? This article, "Developing a Leadership Identity: A Grounded Theory" by Komives et al. (2005) approaches these questions using grounded theory, a qualitative analytical approach that I believe is a great approach to finding motivations and influences in people.

     The article citation can be found below - you can find it on any database through which you can access the Journal of College Student Development. I will just be addressing what I found interesting in the article and how I will bring this into my practice.

     I really enjoy the focus on group and relational leadership this article puts forward - understanding, of course, that it was really the participants' inner theory driving that, and the authors simply extracted it through the interviews. The growth of the leader through interaction with the group is a concept that seems simple, especially given the unconscious nature of that growth at times, but the authors are able to pull it apart and show just how intricate and complicated and recursive that growth is. It builds itself just as the authors build the grounded theory, an analogy so appropriate that Komives et al. (2005) do not even need to state it.

     One aspect of this study I wish was made more explicit is the amount of time the authors felt was spent growing from one step to another. This may seem trivial, but as I was reading I found myself wondering at what point in my life I was at each step. When reflecting on Stage 3 - "Leadership Identified" and Stage 4 - "Leadership Differentiated" I felt as though I had spent years  in Stage 3 before moving into Stage 4 during my late high school years. However, I am now in Stage 6 less than six years later - and yes, part of being in Stage 6 is having the confidence to say that I am. :)

     I am certain that I am going to bring this theory into my role as a supervisor of student staff and an advisor of a Hall Council. Having these stages in my toolkit will potentially assist me in identifying developmental blocks of the student leaders with whom I interact. I see that Stage 3 to Stage 4 transition being a potentially difficult one for students who do not see themselves as leaders. To get past that, I think they need more from Komives et al.'s category of "Changing View of Self with Others" through more group interaction and "Meaningful Involvement" (2005). Furthermore, Stage 5 could result in leaving a group when a leader does not feel fulfilled - ze is not finding hir passion or values in the work of the group and thus leaves to find a group in which those values are realized. Without that passion being realized, ze will be unable to develop new leaders within the group, an element of leadership I see as essential to the sustenance of an organization.

Article Citation: Komives, S. R., Owen, J. E., Longerbeam, S. D., Mainella, F. C., Osteen, L. (2005). Developing a leadership identity: A grounded theory. Journal of College Student Development, 56(6), 593-611.

Photo By: Me :) 

Current Issue: Recruitment & Retention Practices

"Strategies that succeed at one college might not work for a competitor. There's no guarantee they'll even work at the same college for long." - Eric Hoover & Beckie Supiano

     An article in the Chronicle the other day, entitled "In Admissions, Old Playbook Is Being Revised," caught my eye. Not because it was a surprise - most professionals in and scholars of Higher Education are aware of how enrollments have gone "bonkers" these past few years. They're up, they're down, they're more diverse, they're orange, but whatever they are, they are not what were expected. I was interested to read this article and see who was recommending what to make expectations come closer to reality.

     The chart about two-thirds of the way through the article - Pros and Cons of Key Enrollment Strategies - gives away the rest of the text. No one can definitively recommend anything. Part of this is that the problem transcends most, if not all, strata of institutions; large state schools, small private schools, for profits, and everything in between and beyond all need better enrollments in some cases. What works for one will not necessarily work for the other, if at all. Moreover, as the title alludes, what used to entice students does not look as appetizing anymore. 

     My guess is that this latter element of the issue stems from a combination of growing student debt and a change in character of the applicant pool. (Yes, this is meta-reflection, as I am a millennial). Students, as evidenced by the comments on St. Mary's survey, want and almost expect that very personal, connected admissions process. They want to be able to text admissions officers, post questions on a Facebook page, and see what is new with the process on Twitter. Not providing that could mean providing another school the opportunity to make that more personal connection.

     An additional aspect of this article that spoke to me was the emphasis on retention. As the authors indicate, many admissions offices forget that the number of students still enrolled in their second or third semester matters much more than the number of students enrolled on day one. They need a reason to stay, or the reasons that they came mean almost nothing. While the idealist in me is conflicted on the needs-aware admissions that University of Denver has begun employing, I think that it is an appealing solution to growing student debt and thus better for both the student and the school in the end. Again, schools want the students walking in to only walk out having completed a degree.

    I have learned a lot about how my position as a Hall Director can and does affect retention, and I won't lie - it adds some pressure. Students who live on campus can gain a sense of community here in the hall. They can gain leadership positions. They can study in the lounges. Such aspects of residence life give them a reason to stay, not only in the halls but at the university. These can also factor into a positive effect on their grades, giving them a sense of accomplishment in their studies and thus a desire to continue. Something I require the RAs I supervise to do is have one of their events per month be either bringing their residents to a campus-wide event or bringing in a campus partner to meet and present to their residents. Again, this plays into retention, as such events build better connections with the campus at-large. Hopefully they will connect to campus and stay enrolled.

Article Citation: Hoover, E., & Supiano, B. (2013). In admissions, old playbook is being revised. The Chronicle of Higher Education. Retrieved from: http://chronicle.com/article/The-Admissions-Playbook-Is-Up/141625/

Photo By: My wife, Jenn :) Enrollment numbers seem to be delicately balancing, much like that rock on the right!

Colleagues & Classmates

"Sometimes you put walls up not to keep people out, but to see who cares enough to break them down." - Unknown

     Moving across the country to start a new job and program has made me incredibly appreciate the importance of the people around me. My wife and I left a ton of family and friends behind when we moved, and I would be lying if I said I were never homesick for either my hometown or my old campus. Keeping in touch has been tough; missing important events that I definitely took for granted at the time has been tougher. I do not know what I would do without my wife, Jenn, as she has been wonderful support in addition to being one of the very few aspects of my life that has remained constant. And my new colleagues and classmates have been wonderful as well.

     I could tell from day one that my new department was going to provide me with an amazing experience. Several of my new colleagues were standing on the curb when Jenn and I drove up, ready to assist our moving-in with hand trucks and smiles (the latter was more impressive with the heat). The welcoming nature only continued - our Director asked me about our wedding as soon as I met him, Jenn was always welcomed warmly at social events, and I began feeling at home much more quickly than I ever expected. It always stops me in my tracks when I remember that I have been here only three months, since it feels as though I know my co-workers so well already and they help me along as though I have always been part of the family. I miss my former co-workers dearly and will never forget where I have come from, but I am also thankful that I have made it to my current institution. :)

     My second life here is as a student, and if my undergraduate classmates ever helped me along, my graduate classmates will be about a hundred times more important if my syllabi are good indicators! Today starts the fourth week of classes. The fourth week of reading. The fourth week of completely new concepts, theories, and readings. The fourth week of reading. Did I mention reading? We help each other through these trials and tribulations that are the (digital) stacks of papers we must sift through every week. Going out after the last class of the week has been a wonderful weekly tradition thus far - I cannot stress the importance of de-stressing with friends while in graduate school. It is also important to do after training/opening with colleagues!

     Again, I would not trade the friends I still have across the country for anything. I have finally gotten to chatching-up with some and hope to be more consistent. I also know that they are happy for me and glad that I have found an incredibly supportive environment here as I continue my new adventures in Higher Education. =)

Quote Citation: Unknown. (n.d.). Thinkexist.com. Retrieved from: http://thinkexist.com/quotations/Friendship/

Photo By: Me - anotehr new friend I made on a recent hike! =)

Current Issues: MOOCs

"Technology is just a tool. It terms of getting the kids working together and motivating them, the teacher is most important." - Bill Gates

     I do not expect this to be my one and only post on Massive Open Online Courses - better known as MOOCs. It is a very current issue with too many stakeholders for me to fully wrap my head around in one go. In addition, I do not yet know how I feel about it - and the same can be said for many professionals and educators much more experienced than I am. There are clear benefits: access, low costs, time management. The caveat is that these only come if MOOCs are utilized with the intention of better-serving students. If not, the clear deficits arise, the most worrisome being the undermining of public education and the decrease in value of the campus experience. Not to mention businesses replacing administrators. Yes, I am slightly biased.

     Today's discussion revolves around two articles from the Chronicle. One concerns Google and EdX's new venture in providing an open-source site for anyone - literally anyone - to post their own MOOCs. The other is in regards to a renowned MOOC professor "defecting" due to his worries that supporting this movement will help justify lower funding for universities. Thus, we have two sides of the same issue.

     As far as the invention of MOOC.org, I think it is safe to say that it is too early - both in the MOOC movement in general and in the life of this -3-month-old site - to see where this will take us. In general this movement is taking us back to the goals of higher education, which I recently learned are too many and too diverse to attempt to delineate. Do they match the purposes of MOOCs, though? I have my doubts. Both have excellent goals, assuming that MOOCs have general purposes lying in the engendering of a better-educated society and wider dispersion and sharing of research and knowledge. And the fact that this site will be open to any aspiring teacher makes it all the more intriguing and impressive. While I worry about regulation of courses, I am sure that the CEOs running this venture will be careful. Furthermore, I have high hopes for educated, proper use of the data collected on the students using MOOC.org.

     In the case of Professor Duneier, I trust that he is making the decision that is best for him, and it is clear from the article that there is no general opinion coming from higher education professionals or professors on MOOCs. I do share concerns for the future of public education and the place of living, breathing professors who make their living teaching these introductory courses in person, though. The article alludes to cutting costs. I would prefer that the institutions be open about whether or not those monies are being repurposed, and then what they are being repurposed to. If you are taking the money that you would be using for your Intro Psych classes and putting it toward starting a new academic program, say so. If it is going towards the football team, tell someone. Either way, there are always going to be stakeholders agreeing and disagreeing with that decision, so you might as well be transparent. Hopefully cutting costs is the reality, though, and not Duneier's fear of cutting funding.

Article Citations:

Kolowich, S. (2013). Google and edX create a MOOC site for the rest of us. The Chronicle of Higher Education. Retrieved from: http://chronicle.com/blogs/wiredcampus/google-and-edx-create-a-mooc-site-for-the-rest-of-us/46413

Parry, M. (2013). A MOOC star defects - at least for now. The Chronicle of Higher Education. Retrieved from: http://chronicle.com/article/A-MOOC-Star-Defects-at-Least/141331/

Quote Citation: Gates, B. (n.d.) BrainyQuote. Retrieved from: http://www.brainyquote.com/quotes/topics/topic_technology.html

Photo By: Me =)

Policies, Procedures, and Conduct

"People say I make strange choices, but they’re not strange for me. My sickness is that I’m fascinated by human behavior, by what’s underneath the surface, by the worlds inside people." - Johnny Depp

     This past week I heard my first conduct cases, and the building I oversee saw its first policy violations. Consequently, I have had the chance to have some quality discussions about our polices and procedures for living in the residential community on campus, and how one's conduct in the community can affect those around them. Lots of educational moments.

     As I think is natural, I have left each of these conversations with the lingering thought, "Did I get through to him?" [disclaimer: every one of these conversations was with a resident who identifies as male] In other words, was the moment truly educational, or was that just happening on my end? Many elements of these conversations are scripted - I need to recite a policy or justification thereof, go through the sequence of a proper conduct hearing, or be consistent with the six residents involved in a single case. Due process in life is not always individualized, so we cannot individualize every hearing as officers. Overall, I am fine with this - not only is it part of the educational process, but it makes the process a lot easier for me.

      I think that the due process element of conduct hearings educates residents. It shows them that they are members of communities, and that they are all members of communities. The other elements - the non-scripted conversations, the rationale for decisions, etc. - are up for discussion. When I ask residents if they understand how what they did violate policy, they invariably agree, because the policy is right there in front of them. When I ask if they understand how what they did affected their academic pursuits and those residents in their community, they invariably agree, because I am right there in front of them. That is more of an issue. I need to be there to hear the case and ensure an educational moment, but my being there adds a stark difference in power/authority to that same moment.

     All I can really hope for now is to make the conversations as organic as possible. I start the conversations with asking them about their days, classes, environment. I try to be personable. I show them that I care about their growth more than their sanctions. How this comes across is also up to them, and I need to remind myself that more than anything - student development, especially their conduct, is at least a two-way street.

P.S. Apologies for the delay since the last post! More urgent and important things came up...see my post on Time Management for how I prioritize.

Quote Citation: Depp, J. (n.d.). Quotelicious.com. Retrieved from: http://quotelicious.com/quotes/famous/johnny-depp-quotes 

Photo By: Me (community of penguins!)

A GA's Dilemma - to keep the door open or not...

"Every wall is a door." - Ralph Waldo Emerson

     Happy Labor Day! I promised a post every Monday, Wednesday, and Friday, so this is me keeping said promise. :)

     Today I am going to comment on a dilemma I have been facing lately - whether or not to keep my office door open when doing my reading for classes. I have been attempting to not read in my and Jenn's apartment, because it is too easy to fall asleep, turn on the TV, and/or do anything but work there. Furthermore, when you add up all of my "scheduled time" - meetings with RAs, professional staff meetings and trainings, conduct hours, hall council time, committee meetings - that amounts to about 15 hours, give or take 1 depending on the week. To keep the good work-life balance I am still acquiring, I am supposed to work 20 hours a week. If I stuck to that, I would be in my office - available to residents to stop in, say hi, and most likely ask questions - only 5 hours a week. Since I do not find that fair, I read in my office when not doing 5 hours of preparing for the scheduled time (returning e-mails, preparing team-builders, writing reports, etc.).

     The associated dilemma is whether or not reading will actually be done in such an atmosphere. So far, the open door policy has proven quite helpful as far as assisting residents. I have helped residents to order refrigerators, switch rooms, watch "Pretty Little Liars" in the TV lounge, work through other crises, and more. When I am helping them, though, I am not helping my studies, because I need to focus my attention elsewhere for the moment, and then take time to refocus it upon my return. It is not an incredible interruption. Of course, there is also the noise factor - my office is right off of the lobby and near a lounge. Factoring in the usual noise from the front desk and the piano in the lounge, there are additional organic detractions to focus.

     Is the open door always helpful to residents? Emerson seems to lean towards "No" in the quote above. If they had a smaller issue - one they could fix themselves - then possibly a closed door could create an educational moment. As I have been learning more about the goals of higher education, I can now say with some authority that we hope for students to learn how to solve problems on their own. We want them to know their options, think critically about each of them, then use that thought to choose one and follow-through. By being so available, I am providing them a shortcut that they may not need, and thus taking away a potentially educational moment.

     Still, the fact that a larger issue - one in which a resident truly does need me or someone to talk to - could walk through my open door keeps it open for me. I still have not gone through my weekly routine yet, and will not until next week, so I cannot say definitively whether or not I have enough time to read in my office. I will report back eventually, but for now I may just need to turn up my classical music.

Quote Citation: Emerson, R. W. (n.d.). Goodreads. Retrieved from: http://www.goodreads.com/quotes/31820-every-wall-is-a-door