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Communicating Change – Changing Higher Ed Podcast with Dr. Drumm McNaughton Communicating Change: Stories from a Pilot podcast from Dr. Drumm McNaughton , a former military pilot turned higher ed consultant, shares insights about change management and the process, tools, and techniques to prepare and support individuals, teams, and organizations in making change.
For many second year graduate students, the season of job searching feels like it is quickly approaching. People may be feeling all types of things at this point – excitement, apprehension, jealousy, panic, and more. Students in a cohort or those with close colleagues in the field may also have another layer added to their job search process – interactions with others also engaged in job searching at the same time.
In this closing post for Mental Health Awareness Month, Kristen reflects on what she’s learned during a month of posts by people she knows. And in that time, she discovers that having mental illness isn’t always a bad thing. . Hatching an idea. Sometime in March, when we started planning for Mental Health Awareness Month, Sue had this idea to tell a story with our posts – just one story of one person experiencing mental illness.
As Higher Ed institutions continue struggling with budget constraints and enrollment pressures, making smart decisions about technology is crucial. How do institutions enhance data security, optimize their tech stack and engage students effectively…all while managing limited resources? Bret Ingerman, former Vice President for Information Technology at Tallahassee State College, digs into these conundrums, exploring how Pathify offers solutions to enhance student engagement while giving instituti
Editor’s note : this guest entry, also posted on Inside Higher Ed , has been kindly developed by Sejal Parmar , Assistant Professor at the Department of Legal Studies and a core faculty member of the Center for Media, Data and Society at the School of Public Policy at the Central European University (CEU) in Budapest. The photographs are (c) Daniel Vegel, Zoltan Tuba / CEU.
In student affairs, we spend a great deal of time building the leaders of tomorrow. However, we often fail to incorporate the most important leadership skill: career readiness. Being ready for the workplace is the very reason students go to college in the first place. So why aren’t we making sure that component is present every step of the way? Our leadership programs should have learning outcomes, things we want our students to know or be able to do as a result of completing the activity or lea
In student affairs, we spend a great deal of time building the leaders of tomorrow. However, we often fail to incorporate the most important leadership skill: career readiness. Being ready for the workplace is the very reason students go to college in the first place. So why aren’t we making sure that component is present every step of the way? Our leadership programs should have learning outcomes, things we want our students to know or be able to do as a result of completing the activity or lea
Professional development is critical for continuous education and growth purposes. But, many offices aren’t able to send their staff to multi-day conferences or specialized training and institutes. Thus, we must be able to adapt and think about ways we can leverage available resources such as the ACPA/NASPA Core Competencies. Here are three quick ways to think about incorporating the framework into your professional growth for 2018.
For the past eleven years, I spent nearly three and a half hours per day traveling to work. That equals a horrible grand total of 17 hours per week! Finding out this fun fact usually led my colleagues to ask, “are you nuts?” But as recent research suggests, I’m certainly not the only one undertaking such a commute on a daily basis! I’ve started an exciting new position at a new university and while I have wholeheartedly embraced my now under 30 minute commute to work, my experi
The article addresses the Social Change Model of Leadership Development. It elucidates the SMC background, key assumptions, and the main pillars of the model to form a a change agent who could be helpful with institutional in-service delivery.
When is the last time someone told you that, “you seem like a good fit…but…” – and the “but” was something arbitrary on your resume? What do we do about this? I often run into the problem of being both overqualified (over-educated) and underqualified (years of full-time experience.) It’s a tough balance to manage.
Student affairs profes sionals spend their work lives helping to educate and develop their students, but don’t necessarily have the time or resources to educate and develop themselves by presenting at conferences, nor sometimes have the financial resources to go to conferences. Between the time commitment, conference fees, travel and lodging, and food, spending a few days at a conference can come at a hefty cost for college and university budgets.
With everything already on our plates, adding yet-another-Thing(tm) can be overwhelming. When the Thing(tm) is tuning into public policy, suddenly that stubborn task at the bottom of your to-do list moves up a notch. With challenges to undocumented and trans individuals rights, increasing college costs , and tensions around sexual assault response on campus , figuring out why public policy is important doesn’t take long.
Does student affairs usually bring to mind working in student activities, orientation, or residence life? Do we often consider academic affairs as a pathway that we highlight to new professionals pursuing work in the field? I recently read Kathryn Angeles’ post “ Bridging the Gap Between Academic Affairs and Student Affairs: A Student Affairs Professional in an Academic Center #CSAM17 ” and was reflecting on my own experiences at the intersection of student and academic affairs.
As Career Services professionals we do a lot! Advising students, managing employers and planning events are all part of our day to day working lives. Starting off in this functional area can be a lot to grasp, but like any job, once you get adjusted it’s smooth sailing. After reflecting on my first year in Career Services, I have four lessons I’d like to share.
Mirrors come in all shapes and sizes. Whether it is a small compact, magnifying, or full body length mirror, they all typically have the same function – to take a look at and examine oneself. Still, not all mirrors are a person point of vanity (pun intended). Consider for example, the purpose and function of the rear-view mirror. As highlighted in one of my favorite @leadershipdots blog posts titled rear view , dr. beth triplett illustrates that while in our own vehicle, a glance in our rear-vie
As student affairs professionals, we’ve experienced both highs and lows related to the (real or perceived) tension between academic affairs and student affairs. When your work is about supporting, educating, and developing students, governance structures and funding formulas matter. Sometimes we’re credited for graduating students and other times we’re accused of doing nothing more than hosting pizza parties.
When I started my undergraduate experience at Rowan University in 2004, I vividly remember seeing the orientation leaders dancing on stage. My mother whispered in my ears, “You should do this!” Two years later I was one of those upperclassman performing to new audiences of incoming students. I didn’t realize those experiences would greatly shape my change in career path from journalist to higher ed practitioner.
Many #SApros join the profession because they were once involved leaders. For these individuals, what was once their “extracurricular” becomes their jobs. I remember attending my first regional careers in student affairs conference. The saying, “if you love your job, you will never work a day in your life” was thrown around many times.
When it comes to career services, there is an alphabet soup of certifications that you can receive. So, how do you decide whether or not you need a certification, which one is right for you, and where to receive the certification from? I feel like these are all questions that were haunting me for the past couple years. These questions felt especially timely around annual evaluations when asked about future professional development opportunities or interests.
As graduate programs in student affairs are less common in Canada, I came to the United States to learn more about higher education. In particular, I was interested in international education and the experience of international students. It only made sense to enroll in graduate school as an international student myself. I also thought it would open more doors as I consider a long term career in America.
During graduate school some students push themselves to experience multiple functional areas within students affairs. Others students complete their experience with more in-depth experience in one assistantship. Depending on the program and the opportunities that it provides, it can be difficult to get varied experiences. Still, many students still have a clear focus and “dream job” in mind when starting their master’s program.
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