Hi, Peggy.
I'm pleased that you're willing to share your time and expertise with my students. I appreciate it, and they certainly will, too.
Our start-up questions:
Please describe your path to your current position; how you made decisions about career opportunities; and what, if anything, you might have done differently.
Tell us about a difficult situation that you encountered in the past year or two and tell us how you responded to it.
What would you suggest are the keys to success in student affairs work?
How is student affairs work at an institution like yours unique or different from other institutions?
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Greetings to SDS7640, Student Affairs Administration at USF! I look forward to participating in your learning community!
ReplyDeleteI currently serve as the Associate Vice President of Student Development at DePaul University in Chicago, Illinois. We are the largest Catholic university in the United States serving 26,000 students. We have two main campuses and five suburban campuses.
My career journey is a bit unique - I attended DePaul University as an undergraduate student and stayed! I have been working in the Student Affairs Division for 25 years in a variety of positions:
- Entry-level: international student advisor, advisor to students with disabilities, new student orientation coordinator.
- Acting Director of Campus Ministry
- Director of Student Life
- Associate Vice President for Student Development. In this position, I supervise 4 departments: Student Life, Academic Enhancement, Residential Education, Student Leadership Institute. I report to the Vice President of Student Affairs and serve on his leadership team.
I based my career decisions on my personal needs and resources and professional growth. Throughout my career at DePaul, I have been blessed with great mentors and valuable professional development opportunities. I would not have stayed at DePaul for as long as I have if there was not this continaul professional growth.
If I do have any regrets, it is that I did not earn my master's degree in student affairs administration like yourselves. I would have benefitted in my early days with the knowledge and skills of a student affairs degree. To make up for my gap, I earned my doctoral degree in higher education administration from Loyola University Chicago in 2002.
In terms of a difficult situation, you must recognize that student affairs works in a political environment. At one point, our division reported to an individual who thought he knew everything about student affairs, and yet had no experience supervising a student affairs division. His ideas ran counter to everything I believed about student affairs and his plan was to transform our work into basic service providers. The politics were how do you meet the needs of the university leader, to whom you report without compromising the core values and essence of our student development work. In terms of our response, we as a division opened ourselves to his new ideas, implemented some of his new strategies but also respectfully disagreed with him when necessary. The research in our profession definitely helped us to defend our positions. This experience provided my valuable lessons in leadership, change managment and ethical decision-making.
I believe the keys to success in student affairs work are grounded in leadership. We need to be leaders in our field and in our institutions to best serve students. This leadership requires to be able to effectively manage change, to be strategic in our thinking, to be sound stewards of our resources (staffing, financial, etc) and to contribute to the academic goals of the institution.
Our student affairs work at DePaul must be grounded in the mission and values of the university. DePaul is a mission-based institution. The core characteristics of our mission are that we are Catholic, Vincentian and urban. This requires us to be knowledgeable and respectful of our Catholic identity and to weigh decisions in light of Catholic teachings. Vincentian refers to the religious order that founded DePaul, the Vincentians who were founded by St. Vincent de Paul. St Vincent is the patron saint of charity in the Catholic Church and we strive to educate our students about service, social justice and the respect for human dignity. And lasty, as an urban institution, we are committed to serving the city of Chicago, its diverse community, making sure our services and programs especially meet the needs of our urban, first generation students.
So, that is some of my background and experience. I look forward to our rich discussion over the next week!
Dr. Burke
ReplyDeleteIt is wonderful serving as your "host" for our class. As the Assistant Vice President for Student Services at Saint Leo University (Catholic/Benedictine) it is wonderful ending our class experience with a fellow religious-affiliatted student affairs professional. Our class has be actively involved in the blog and I know my classmates will challenge you this week with wonderful questions - I would love to pose the following question as a follow-up to a previous question posed to other "bloggers." - What are your thoughts about the Ph.D v. the Ed.D? (especially as it relates to newer professionals early in their careers?) Thanks Ken Posner
Dr. Burke,
ReplyDeleteI, too, am excited about this week's blog. You mentioned the value of mentors...what a privilege it has been conversing with so many experts!
It seems that student affairs is in a constant state of evolution and that shifts in administration often lead to major reorganization. I'm curious...when the above mentioned administrator was no longer the one to whom you reported, did your division revert back to its previous function?
Also, are there any challenges specific to being female in this profession or do you have any advice for females pursuing a career in student affairs?
Thanks for your time!
Jennifer Schneider
Ken - it is nice to meet a fellow colleague from a religiously affiliated institution!
ReplyDeleteI often hear the question about the Ph.D vs the Ed.D. First, let me say that you should only consider pursuing a doctoral degree because you are genuinely interested in becoming a scholar in the field. I get the sense these days that individuals are making a "mad dash" to a doctorate because they think it is one more credential that they need. I usually hear this when folks get to the dissertation stage and think of it as one big paper and are vastly surprised when they begin to understand that the dissertation is so much more. This kind of thinking waters down the value of the doctorate. The degree is meant to be a research-oriented degree that develops leaders who will contribute to the scholarship of the profession. So, if you are thinking about pursuing a doctorate, evaluate the time, energy and financial resources (and dare I say, the blood, sweat and tears!) if will take to pursue this amazing dream. It is all worth it as long as your heart is in it.
In terms of the Ed.D vs the Ph.D., I would say a ccuple of things. I am not as concerned about either degree, as long as the program that you want to enter is academically rigorous, has well-regarded faculty, and provides you with an opportunity to grow and develop as a leader in higher education. I would look at the careers of alumni from the program; are they in positions to which you aspire? What are the research areas of the program faculty? Are they in areas that are of interest to you? What is the completion rate of the program's students?
The Ph.D. / Ed.D. debate won't matter much if the program is worth while and will help you to develop your leadership.
Hi Jennifer -
ReplyDeleteIt is nice to meet you! This is my first introduction to the world of blogging and I am amazed how it can connect us folks in student affairs.
You are right - student affairs is often in a state of change. I think higher education is often in this state of change too. So . . . let me tell you one of the most important lessons I have learned about being an effective leader in higher education. I don't know where I heard this or read this (one of these days, I will need to find the source!) but it is in regards to leadership - the leaders of tomorrow will not be those who are excellent technicians in their work (those individuals who know all the technical/administrative parts to their jobs); the leaders of tomorrow are those individuals who have learned to manage change.
My example of working with this administrator taught me a lot about working with change. What do you need to change; what must are the core elements that should not change; determining the difference and picking my battles. Not easy! It turns out that we only needed to report to him for a year (he moved on from the university). We were able to return to our core elements, but we also started to incorporate many of the valuable things that he brought up while we reported to him. Had he stayed, it may have been a completely different story. I still think that we would have continued to address his needs and vision, while not sacrificing our important values. Research and data would have been invaluable as we continued to try to manage this change.
In terms of being a female in the field, I believe the field has supported strong female leadership. Certainly, I have been supported in my own leadership development at DePaul. There are times that I have struggled with the "good old boys network," and have not been included in conversations with key male university leaders. I have also felt like I have been put in my place as a woman. It is frustrating, but not unbearable. I have learned to seek out really strong mentors (both women and men) to help strategize alternative approaches. I have also learned to use my strengths to not feel put down as a woman. And, sometimes, I just vent to my dearest friends and then I move on. My advice is to never let barriers such as these to limit my work, especially if it relates to students or my staff.
Hi Dr. Burke:
ReplyDeleteIt was great reading about your experience. Do you ever feel that you regret not moving to another institution? Sounds like you've had great diverse experiences at DePaul and I am just wondering about the stigma of "you can't stay at a place for a long time". I've been at USF for 9yrs, in 3 different departments. It always seems that Student Affairs individuals "move around" alot. You have not, and I am interested in that. How can one establish themselves at an institution and continue to positively reinvent themselves and be productive? Thanks for sharing!!
Hi Maria - yes, I used to be concerned with having all my experience at one institution. I lack the exposure of how other institutions work. When I started my doctoral program though, it was an advantage that I had not moved on from DePaul to a new institution, while also trying to earn my doctorate. Because I knew my job well and DePaul well, I could really concentrate on my studies without having to learn a new job in a new setting. Had I been somewhere new and also a student, it would have been easy to forgo my studies and to put all of my energies into the job. So, in some ways, your current position can help you to pursue other goals.
ReplyDeleteAs you consider your career, you should always be asking yourself if the position is providing you with new and valuable opportunities. If you find that you are in a rut, doing the same thing over and over, then it is time to move on. DePaul has provided that opportunity for me. Even though I don't have experience from other institutions, I do have institutional history, visibility, recognition, and reputation.
So, even though, my institutional limitations used to concern me, I don't have that concern any more. My advice is to continually evaluate your career goals and match them with your current position. As long as you are making forward progress, then the length of your experience at an institution is less of a concern then your professional growth.
I hope this helps Maria!
Dr. Burke,
ReplyDeleteThank you so very much for contributing to our course this semester. We have all learned quite a bit from those who have shared their experiences in this forum.
My question pertains to leading student development work across a system of campuses. At USF, we have been undergoing a shift from a regional, commuter school into a Higher Education system. We currently have a metropolitan research intensive campus in Tampa, a separately accredited campus in St. Petersburg, a smaller campus in Sarasota (primarily offering upper division undergraduate courses) and a campus in Lakeland that is referred to as USF Polytechnic. I wouldn't say that we are struggling through this transition, but it has identified some areas in need of clarification. How does a student affairs administrator/leader speak to the unique needs of the students attracted to diverse campuses while at the same time provide for a common USF experience?
Rob
A new question (if permitted):
ReplyDeleteI place the source of my interest in student affairs work to the years I served as a pastor to students at a church in West Central Florida. My colleagues are likely humoring me when I ask the following question (I have been asking it for a month and a half) but, regardless of institutional mission and affiliation, shouldn't student affairs work seek to develop the spiritual components of students (in an interest towards holistic development)?
Is this concern best located within the recognition and appreciation of human diversity? Bound to institutional mission and charge? Is this topic "too hot to hold" or is the language of spiritual development too contentious and personal to include into the normative portfolio of services and programs?
Hi Dr. Burke,
ReplyDeleteMy name is Clara, and I am an academic advisor in the Department of Chemistry here at USF. I have a couple of questions for you....
First of all, how do you think your entry-level advising positions helped prepare you for the higher-level positions you have moved into? What did you take from advising into your administrative role?
Secondly, I noticed you did not have experience in Residence Services... but many of the other professionals who have shared with us on this blog have had this type of experience. Do you feel that you have been at any disadvantage in your career by NOT having this type of experience? I started my career in higher education in a counseling/advising role and am in my second position in advising. I am wondering what other types of experiences would be helpful as I look for other positions...I am planning to stay at USF for now while I continue to work on my Ph.D. so I may end up with a career path similar to yours one day!
Thanks in advance for sharing your opinion and insight!
Hi Rob - what an interesting question. How do you recognize the unique student development needs of your students while also maintaining a common experience for all USF students. At DePaul, we were faced with the same balance. Since we have 26,000 students attending 7 campuses in 9 colleges, it would be easy to overlook both the common and unique needs of our students.
ReplyDeleteThe way that Student Affairs approached this question has been two-fold. We have historically tried to define and support the unique needs of the different types of students that we have. For instance, supporting the needs of commuters, residents, adult students (students over the age of 24), international students, students with disabilities, students of color, etc. But then, in our commitment to improve the overall student experience, we attempted to define the "DePaul Student Experience." What are the commonalities of the experience at DePaul for all students? We reviewed our quantitative data (student satsifaction surveys, NSSE) and conducted qualitative focus groups to gather these commonalities. We then wrote a concept paper outlining these common characteristics, shared this paper with key constituencies and then grounded our strategic plan in the "DePaul Student Experience."
There were still some constituencies that didn't fully agree with our thinking, but this process helped the division to lead the university to define and support the "DePaul Student Experience."
So, my advice for you at USF is to approach the balance from both perspectives. Of course it is the "forest from the trees" approach. By only focusing on the unique needs, we miss what makes the our institutional experience unique and valuable. If we only concentrate on the commonalities, then we miss the unique, critical needs of our students.
As student development experts, we need to be experts on the student experience with all of its sub-parts.
Hi Rob - in terms of your 2nd question regarding the spiritual development of our students, my answer is, YES!! Yes, we need to be aware of the spiritual development needs of our students. We tend to avoid this question, because it is too as too "hot." What a shame. The work of UCLA by the Astins (Alexander and his wife) and Sharon Parks tells us that students are hungry for spiritual development. They are interested in the "big questions" in life. Even the literature on the milennial generation states that young people wish to explore these issues.
ReplyDeleteAt DePaul, it would be easy for us to relegate these questions to our University Ministry colleagues. I do not believe in this approach. When I meet with students, I try to explore with students all aspects of their development, including spiritual issues. I feel I would not be doing my job if I did not include this exploration with students as they grow and develop in college.
As a profession, we need to address the spiritual development of our students; it would be a disservice not to.
Hi Clara - my initial advising experience played a significant role in my development as a student affairs administrator. As you recall, I served as the university's international student advisor. In this position, I had the great opportunity to work one-on-one with students. I learned how to ask questions and listen for the answers for students. I learned to help students to help themselves, as opposed to solving the problem for them. I learned how to confront students on their behavior. I think it was a real life experience of watching student development in action. Meeting with students, learning where they are in their development and then asking the questions to get them to think about the next steps.
ReplyDeleteClara, I think you experience as an academic advisor can provide a valuable start to a strong career in student affairs. As an academic advisor, you have the advantage of helping students understand their academic decisions and help them to develop their future careers. I know of many student affairs professionals who started as academic advisors.
Great observation about having experience working in residence life. If I look at all of my professional colleagues, the majority of them started by working in residence life. In many ways residence life serves as a "gateway" to the profession because the area needs many entry level professionals. On a side note, some times it is difficult for residence life professionals to break out of residence life and obtain positions in other areas of student affairs. My sense is that there are advantages and disadvantages in any entry level position.
There are some things that I am missing by not starting my career in residence life. Emergency procedures, staff management, conduct are a few things. I have learned these skills in my other positions.
In terms of other areas of your professional development, I would suggest volunteering to serve on committees outside of your area. Connecting with your residence life colleagues to learn about the issues they address. Volunteer to do workshops in the residence halls. Join and take a leadership role in professional associations. Think in terms of expanding your skills beyond your job description.
Even though you may not have the same residence life experience as others, there are ways to use the skills you have learned in your positions in other professional settings Clara.
Dr. Burke:
ReplyDeleteThank you for your insightful responses to my questions. I enjoyed reading your responses to my colleagues as well.
I would love to attempt an answer to your question ("How do you recognize the unique student development needs of your students while also maintaining a common experience for all USF students?"). I think that we strive to be a very inclusive community on campus. I selected strive very intentionally. There seems to be nearly as many student expectations of USF as there are students (41-44,000). Some expectations are clarified and amplified for the community to address, others are quietly held and might include checking off courses (from a project list), still others withhold their expectations from the community. I actually work in Human Resources for the university so my perspective is skewed and lacking information I am sure. It seems as if each functional area (within Student Affairs), academic unit, or hybrid of the two use the same words but speak in different languages. I believe that there is strong leadership here and talented, dedicated personnel to create a strong student experience, but what I do not detect is robust diagnostics.
I was really interested to read your description of the process undertook to develop your "DePaul Student Experience" document/initiative. USF, as a public school in a state with relatively low in-state tuition, would never be confused with the Ritz-Carlton at the institutional level. Our aim today would be to avoid any comparison to the Department of Motor Vehicles or a cattle ranch. When you transact rather than transform, or when you brand rather than instill--you don't do anyone any favors for being there.
Dr. Burke - on behalf of our class I would like to thank you for graciously sharing your insights with us. Tomorrow is our last class of the semester and you have definately "brought it home" linking theory to practice for us... Your candor is truly appreciated - thank you
ReplyDeleteDr. Burke - i would also like to thank you for sharing your experiences with us. I particularly enjoyed your comments on the formation of the strategic plan with the "DePaul student experience" document, as it seems people overlook commonalities so frequently in practice.
ReplyDeleteDr. Burke:
ReplyDeleteThanks for your advice. I really appreciate it. Have a great rest of your summer.
~Maria
Dr. Burke: Thanks so much for taking time to share your thoughts with us. I've learned much from reading the responses to questions posed by my classmates. Thanks again for your time!
ReplyDeleteTo the members of SDS7640 - thank you very much for allowing me to participate in your course! You asked very thoughtful, engaging questions. The student affairs profession is a fascinating career and I can tell you are learning much from your coursework at USF.
ReplyDeleteI want to wish you continued success. If there is anything I can do for you in your study of the student affairs profession or in your own career, please do not hesitate to contact me. I can be reached at pburke@depaul.edu.
Good luck and learn much - the profession needs you!