Bringing domestic student exchange to the conversation


canada-and-usThank you to David J. Smith for bringing domestic student exchange to the conversation on global initiatives in Getting to “E Pluribus Unum”. As president of the nonprofit National Student Exchange organization and a former NSE campus coordinator, I shared the following comments.

National Student Exchange was founded in 1968, a time when our nation was searching to understand its identity, history, and how differences fit into the idea of American culture. What began as three institutions exchanging seven students has grown into a premier network of 160 colleges and universities exchanging 2,000 students annually throughout the United States, Canada, and U.S. Territories of Puerto Rico, the Virgin Islands, and Guam.

Initiatives to enhance global engagement often overlook the diversity of North America in their quest. Scholarships and fellowships that promote international education are rarely available for domestic study away. Domestic exchanges seldom satisfy core or general educational requirements for global engagement or cultural studies, despite their cultural breadth.

Cultural agility can be greatly enhanced crossing state and provincial borders, not just oceans. NSE member campuses report domestic study away as a high impact practice supporting student satisfaction and persistence. Increasing populations of underrepresented and first-generation students are choosing NSE study away, emphasizing the need for access and choice in these opportunities. As noted by Sobania and Braskamp (2009), recent college graduates are more likely to have a post-college career with diverse colleagues from their own country than from other parts of the world.

NSE campuses range in enrollment from 600 to more than 50,000 students. In addition to AAU Research I universities, NSE member campuses include:
12 Historically Black Colleges & Universities (HBCU)
21 Hispanic Serving Institutions (HSI)
7 Urban 13 universities
14 Council of Public Liberal Arts Colleges (COPLAC)

As noted, succeeding in our political and global reality requires professionals who can operate effectively and empathetically in cross-cultural and international environments. National Student Exchange and domestic study away programs are not simply study abroad alternatives or preparatory opportunities; they are academic and personal experiences to be celebrated and encouraged for the dimension they bring to college students, degree programs, our workforce, and communities.

 

Sobania, N. & Braskamp, L. A. (2009). Study abroad or study away: It’s not merely semantics. Peer Review 11 (4).

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Inspire More.

If your actions inspire others to dream more, learn more, do more and become more, you are a leader. ~John Quincy Adams

servant-leader_0Reviewing perspectives on leadership provides an opportunity to identify potential strengths beneficial to a student affairs leadership position. Many of us can identify with the achievements defined by Spears (2002) as characteristics of servant-leaders, including awareness, conceptualization, and community building. Additionally, Krulak’s (1998) Marine Corp leadership competencies highlighted decisiveness, endurance, and enthusiasm, qualities that resonate with achievements in my professional life. Each of these leadership areas will be useful in the work of student affairs.

Spears (2002) specifies servant-leadership “as a way of being in relationships with others”, involving others in “decision making” and an enhancement of “personal growth” in the workplace (p. 142.). Spears indicated the characteristic of general awareness and self-awareness as strengths essential to the servant leader. As a practitioner of psychometric and emotional intelligence assessments, I am confident in my knowledge of self, personal strengths, and areas for growth. Additionally, in my presentations on these topics I frequently offer my own preferences up as topics for examination, leading comfort to discussing issues relating to my perceived strengths or weaknesses. This openness allows me a forum for being acutely aware of my own shortcomings while enabling an objective view of a given situation and my perceptions of the situation.

Spears identifies the conceptualization characteristic of the servant-leader, the ability to “dream great dreams” (p. 144), as requiring practice for most leaders. The conceptual or vision framework is defining for me in that I have never been one to let the status quo stand in the way of my work or service to students. I am reminded of a long ago conference presentation where Edward “Chip” Anderson discussed what likely was the precursor to his strengths-based educating work (2005). He asked, “What would we do if we really loved our students?” “What would do if we truly loved our students?” Those questions helped to shape a direction for my students affairs work. They are questions that allow big thinking, which is frequently shot down by reality, but every once in a while leads to innovation and success.

Building community or finding group identity is cited as the responsibility of a leader to bring individuals together as they shift from local community to institutions as the shaper of lives (Spears, p. 145). I have success in helping students find this community by interweaving a dependence upon one another and have achieved similar outcomes with staff who were seeking identity and direction. Finding common ground and a common purpose are critical areas for advancing and supporting college success.

I was surprised to find myself identifying with so many of the Marine Corp Leadership Traits. But after a read-through, it is easy to see these traits as basic tenets of responsibility that any leader must possess for effectiveness and respect in their position.

Krulak (1998) defines decisiveness as easy to understand but not to be confused with inflexibility. I find that my ability of decisiveness, or being able to find closure or completion on a topic or problem, is a strength that helps groups and individuals process and move forward. I am able to gather and review information, reach a conclusion, and proceed with a course of action. The rapidity with which I am able to do this is disconcerting for some, so I find that I need to focus on helping others seek the information or validation they need move ahead.

The trait of endurance can mean “patience”, “going the distance”, and “taking the long view”, (Krulak, 1998, p. 9). As a leader, I have rarely asked my colleagues or employees to complete a task that I am unwilling to complete. This has meant all-night student retreats, fifteen-hour days, seventy-five hour weeks and so many weekends on duty that they become a blur. It likely means that I needed more staff to share these responsibilities, but it also means that we participate “where our students are” and provide more that just face time for students and colleagues.

Being an individual that others can look to for the trait of enthusiasm is fundamental for success in student affairs. My energy and ability to choose my attitude in most situations is imbued from large-group courses to my one-on-one interactions with students. If I want students to be excited and care about their education, I have to show the same excitement.

Although I can regularly display skills in listening and empathy, they are leadership areas where I have room for improvement. Spears (2000) emphasizes that servant-leaders have the ability to “listen to what is being said and not said” (p. 143). Strength in listening requires inner thought in addition to representing the will of the group. I sometimes struggle with listening or allowing individuals to completely present their thoughts before responding. My preference for quick processing of information and desire to seek closure contrasts with the need to include all ideas and contributions.

Spear points to empathy as accepting and recognizing people for their special and unique spirits (p. 143). Where I particularly find challenge with empathy is when behaviors are emotionally charged or enhanced. I frequently take a more logical and pragmatic approach to problems or circumstance and my linear viewpoint must stretch to help others find harmony in decisions. Listening and empathy are partner skills that I strive to develop with student and professional interactions.

Chaordic leadership, defined as the blend of chaos and order, follows many of the traits of servant-leadership and emphasizes that relationships and interactions are required for success. Specifically, it is the idea that without respect, authority can become destructive. Creativity can only succeed when we toss out old ideas making room for the new. Chaos and order are rational descriptions of our work in student affairs and higher education. This relationship of contrasting ideas is perhaps why I have found passion and excitement in my professional path. No two days are alike. No two students are alike.

I strive to mirror the behaviors of my mentors and the other leaders I have admired in my life. At this point in my career, it is sad to report that poor leadership is not uncommon in our profession. The goal then is to check and remove these behaviors from our own practice and move in new directions. There is a balance.

 

References

Krulak, C. C. (1998). The fourteen basic traits of effective leadership [Special section]. About Campus, 8-11.

Spears, L. C. (2000). Emerging characteristics of Servant-Leadership. In Kellerman, B. & Matusak, L. R. (Eds.) Cutting edge leadership 2000. (pp. 142-146). College Park: University of Maryland, James MacGregor Burns Academy of Leadership.

Sunday Funday?

It’s the last day of spring break for my children and the end of a 3-day weekend for the adults in our family. We spent time relaxing this year, enjoying our favorite hobbies – reading, soccer, sleeping, video games, or binge watching TV shows. Like clockwork, today welcomed the wrath of the middle-schooler, distraught about returning to school. He’s a good student, but the idea of the structure and routine of the school day is a crush to his spirit. It’s those Sunday night blues.
I try to focus on the good of every day and to escape that “living for the weekend” mentality, but everyone needs a little help to get past it. Yolanda Wikiel offers great tips for making your Sunday easier to tolerate.
Do Sunday on Saturday: Get homework, laundry, blog writing (!), and other chores out of the way first thing on Saturday. Leave free relaxation time for Sunday, particularly Sunday evening.
Be a Forward Thinker: Plan ahead before leaving work or school on Friday so you can finish that to-do list and clear your mind.
Be Social: Get out of the house, enjoy coffee with friends, visit your favorite bookstore, or volunteer in the community on your Sunday.
Sunday Night 2.0: Switch up that idea that reclining on the couch is the best end to your weekend. Take a walk, begin a new book, or plan a brief outing to keep your mind busy.
I may have threatened my son with homeschooling if he didn’t snap out of his funk, but remember that every day of your week should be cause for celebration.

Bounce back

You don’t last as long as I have in student affairs or any profession without recovery skills, so this article on resilience captured my attention. It featured a new British study where 75% of respondents identified “managing difficult people or office politics at work” as the most substantial impact to overall career stress.
The original study sought to gather stories of successful women as inspiration for women striving to advance in leadership. It found 90% of men and women surveyed credited resilience as important to their success, but only 6% found help in building this skill in their workplace. This may be a reminder that relationship skills and organization politics are smart topics for that next professional development meeting.
One final thought. What if you are the “difficult person” being managed?

A year of accomplishments, scatterplots, new resolutions

Poor, sad, little neglected blog. I used to think that I did not have time for writing while I finished my dissertation. This year demonstrated that a preoccupied mind prevents reflection as well. I have been working on this draft for many days and struggling to verbalize the happy and not so happy of it all. Americans are supposed to be the outlier on the happy scale, more upbeat about their days than most people. When we are not in that place, it can be hard.

FT_GDP_Scatterplot

At the end of last year, I was not selected for a promotion that I fiercely wanted and had stringently prepared. It was a position I had strived for in the past, only to be discouraged from applying due to lack of a terminal degree. This “job” was not the driving force behind completing my Ph.D., but the degree was one of a series of steps that I took to prepare for a “next step” in my career. Side note, being rejected from a dream job five days before holiday vacation is not ideal for one’s self-esteem and seasonal jocularity. I recommend against it all costs.
This year began with a new boss (not getting the “job” meant working for the person who did) and the adjustments that come with a change in leadership. It also began with a new opportunity.
A position with an education non-profit came on the horizon and a new job search began. For those of us who lament the prodigious time required for campus employment, this process reached new heights. Non-profits include a scaffolding of decision makers. Whether in discussion with a screening committee, organization leaders, elected board, and the membership; each audience sought a different answer and a different set of skills. The job posted in January and concluded with a hire announcement in late September (more on this later). A colleague termed it as the job search that rivaled a pregnancy.
Meanwhile, real life work this year included financial shortfalls, intense budget negotiations, staff reorganization to address financial shortfalls, a staff member on family leave, and a staff member following a partner to new employment. Even knowing in advance, it is difficult to prepare for the transition of a dedicated colleague. Rewriting position descriptions, preparing a search committee, waiting on HR approvals, the calendar was inching along. And all of this while attending to the needs of smart and amazing students (who sometimes have tragic days) and doing my best to be a good leader and mentor for the amazing student staff and graduate assistants that I am lucky to employ. The wiser than her years, Stacy Oliver-Sikorski, recently opined “There are really awful days amidst the really great days, and we need to be more honest with ourselves and others about that.”
Facing those “awful” days and separating work from family needs was complicated this year. I am enormously grateful for a loving and supportive partner who keeps me grounded. I am happy and proud to be mom to an amazing teen and tween who are high achieving and in search of their strengths. They are my most important work every day.
I will be embarking on a new adventure in the not so distant future. Despite every obstacle, 2014 will be remembered on the happy scale as the year that I resolved to get my dream job. And succeeded.
More soon. Happy 2015!

Senior Night

Senior night in high school sports is a time to recognize graduating students and their accomplishments. At the pre-game celebration for our local girls soccer team, players were honored with a bouquet of flowers while escorted to center field by their parents. Honors and activities are announced for each player, culminating with where they will be attending college in the fall. It was no surprise that each player from our academically ranked high school was heading to a four-year institution including several research universities and prestigious private colleges.
Fast-forward a week to an opportunity to attend another senior night, in a small town 40 miles from our small university city. Only this time as each player is introduced, the future plans are predominantly for community college. Only two of the twenty players were planning to attend a 4-year college or university. And 17 of the twenty players were Latina.
Why the difference? Demographics and privilege are most certainly a factor. Our small city is 85% White with 3% of persons identifying as Hispanic or Latino/a compared to a town where 35% of the population is Hispanic or Latino/a. The Latino population has grown dramatically in the town over the last decade with the addition of a new meat packing plant. These backbreaking low-wage jobs are attractive steady work for the mostly of Mexican-origin immigrants moving into Iowa.
College enrollment of U.S. Hispanic students surpassed that of White students for the first time in 2012. In contrast, the number of Hispanics completing four-year degrees only accounted for 9% of young adults. Hispanic students continue to be less likely to enroll in a four-year college or attend college full-time.
Our university student success committee has spent significant discussion time on Who Gets to Graduate? While formulating models for student persistence, we review many variables involved in graduating the students on our campus where Hispanic and Latino/a students make up the largest non-majority population. Our students of all ethnicities are academically motivated, but are frequently working class and first-generation, which sometimes translates to not being prepared for the rigor of higher education at a research university.
So the question becomes not only who gets to graduate, but also who gets to enroll?