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When the Students Know More Than You, by Lisa Latronica, 2014 alumna

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When I started my first professional position, I expected to feel some imposter syndrome. I expected to feel like coworkers knew more than me and to be a little intimidated and nervous around them. We talked about it at length in Capstone and throughout the job search process.

I did not expect to be terrified of the students I would be supervising.

In Residence Life at Colorado School of Mines, there is an additional student staff position between professional staff and Resident Assistants and Community Assistants. Our Senior Staff – made up of Hall Directors and Community Directors – are upperclassmen or graduate students who have 1-2 years of experience as staff members. The job they do is basically the same as what a graduate student in student affairs would do – they supervise a staff, oversee a building of residents, and even serve as first responders on a duty rotation.

When I first learned all that the Senior Staff did, I was in disbelief. The number of times I said, “We let undergraduate students do that?” is more than I can count. But the closer we got to their arrival on campus and Senior Staff training, the more the skepticism faded, and the stronger the fear, nervousness, and uncertainty began.

These students had been in Mines Res Life for longer than I had been in residence life anywhere. They could do the job that I just left. They knew more about the campus culture, student population, and policies and procedures than my new professional mind could grasp. And that was uncomfortable and terrifying.

Then the 8 Senior Staff arrived. And they were so nice and talented. And that almost made it worse. My mantras all through our training retreat (which in true Colorado fashion, took place on the side of a mountain and with lots of hiking and bouldering), were, “Fake it till you make it,” and “Don’t let them see the fear in your eyes.” I thought that if I showed any hint of not knowing what I was doing, I would lose their respect and trust.  And on top of it, the more I got to know them, the more impressed I was with them, not just as students or staff, but as people. To this day, I would argue that you won’t find people who can balance as much, give as much, or care as much as our Senior Staff.

I felt this huge amount of pressure, but it took me weeks to realize that it wasn’t the students who were putting that pressure on me. I was doing it to myself.

A few weeks into the start of the semester, after all the training and move-in events were over, I had a conversation with one of the Senior Staff members that changed how I viewed our relationship. I was having an overwhelming day, and felt like I didn’t have a clue what I was doing. I finally caved and asked them to tell me about how things were done at Mines from their perspective. It was one of the most helpful conversations I had during those first few months. I later shared with them that I had been terrified to seem like I didn’t know what I was doing.

Their reaction? They laughed and said that was ridiculous.

As real as my fear and nervousness was, it was pretty unfounded. Sure, the students knew a lot more about some things, but I forgot to have confidence in my own experiences and education. I think part of my fear was because I wanted to be the best possible person for my students, and I forgot the most important part of that:

Intentions and trying. If you have good intentions, and you try hard to do the best for your students, you can’t go wrong.

It’s easy to forget that students see us a humans, just as we see them as such. They don’t expect us to be perfect, and it’s not fair to us or them to pressure ourselves to seem as such. We screw up. We don’t know answers. We need help. And the more we are ok with showing that side of ourselves, the more our students will be ok with showing us that side of themselves.

These days, I’m much more comfortable asking the Senior Staff for answers (and it happens almost daily). I’ve realized that they’re happy to help, and it’s so much easier than guessing. They know I’m not perfect, and I’m ok with that. And deep down, I know that they feel better asking me questions because of it.

I’m still scared of them some days, but now it’s more likely to be because they’re leaping from rocks on a mountain than because I think they’re judging me. I like this way much better.

Lisa Latronica is a 2014 graduate of the Higher Education Administration master’s program. She currently serves as a Residence Life Coordinator with the Department of Residence Life at the Colorado School of Mines.

What’s In A (Buzz)word? Defining Mentorship in Higher Education, by Shauna Morin

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In recent years, mentor has become a buzzword in higher education. Throughout my master’s program, and during my time as a student affairs educator, I often heard peers and colleagues speak about their mentors—faculty members, supervisors, or other individuals who had played a significant role in their professional preparation. In these instances, I always quietly wondered what it was all about. After all, I didn’t really feel like I had a mentor. What level of guidance and support warranted such a title? What degree of expertise and experience equipped someone to fulfill such a role? Most importantly, how exactly did one go about finding a mentor?

I have been fortunate to uncover the answers to these questions during my time in the HEA program at NC State. In the capstone class of our master’s program (for which I served as a teaching colleague) we discussed responsibilities of mentors emphasized in the higher education literature: facilitating socialization of students and professionals into new environments; sharing effective approaches to research and practice; encouraging career development; offering lessons learned from personal experiences; and providing encouragement in the face of emotional challenges (Tull, 2009). Clarifying these roles helped me better understand the level of commitment and intentionality required to cultivate an impactful mentor relationship.

Our program has also opened my eyes to the many types of mentor relationships that can exist across diverse professional paths and career stages. Members of the HEA faculty model traditional mentorship on a daily basis by drawing from their myriad experiences as student affairs educators, researchers, and academicians to enhance our development as scholar-practitioners. Opportunities also abound to seek mentors from our growing network of alumni, comprised of new and seasoned professionals alike, and inclusive of many higher education leaders right here in the Triangle. Our alumni possess a wealth of knowledge gleaned from various institutional settings and functional areas, and serve as conduits to a larger community of professional colleagues. Finally, the Higher Education Association’s Pack Pals peer mentor program encourages us to learn with and from fellow students as a means for building community and facilitating student success within the HEA program.

The final question yet to be answered is how to establish a mentor relationship. Most of us can probably identify individuals who have shepherded us on our professional journeys, and yet they are often not characterized as mentors. How might we transform these relationships into formal mentorships? Thanks to my own mentor experiences at NC State, I now realize the first step is simply to ask. Reach out to colleagues who know you best and ask if they are willing to play a more active role in your professional development. Next, spend some time discussing mutual expectations and responsibilities. If it turns out that a mentor relationship isn’t feasible with someone you already know, begin laying the groundwork for future mentorships with others. Above all, be strategic and capitalize on the opportunities available to you. For those of us at NC State, such opportunities are plentiful…we just need to seize them! Doing so will keep our higher education program buzzing with the energy and excitement of mentorships for years to come.

References

Tull, A. (2009). Supervision and mentorship in the socialization process. In A. Tull, J. B. Hirt, & S. Saunders (Eds.), Becoming socialized in student affairs administration: A guide for new professionals and their supervisors (129-151). Sterling, VA: Stylus Publishing.

Shauna Morin is a doctoral student in the Educational Research and Policy Analysis program with a Specialization in Higher Education Administration. Shauna serves as the Graduate Assistant for the Higher Education Program at NC State and is a Doctoral Liaison for the Higher Education Association.

Applying to Doctoral Programs, by Brian A. Peters

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Applying to a doctoral program is a lengthy and time consuming process for prospective students. Either continuing their education or a professional going back to school, the decision to complete a PhD is a major step in one’s career and life. Within higher education, a terminal degree creates future opportunities to conduct research, seek higher administrative positions or become engaged in policy. However, a doctorate is not just a credential. Doctoral programs prepare future scholars to research problems using a particular disciplinary focus. To be successful in doctoral work, you will have to start thinking of yourself as a scholar within a particular discipline. Through this lens, you are able to view the issues and concerns in our society and find means to address them using specific methods.  Having a “life of the mind,” prospective students should have educational interests beyond higher education career advancement within their institutions. What interests you within the higher education field? What problems do you see in higher education? How can we identify and solve these problems? Studying for a PhD will provide you the tools to address these issues, but how do you apply and what should you consider going through the process? Below are some thoughts on the application process based on my personal experience and discussions with colleagues.

Before You Apply

Before you can apply to a PhD program, you will need to do some research. I would start by reading topics in your interest area. What is the current literature saying about your topic? If you were to study a problem, what would it be and why? By asking these questions, you will start to recognize authors who regularly write in that area. Look at where these scholars are teaching and begin your PhD program search there. I found it helpful to call faculty members to ask about studying within their discipline and discover their upcoming research agendas. This can be particularly helpful if a professor you are interested in working with is planning on going on a sabbatical, Fulbright or retiring while you will be in the program. Further, you may have a particular research interest but want to diversify your research skills so you may want to work with a professor who is proficient in another methodology. Before you contact them, you will want to read a couple articles by the professor and their dissertation to have a sense of their research agenda. In addition, review the curriculum of each program; what are the interests of the varying faculty at the institution? Background knowledge on the curriculum and the faculty will assist you later when you write your personal statement.

If you are a working professional, one consideration you may be weighing is attending a PhD program fulltime or part-time. Several institutions have tuition waivers and assistance programs that could help pay for your degree while you continue to work in the field. On the other hand, fulltime status allows a prospective student to gain new experiences as graduate assistants and participate in more research. Several factors can go into your decision so it may be helpful for you to sit down and think about what you want to achieve with your degree. Can you attain those goals at your current institution or do you need to enroll fulltime to get the most out of your program?

Most institutions will require you to take the GRE and submit official transcripts. Your GRE scores are good for 5 years if you already have a master’s degree. After 5 years, you will need to re-take the exam which has changed in the past few years. I had to retake the exam and found the test easier than the first time I took it based on experience of going through the test once. I would suggest buying a GRE study book, re-learn math formulas and take several practice tests. Further, you will need a transcript for each institution you have attended (even community colleges) to submit with your applications. Depending on your alma mater(s), this can take several days or weeks so plan accordingly. However, some programs only require unofficial transcripts until you have been admitted so look at the particular application requirements to save time and money.

Your references should be mostly (if not all) academics. Higher education appreciates work experience and some programs may even require a letter of reference from a supervisor, but for most academic programs, they want to ready letters from faculty members. Faculty committees want to see how you will perform in the classroom and in research so you should ask faculty that you know closely. If you have a publication with a faculty member, he or she should be one of your references so they can articulate your skills as a researcher. You can also ask current faculty at your institution if you are a working professional and you have taken PhD courses as a non-degree seeking student. This is a great way to connect with more faculty in the field and see if a PhD is right for you. Finally, if you are applying to higher education fields, at least one reference should be from a higher education professor. He or she will know the faculty at the institutions you are applying and can be a strong recommender on your behalf. Your faculty recommender may give advice on the best places for you to apply based on your interests.  Just make sure you give your recommenders plenty of time to write your references in advance so as you begin to submit applications, you will either have the required hard copies or they will be ready to submit an electronic version.

Personal Statements

Your personal statement is your opportunity to tell the faculty who you are, what your career goals are, why you wish to pursue a doctorate and why you fit in their program. I received a lot of advice on my personal statement because I let several people read it before submitting it to schools. I would suggest having people close to you read your statement as they will know if you are forgetting something or the statement does not sound like you. Your personal statement should showcase who you are and your personality. Why do you want to get a PhD? What opportunities open up to you after completing a doctorate? Faculty make a major investment when taking on doctoral students so they want to make sure you are fit for their institution and program. Your previous reading and research should be showcased in your personal statement to connect the institution to your goals. For example, how does the curriculum fit with your educational goals? Which faculty members do you want to work with and why? Mention recent books and articles that sparked your research interests. The previous research you completed before applying for programs should be highlighted in your personal statement as you are telling the faculty how your particular interest fits within their curriculum and research agenda. As some faculty may only read your CV and your personal statement when considering your application, you should focus on writing the best statement possible.

Deciding

After submitting (and paying) for your applications, you will start to hear from programs during the spring semester. Some offer admission early to start gauging your interest while others offer admission after you have attended a recruitment weekend. Visiting campus is a great opportunity to learn more about the institution and meet the faculty. Similar to picking your undergraduate college, or your first job, picking a program is about fit. Can I see myself at this institution? What opportunities do I have here compared to another program? Which faculty will I get to work with or what assistantship/aid am I offered? Campus visits provide you insights on the programs and the institution, providing a wider lens to make your decision.

Some decisions on which program to attend may come easier than others. If you are not offered aid than that program should be lower on your list. Several programs offer full tuition waiver and a stipend. If you are considering PhD part-time, weigh the costs of working full time (with potential tuition assistance) against attending a program fulltime. Depending on your life situation, one of these factors may weigh more in your mind than others. In an ideal world, choosing a doctoral program would be completely about connecting with faculty, fit and strong academics. However, doctoral students have to pay previous student loans, provide for their families, potentially move and have other work responsibilities to be carefully weighed. Faculty who are particularly interested in working with you will check in with you regularly to see how your decision process is progressing. Use this to your advantage to ask follow up questions and read between the lines about the different programs.

Programs offer different opportunities that may help your decision. One of the reasons I decided to attend NC State’s program was the opportunities to teach. In my current position, I have the opportunity to teach an Honors Seminar to undergraduates, connecting my research interest with the classroom. Further, the doctoral program encourages and promotes teaching opportunities for students to assist with master’s or doctoral level classes. Teaching opportunities can diversify your CV when you go on the job market and push you to do more research. Other opportunities may include assistantships, research centers, fellowships, job opportunities, government policy and access to other institutions. Consider your goals in your personal statement and how the programs to which you have been admitted will best prepare you.

Pursuing a doctoral degree is a major life decision. You will need to decide what is best for you after considering all the various perspectives and factors about each program. Reach out to faculty, students, family and peers to help you think about your decision. If you can see yourself at an institution and can map out how you will finish your degree, then you have your match. Hopefully you will have several great offers to consider and will start your doctoral journey.

Brian A. Peters is a doctoral student in the Educational Research and Policy Analysis program with a Specialization in Higher Education Administration. He works with University Housing and the University Honors Program as the Honors Village Community Director at NC State University.

Consider Building Your Counseling Skills with the GCCE, by Carrie Caudle

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It is that time of year again: class registration! This is your time to make your degree unique and tailor it to your experience, professional, and personal goals. As you being to consider your elective course for the coming semester, there are a few options you might want to consider. The Graduate Certificate in Counselor Education, or better known as the GCCE program, is one way to help make the most of your degree.

“The Graduate Certificate in Counselor Education (GCCE) is designed for school teachers, administrators, support staff, advisors, and tutors in different educational institutions (schools and universities), human service workers in government or community agencies, and individuals interested in counseling work. Students can complete the program in a year. The graduates from this program can provide paraprofessional counseling to assist licensed counselors. They can also become advocates and offer support for their students/clients.” Click here to learn more.

There are some great advantages to this program. The program is easy on your schedule. All of the courses are administered online through Distance Education. Most of the classes meet Monday nights at 8-9:30pm online. This means half the time in the class and no commute to a classroom! It is great for commuter students and those working at different institutions. The certificate allows you to build upon another skill set as well as gain a tangible item for your professional résumé.

You can start anytime! Beginning the program during the spring or summer session one semester is the best option if you plan on graduating within two years in the master’s program. There are very few higher education graduate courses offered online during the summer and this is a great way to take a lighter load your second year!

However, there are some caveats. First, each class must be taken online and in the certain order listed below. You may only enroll in these online classes if you have applied and been accepted to the program (they are also offered in person to anyone but must be taken online for the GCCE). Additionally, if your assistantship provides tuition remission, please check with your employer to ensure that they will cover online classes, as some do not! Lastly, online classes can be a bit more expensive, but NC State is working to minimize this cost for graduate students.

Coursework

Summer II: ECD 510 Introduction to Counseling (3 credits)

Fall: ECD 524 Career Counseling and Development (3 credits)

Spring: ECD 530 Theories and Techniques of Counseling (4 credits)

Summer I: ECD 525 Cross-Cultural Counseling (3 credits) or ECD 540 Gender Issues in Counseling (3 credits)

You must take four of these classes. You may take either Cross-Cultural or Gender Issues in Counseling, both satisfy your diversity requirement. You can also take both to fulfill all of your elective credit requirements.

To enroll, please email ncstategcce@ncsu.edu as soon as possible as spots go quickly! I am happy to answer any questions as well! Please feel free to email me at wolfridgeresdir2@ncsu.edu or we could meet up in person to talk about my experience!

Did you know that October is Careers in Student Affairs Month!? By Katie Ratterree

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October is Careers in Student Affairs Month (CSAM), a celebration of student affairs for current professionals and a way to promote the field to interested students and professionals. If you know undergraduate students interested in entering the field, this is a group opportunity to invite them to the Careers in Student Affairs Panel hosted by HEA! NASPA is providing eight educational webinars for current student affairs practitioners and our very own Dr. Tiffany Davis is hosting the kickoff webinar, “Student Affairs: The Greatest Profession on Earth.” Check out the HEA website for more information on this event and other CSAM opportunities.

Because Careers in Student Affairs month is an opportunity to reflect on our own professional journey, I would like to use this blog post to share about my experience. As an undergraduate student, I had no idea what a career in student affairs entailed. I knew what I liked–working with students, program development, and education policy–but did not know how to translate those interests into a single job. I always assumed that I would have to pick a career based on one area I was passionate about and simply forego my other interests. Between undergrad and graduate school I first worked for a Public Affairs firm and later for an Outdoor Education program but something was always missing. I didn’t know how to combine my seemingly disparate interests in policy and youth development into a single career. It seemed impossible…

…until I discovered student affairs. The Higher Education Administration program at NC State finally provided me with a long-searched-for pathway to the job of my dreams. I currently have an assistantship with the National Initiative for Leadership and Institutional Effectiveness (NILIE) and an internship with the Office of Assessment for the Department of Academic and Student Affairs (DASA). Through my position with NILIE I am learning about survey methodology and developing both quantitative and qualitative research skills. I am helping with the administration and data analysis for DASA’s Quality Enhancement Plan (QEP), which measures critical and creative thinking of undergraduate students.  I have had opportunities to assist Upward Bound students with college applications, advise Duke undergraduates on their summer internship search, and assist faculty with research through an independent study. My education and work in student affairs have provided me with the technical skills and professional opportunities to combine my varied interests into a single career in higher education and I couldn’t be happier with my choice!

I hope you get involved in CSAM and enjoy the educational and professional development opportunities this month has to offer!