Category Archives: Student Affairs

Student Affairs and Social Change

When I was new to student affairs, one characteristic that my colleagues and I had in common was our background as student activists. With such a background, we understood the impatience of our students who wanted social change now and not later. As students learn the history of this nation and the history of the world, thinking critically about what they are learning often leads them to take actions in efforts to make a positive difference.

As I moved through the career ladder in student affairs, I kept thinking about the connection between student activists and student affairs professionals. At one point, I became inspired and excited about the idea of writing a book on student affairs and social change.

It was on Saturday, December 18, 1999, near the end of a five-hour beautiful dinner and conversation. L., our host, had “pulled out all the stops for J., K. and me,” Standing in the foyer of L’s home at the bottom of the stairs preparing to say our goodbyes, I was thinking about the year 2000 that promised a new and significant decade.

Suddenly, I asked everyone what they wished for in the coming year. All of us responded without hesitation:

  • J. wanted to have the book she was writing published and have Oprah love it.
  • K., who had lost a loved one and feared for the health of her spouse, wanted good health for her family.
  • L. wanted to win the lottery in order to establish a fun house for children and adults.
  • I wanted to write a book about the pivotal role of student affairs and social movements initiated and fueled by student activists.  

My response to this impromptu question was the first time I had articulated this idea. The idea had not surfaced so clearly before this moment.

Several days later, on Christmas Day, I was still thinking about the book that I had said I wanted to write. I was inspired.

On December 29, I wrote in my journal that I could write the book within a year despite all my other responsibilities. In my self-talk, I noted:

There is nothing to stop me but myself. Perhaps this book will be the doorway for future writing which could be my purpose. I want to make a selfless contribution to posterity in my lifetime. Maybe writing this book is my light that I must let shine.

Immediately after the holidays, I talked with respected colleagues who were authors of books related to higher education and student affairs about my idea. During each successive conversation, it became obvious to me that there was no support for the idea of the book or for my writing it.

Following these conversations, the energy and inspiration began to dissipate. I wrote a list of what I feared if I wrote the book and what I wanted to happen if I wrote the book.

In my next blog, I will share what happened…

Off to College: Student Imaginings and Creating an Aloha Spirit

I’m 18 and about to go off to college. I think I’m supposed to see this moment as an opportunity to refresh, to become untethered from my life before college. In other words, find my personal identity.

What I hope will happen in college is that I will find a core group of friends who are similar to me in some ways.

What makes me anxious about going to college is that the academics will be more challenging than I might have imagined.

People ask me if I’m excited about starting college. Although I say that I am, I don’t want to have expectations that are too high and be disappointed.

I think it will be an adjustment to have roommates.

Because my parents have taught me well, I’m confident that I will have good judgment about right and wrong.

I can’t wait until I’ve completed my first semester and I’m comfortable in the environment and with my routine.

I think my parents are as anxious as I am because they don’t know how well I will adjust.

I would love it if I can be the best version of myself and college proves to be a positive and inspiring experience.

It may be too much to wish for, but after the isolation of the COVID pandemic, I want my college experience to be an adventure full of fun encounters that I will always remember.


I’m 24, the single mother of a 4-year-old and I’m about to start college. I see starting college as a key and pivotal moment in which my life will finally come into focus.

What I hope will happen in college is that I will discover and develop talents that I never realized I had.

What makes me anxious about going to college are the challenges of doing well in school and being a good mother to my child. I will need to balance my life in a way that I’ve never had to do before. I’ve been successful in working and taking care of my child, but the addition of college courses will test my ability to do it all well. I’m fortunate that my parents are willing to be a back-up for taking care of my 4-year-old’s needs.

People ask if I’m excited about starting college and I tell them that it’s exciting and terrifying in many ways. My greatest fear is that the courses, faculty, and collegiate environment won’t live up to my high expectations. I’m willing to take out the loans and to continue working and doing whatever is necessary to go to college, so I want to know and feel that it is worth it.

I think it will be an adjustment to be in a classroom with students who are just finishing high school and with people much older than me. I don’t fit with either group. Although I’m relatively young, my experiences as a single mother have made me more mature in many ways.

Because my parents have taught me well, I understand that sometimes sacrifices must be made in order to accomplish your goals. I have the resilience to stick to my plan, barring negative circumstances beyond my control.

I can’t wait until I actually have my books and can begin my journey to reach my potential. I feel like I postponed my life by not going to college immediately after high school, and now I have a chance to fulfill my highest goals.

I think my parents believe in me and that makes all the difference. They have always had my back, and that fact gives me confidence that I can succeed.

I would love it if I could accelerate the time to complete my degree requirements and find a group of folks with whom I can develop friendly relationships.

It may be too much to wish for, but I hope that someone such as a mentor or teacher will help me discover what I know is waiting for me and will help me use my education as a perch from which to soar!


Though these future college students are in different stages of their lives, they both are hesitant to allow themselves to feel the true excitement of attending college. Why might this be the case?

Storybook and movie versions of college often depict an environment in which people are interacting and having fun together. Also, in imaginings prior to college, individuals cannot help but feel that this is an opportunity and time when they can be all that they can be.

These expectations can be shattered when in a classroom, residence hall, dining hall, or just walking across campus if they feel as if they are in the wrong place or that they are unexpected visitors. When one feels like this, headphones and text messages are a refuge. The student doesn’t have to look at those who won’t acknowledge them. They don’t have to risk looking at someone who won’t look back. They don’t have to feel the sting of being invisible.

College and university staff, especially in Student Affairs, understand the need for a welcoming campus climate and they provide resources for students to be involved or to get help when needed. However, it takes initiative on the part of the student or someone close to the student to move toward what is available to help students feel as if they belong at this college.

Many students genuinely don’t want to be involved in any prescribed activity. However they do want to be in a warm and friendly environment.

I think colleges and universities with students on campus ought to require everyone to do their part in making the environment welcoming. In short, everyone should contribute to an Aloha Spirit throughout the community.

I’ve seen the idea of creating an aloha environment work. Dr. Doris Ching, a highly respected administrator for years at the University of Hawaii, was president of the NASPA Board of Directors during 1999-2000. Traditionally, the annual conference is the culmination of the term of the board president and a showcase for their leadership. How well the conference was attended and feedback on the quality of the speakers and programs often served as measures of the success. 

Having no control over the conference’s location, which often drives attendance, Dr. Ching decided that the conference marking the end of her term would be one where every person attending would feel more welcomed than they had ever felt at any conference before.

Dr. Ching made it a thing that not just NASPA staff and volunteers, but every single person who attended the conference was given the duty to contribute to the Aloha Spirit. All the nametags had some kind of message such as “Happy You’re Here” or “How can I help you?” Dr. Ching, herself, was the role model, for there simply is no more gracious and welcoming person. She modeled how everyone was to contribute to the spirit of aloha.

In every way possible, Dr. Ching conveyed the message that everyone was responsible for making everyone else feel welcome. People got the message. Although it sometimes seemed that people were self-conscious about their active role in creating this warm and welcoming environment, they wanted to do this because Dr. Ching asked them to.

As we traversed the hallways, it seemed that everyone was smiling, nodding, and in some way greeting others. As we passed one another on escalators, we were waving and smiling as we greeted people. In the conference program spaces, people were introducing themselves to the persons sitting near them. I’d never seen anything like it. I observed and was part of this experiment that proved that an aloha spirit can be created when everyone takes responsibility for making all in the community feel welcome.

At the end of the conference, it didn’t matter how many people had attended. The point Dr. Ching wanted to make was realized. Everyone was an ambassador and felt personally responsible for creating an environment where everyone else could feel that they mattered.

Simple gestures such as looking at someone, perhaps smiling, or saying hello are small acts of kindness when encountering other humans, especially those in your college community.   Speaking and smiling when encountering a fellow human being is not just about manners. It’s all the other things that these gestures represent.

Constant and pervasive messages about everyone’s responsibility to create a positive and welcoming environment is worth a try. I saw it work at a conference where people were only together for a few days.

What effect might it have if the college environment is a mirror that reflects and reinforces the positive self-image that these students have of themselves as they embark on their college careers?

After September 11, 2001

After September 11, 2001, everyone had a story about where they were, the efforts they made to get home, and what they did to connect with loved ones upon hearing the devastating news about the attacks made on American soil by foreign terrorists. The senseless tragedy was almost beyond comprehension.

After September 11, 2001, I witnessed a NASPA staff that was shaken but not defeated. Although there were a multitude of anxieties, such as fear of being in Washington, DC, doing work on Capitol Hill, taking the Metro to and from work, flying on behalf of NASPA, and even opening mail because of anthrax, staff members adapted and redoubled their efforts in support of student affairs professionals who were needed more than ever on their campuses.

After September 11, 2001, student affairs professionals served as navigators and provided safe harbors for all members of their campus communities. Using their skills of empathy, understanding, and knowledge of crisis intervention, they were the first responders for students, faculty, and staff. They did what they were trained to do and shared strategies with colleagues across the nation on how best to respond to these unprecedented times, and the increased needs of the student and campus community amidst fear, uncertainty, and a range of reactions, including the bizarre and self-destructive.

After September 11, 2001, NASPA leaders looked beyond the tragedies of the day and sought ways, where possible, to reduce risk on campuses and, unfortunately, to prepare for the aftermath of future senseless tragedies.

After September 11, 2001, what did NOT—and never should—go unnoticed is the commitment of student affairs professionals to working with campus communities to create a climate that promotes learning and a sense of security and belonging in the face of adversity.  

David Keymer on Student Affairs: Identifying Your Institutional Purpose

I recently had the opportunity to talk with David Keymer, who served as a chief student affairs officer at SUNY Utica Rome; California State University, Stanislaus; and Zayed University (Dubai and Abu Dhabi) from 1983-2004. This is the final installment in a seven-part series in which I shared some of the wisdom gleaned from David’s experience in student affairs across these varied institutions.

Different people have different strengths.  You need to look at the institution really hard and find what your own strengths are within that context. Figure out what the institution is for. And what your role is in that. And don’t forget that.

It doesn’t come from the mission statement and it doesn’t come from any of the “official language.” It’s more like Cardinal Newman’s idea of the university in an ethical framework. What kind of a universe is a university or a college? What is it there for? What does it do for our society? What does it do for the people who go through it? What does it do for the people who work there?

And you need to remember that it is a community. It may be dysfunctional at times but it’s a community. Communities are good. We live in communities. You need to make your community work.

If you can keep a clear focus on what’s important, you’ll avoid the trap of slipping into a kind of imperial boat mode: “This is our Student Affairs Empire. Don’t you touch it because we’re in a pond of our own.”

We’re not in separate ponds, we’re all in one big pond (that connects to the larger world in myriad ways). And if you think that way, you have a better chance of understanding the concerns of the other players, and what language they speak. That’s something you run across in higher education frequently: barriers that are there because we don’t learn how to talk to players in the other boats in our common pond.

David Keymer on Student Affairs: Documenting Success, Demonstrating Value

I recently had the opportunity to talk with David Keymer, who served as a chief student affairs officer at SUNY Utica Rome; California State University, Stanislaus; and Zayed University (Dubai and Abu Dhabi) from 1983-2004. This is the sixth in a seven-part series in which I will be sharing some of the wisdom gleaned from David’s experience in student affairs across these varied institutions.

One of the things I like about academics is that they tend to respect evidence. It doesn’t necessarily change their prejudices, but they do respect it. So, if you can get a large enough evidentiary base through student interviews and so on, and if your questions are consistent so you can kind of plot things, you’ve got exactly the type of evidence that academics will listen to. And it’s being presented in their language, not your language.

I think anything a student affairs professional can do to document the success of their endeavors is worth doing. Sometimes, student affairs professionals are so busy on the front end, providing service, that they don’t stop to think of documenting their successes and their issues. We need to supply evidence to other people that our services make a difference.  Like it or not, you have to sell yourself all the time.

We all have our own focuses. And we all want the thing we’re focused on to do well, and that’s one of the reasons for having a senior student affairs administrator on the President’s Council. The Provost is interested in students, too, but the Provost has the faculty, which is the 500-pound gorilla in the room. Faculty issues and concerns occupy 80, 90% of the Provost’s time. And when the Provost goes to the President’s Council to talk, that’s what the Provost will focus on.

Business and Finance offer a lot of services. But while they offer them so students can be there, students aren’t their primary focus.

The Chief Student Affairs Officer does two things. One is overseeing a lot of services that make it possible for students to get into the university, through the university, and do better. The second thing is being the voice for the students, for student concerns and issues, to make sure they’re heard at the highest level.

It’s a matter of focus: The Provost talks about faculty; I talk about students; the business and finance person talks about building plans or money; and the advancement person talks about university development. To do my job well, though, I’ve got to listen really hard to the other people at the table. Listening is a paramount skill—and if you do listen, and show them you’re trying to support them as well, you have a decent chance of being heard yourself.

David Keymer on Student Affairs: Seeing the Big Picture

I recently had the opportunity to talk with David Keymer, who served as a chief student affairs officer at SUNY Utica Rome; California State University, Stanislaus; and Zayed University (Dubai and Abu Dhabi) from 1983-2004. This is the fifth in a seven-part series in which I will be sharing some of the wisdom gleaned from David’s experience in student affairs across these varied institutions.

I never intended a job in Student Affairs. I’d been a professor. My specialty course was on Machiavelli and More: Political Thought on the Eve of the Reformation. It’s hard to get more un-Student Affairs-y than that.

I moved into an administrative job at SUNY—the State University of New York—and moved through four jobs in five years on the way up. Basically, I was a jack-of-all-trades, trying to be useful at whatever the college needed me to do. And I wound up—with no prior experience in student affairs at all— the college’s first Dean of Students. I didn’t think of the job as a detour. I was still an educator and at the schools I’d attended and worked at, the dean of students was a real player. I found I really loved the work. For one thing, it got me back to students again and I’ve always loved working with students. That’s part of the reason I left full-time teaching because though I was good at researching, I didn’t like working in a room alone. I’m not a monk, I’m a people person.

Then I moved to California, where I was the first vice president for student affairs at Cal State Stanislaus. I’d done eight years as dean of students in New York, nine years as VPSA in California, and then I moved to Dubai, and for three years was the first dean of students at Zayed University, a public university for Emirati women. Until  it was done, I didn’t realize how remarkable my career in Student Affairs had been. In all three schools where I’d worked, I was the first true chief student affairs officer the campus had had, which meant, among other things, that no one else really knew what I should do and so I could do as much as I could convince other people was needed to be done. I loved it. I really loved it. It was the perfect job for me.

But I didn’t come in with any expertise in any of the fields that constitute student personnel administration. I wasn’t a counseling guy or a student life guy or a res hall alum; I’d never worked in financial aid or educational opportunity or the registrar’s office…or athletics. I supervised athletics, too, at SUNY Tech, and if you knew anything of my history with Phys Ed courses, you’d know what a stretch that was.

I didn’t find it a problem though because the job of chief student affairs officer is so different from any of the subordinate jobs. Well, maybe not if you’re associate dean or something like that. But if you direct an office, you basically have expertise in a functional area and you know how people operate in that. And you have much more direct control over the product you turn out. If you’re director of counseling, you have a counseling staff with whom, you meet, you can set up counseling standards, everything will be fine. But if you’re a chief student affairs officer, you have a panoply of offices under you. I had 12 directors reporting to me in California and they ran the  gamut from student recruitment, admissions and registration, financial aid to residential life, student life, the health center and things like that, various academic success and assistance programs, counseling, and various special entry programs.

The people who worked in these offices—really, really nice people—often didn’t see what they had in common because their particular professions came with a focus. That’s one of the first things that anyone who moves to a top or near-top job in student affairs has got to learn. All of a sudden, what you’re doing is outside the grasp of your own hands. And it may be outside the grasp of your own expertise. What you’ve got to do is persuade the people who work for you that they’re all in the same business, with the same ultimate end. The person who’s doing financial aid is helping students get into school and stay in school just as is the person who works in the residence halls. Students need many services and supports in order to succeed. Our job is to create the conditions that make it easier for students to pursue their educational goals.

Students don’t come to our campuses because we have good dorms. They’re not there because we have financial aid. They’re there because, ultimately, even if they don’t know it, they want power over their lives and to achieve that, they need to be educated. It’s our job to help that happen. If you can get that message across, instead of just talking about your expertise and your services as though they were stand-alone treasures, you can persuade everyone, even faculty, even other administrators who are competing for resources with you that there’s a value in supporting you.

David Keymer on Student Affairs: Making Alliances to Enhance Services

I recently had the opportunity to talk with David Keymer, who served as a chief student affairs officer at SUNY Utica Rome; California State University, Stanislaus; and Zayed University (Dubai and Abu Dhabi) from 1983-2004. This is the fourth in a seven-part series in which I will be sharing some of the wisdom gleaned from David’s experience in student affairs across these varied institutions.

There was a concern on our campus with the time it took students to register. We were just going into online registration but as helpful as it was in speeding the process up, it didn’t solve everything. When people have problems, they want to talk to people, not a machine interface.

I made an alliance with the manager of the business office, Becka P., and the associate VP for facilities and planning, Carl C., both great people. “Look,”  I said, “The President’s on our butts about the length of time people stand in line on registration days. We have to do something about it. Now.”  Every registration day, I was out in the halls outside the registrar’s and financial aid offices. When the lines started backing up, which they always eventually did, I would go inside and ask the supervisor, “Who do you have who’s not working a window? Get them up there so students don’t have to wait.”

My goal was no wait longer than ten minutes. We didn’t always make it but everyone knew I’d be a pain in the neck if they hadn’t tried. I mean, students are in high stress at that time. We’ve all been there. We know what it’s like, so why wish it on the students who are our responsibility?

But there was resistance to changing things. The offices and staffs worked in silos –one for registration, another for financial aid, a third to pay or receive money. And the offices reported to different supervisors in different supervisory lines. So if we wanted to change things, we had a lot of persuading and to do because people tend to fear what’s new. Carl, the buildings man, and Becka, the business office one, and I talked through a plan to coordinate offices, at least as far as front-end services went.  Then we did a dog-and-pony show—actually, I did most of the talking in it—with selected audiences on campus, showing what we hoped to achieve.

First off was the President’s Executive Council. Second was to the Admissions and Records, Financial Aid and Business Office people. Third was a general presentation to the campus, aimed primarily at faculty and staff in other offices.  One of our concerns was staff burn-out. Front desk jobs are high stress jobs and the people who did them had limited opportunities to move up or over to new jobs when they grew tired of what they were doing. So, we worked out a plan where all of the people in admissions and records and financial aid were cross-trained. Then we redesigned the whole area so there was much more front area and many more windows to go to.

At the same time, we enhanced the computer backup. And then what we did was, during peak periods, almost all of the workers in those offices worked in front for half of the day and then in the back for the other half. That meant the people in those offices now had two career paths open to them instead of one: they could move out of admissions and records to financial aid and back again, even over to the business office. It also meant that students were dealing with people who weren’t burnt out by a week or two of eight hours a day straight answering the same questions and dealing with the same issues. 

But by the time we got around to actually implementing these changes, we had gone through three rounds of explaining what we wanted to do to different groups of people and levels of staff to convince them it was the right thing to do. And we listened to them and incorporated their ideas in the final design. It was worth the effort.

That’s what you do as a senior student affairs officer. I never thought I‘d be a salesman but that’s what I was for that project. Because good sales is informing, explaining, listening. We’re in the persuasion  business. We have to communicate a vision to the people who work for us so they in turn can communicate it to the people it affects. We definitely have to communicate to our peers as senior administrators because in the end, when the pot gets divided up, they’re the ones who vote on it.

David Keymer on Student Affairs: Recognizing Your Best Human Assets

I recently had the opportunity to talk with David Keymer, who served as a chief student affairs officer at SUNY Utica Rome; California State University, Stanislaus; and Zayed University (Dubai and Abu Dhabi) from 1983-2004. This is the third in a seven-part series in which I will be sharing some of the wisdom gleaned from David’s experience in student affairs across these varied institutions.

At Stan State, we had a fairly small dorm complex. It started after I got there. When I first got there, all we had was a rundown motel across the street from the campus, and it was a hellhole hotel. Slowly, it had to be slowly because residence halls are self-financed, we built dorms and by the time I left, in 2001, we had started construction on a third set of suites. By then, we were housing, feeding and tending to the needs of between 600 and 750 students there. (I don’t remember the exact number any more.) That’s not a huge number but for those 600+, the campus was their community.

A lot of them spoke Spanish. Their parents were Chicana, mostly from Mexico. Many had parents who had worked in the fields. Many were the first in their families to go to college. That was an experience I’d shared myself long before them and I remember how disorienting it was at first.  The transition to university living isn’t automatic for anyone and especially not for first generation college goers from a “minority” culture. (God, I hate that word “minority”!)  

It was up to us to make them see our campus as their village and everybody on campus as their neighbors. I know that sounds glorified, idealistic, but it isn’t. You need to start with that mindset and work toward it in every interaction you have with these new, strong but still fragile, young people of hope.

Our best asset in the dorms was a Chicana cleaner. We made a point of honoring her for that, letting her know how much we valued her input. She worked hard but she always found time to listen to them—especially the female students—and if they wanted help or advice, she gave it. If not, still her sympathy. And from the female students, we learned about the male students, and so on. She was a great help.

On the recruitment side, one of our biggest assets was the building and grounds crew. They were always out and about campus and morale was high among them. And if a worker was friendly when a visitor or a student came up to ask a question, instead of acting like, you know, I’m a union person and I don’t have to do anything outside my contract, it painted a whole different picture of the campus. I spent time with them, regularly and often. Nothing formal. I just stopped and talked with them, listened a lot.

I walked the campus every day on every campus I was ever on. Now, remember, they were human-sized campuses so I could do that. But I walked. I talked to everybody I met. Well, I didn’t talk to everybody I met, but I talked pretty openly, and people gradually forgot I was a Suit.

David Keymer on Student Affairs: Getting Out and Talking Face-to-Face

I recently had the opportunity to talk with David Keymer, who served as a chief student affairs officer at SUNY Utica Rome; California State University, Stanislaus; and Zayed University (Dubai and Abu Dhabi) from 1983-2004. This is the second in a seven-part series in which I will be sharing some of the wisdom gleaned from David’s experience in student affairs across these varied institutions.

I walked around a lot. I mean a lot, like daily. Unless I was off campus on business or forced into meetings I couldn’t escape all day long, I walked at least a part of my campus every day. And I walked it to talk to people and to be seen walking around.

Now remember, the campuses I worked on were all small to middle-sized. I liked that. I like campuses I can put my arms around.

When students arrive on campus for the first time, you should have people there to help them—show them how to get from one office or building to another, help them move into the dorms, just be there to smile at them.

You’ve got to have places where you can step outside your official role just be another person to them, find ways to rub shoulders with no formal purpose or intent. Students have the same comfort issues all of us have. You’ve got to find a way to get through the nonacquaintance barrier, and the best way to do that is through informal—not always planned and rationed—contact. Be around students. Listen. Be a person, not a Suit.

I was a fairly benevolent boss, but I was hell-on-wheels on my people getting out and making contact. You don’t have to sit on a phone; you don’t have to use your computer —TALK.

Find out where the students, faculty, other staff hang out and go there. (For me, it was a morning coffee run to the campus coffee shop.) People relate best face-to-face.