Category Archives: Students

Ode to Gwen B.

I still perspire when I think about how anxious I was as I sat waiting for my first interview after graduating from college. While I waited for the principal to see me, I tried to push back thoughts about not belonging at this predominantly white suburban high school. I tried not to think about how different my background probably was from everyone else who worked here. Who else was black and from the west side of Chicago whose only qualification for the job beyond the college degree was a traumatic student teaching experience at an all-white high school in southern Illinois?

I was sweating out my interview clothes as I sat in a chair with my back to a glass wall separating this office from the hallway. I was facing a long counter behind which at least half a dozen efficient-looking white women were engaged in various activities—at the counter responding to all entrants, typing on typewriters, or working in file cabinets.

I had been in the building for about half an hour and had not seen another black person. As I contemplated this fact—as if on cue—a tall, beautiful, black woman with short red hair cut and shaped beautifully breezed into the area smiling as if she had just heard a joke. She greeted everyone by their first name and inquired about their well-being. Everyone and the entire space seemed to brighten to match this woman’s mood. As a chorus of greetings were returned, I thought I heard my name. This startled me, and then I realized they were addressing “the other Gwen,” a descriptor that would be heard frequently once I was hired. How random that both of us would teach in the English Department. Not only that, but we both married men named Charles.

Gwen B. and I were among the very few black teachers and administrators in this predominantly white suburban high school in the late 1960s that was transitioning to become more racially diverse. There were tensions at every level as the community was adjusting to the change. Lucky for me, Gwen B. was “my person” during these first years of my career. She was friend, counselor, mentor, and coach. She immediately took me under her wing to do what we now call “onboarding.” She helped me understand the context in which we were working as competent teachers whose first responsibility was to our students. She modeled for me that we could be proud that we were black and also get to know and accept people who wanted to be allies. Most of all, she stressed that we didn’t get paid enough not to have fun.

I still marvel at my luck in being “adopted” by Gwen B. because everyone loved her and wanted to be in her presence. Light from her orbit enveloped me and made me feel and be regarded as someone who belonged. The teachers’ lounge was a fun place to be when Gwen B. was there. She loved to tell funny stories and make people laugh at themselves. She would always crack herself up at her own pithy one-liners. She was the party.

Because she was my confidante, I shared embarrassing moments with her, sometimes to my regret since she always found them to be funnier than I thought they should be. One day at school I fell and slid all the way down the stairs on my back. Luckily, there were no witnesses. I proceeded to my classroom and began writing on the board, Hearing some muffled giggling. I turned and asked the students what they were finding so funny. Laughing so hard he could hardly get the words out, a student asked, “Miss Jordan, who’s been walking on your back?” It was funny and I had to laugh. I told Gwen B. about falling, getting dirt on my back, and what happened in the classroom. I lived to regret telling her because she never missed an opportunity to ask me, “Miss Jordan, who’s been walking on your back?”

Gwen D and Gwen B smiling while sitting on couch togetherGwen B. was not only my mentor, coach, and counselor regarding my job, she was also the kind of friend who kept my spirits up as I planned a wedding. She coerced her husband, Charles, into taking our wedding photos. She persuaded her retired babysitter to take care of one more baby, so I could return to work. There were no major events during the first years of my career in which Gwen B. was not there as a confidante and supporter. I like to think that the supportive friendship was mutual, which is why after many years and much geographical separation, we never lost contact.

Lest someone think that Gwen B. is a natural nurturer offering sweet words of comfort and wisdom, I must correct that image. I always found it fascinating that this woman, laughing all the while, could turn any conversation into a litany of expletives that flowed like a river. I seldom used profanity except after a conversation with Gwen B., and then I could not help myself. Her big personality was infectious, and I wanted to catch some of her joy.

Gwen B. is a rare gemstone, the depths of which are yet to be discovered. Her defining traits that had the greatest imprint on me as a professional are courage and humor. To me, no amount of education and training could have been as effective in supporting my success as having “my person” with whom I could share anything and expect that she would help me discover within myself the strength and courage I needed to help me move forward.

Thank you, Gwen B., for being “my person” when I needed you most.

Do You Know Where You’re Going To?

orientation_SLCCM79It’s 1979. I’m at St. Louis Community College at Meramec, a suburb outside of St. Louis and it’s my turn to be the lead counselor in planning the fall semester orientation. All students are required to attend orientation, followed by a one-on-one session with an educational adviser or counselor in order to select their course schedule for the semester.

In satisfaction surveys across colleges and universities, orientation always fared poorly. Students didn’t want to take the time to attend and when they were required to attend, they often rated it as poor and a waste of time. Ever the optimist and striver, I wanted the orientation that I planned to be different than some of those I had suffered through along with students in previous years.

I had two objectives in mind as I planned the program. First, I didn’t want the program to be boring, so I needed something that was a little unusual. Second, and most importantly, I wanted the program to meet students where I thought their heads were when they decided to attend the community college.

Although mostly white, the students were diverse in age and background. Similar to today’s students, the one thing they had in common was their desire to acquire the necessary credentials to meet their career aspirations although many had no idea just what that eventual career might be.

The setting for the orientation was a large meeting room on the second floor of the Student Center. Following the orientation presentation, students would sit across from educational advisers and counselors at long rectangular tables where they would discuss their desired courses and schedule.

As my colleagues entered the room prior to the students, they exchanged glances with one another; some smiled and some rolled their eyes upon hearing the theme song from the 1975 film Mahogany starring Diana Ross, Billy Dee Williams, and Anthony Perkins. I was sure the students would know the lyrics, since Diana Ross’ rendition of the theme song had been more popular and successful than the film, but just in case I had the opening and most pertinent lyrics on a screen at the front of the room:

Do you know where you’re going to?
Do you like the things that life is showing you?
Where are you going to? Do you know?
Do you get what you’re hoping for?
When you look behind you, there’s no open doors.
What are you hoping for?

I chose this song because I wanted to encourage students to think about their future goals and not just the immediate courses they would take during the semester.

Using a cassette tape recorder turned up to the highest volume, I clicked through images on a slide projector to encourage students to think about connecting what courses they were planning to take with what their eventual career might be.

orientation_slides

As antiquated, hokey, and uncool as this effort might have been, I believe that my intention was on target. If students could not yet imagine a career, my goal was to let them know that it was okay to feel confused and that there were specific steps they could take to better understand where they were headed.

After a decade of one-on-one and group counseling and career advising of community college students, I realized that many of our students had no previous help in connecting what they were being taught with how these courses would help them in attaining a career. Many students saw college as one of the hoops to jump through for a better life, after which they needed to figure out what career they wanted.

Although St. Louis Community College at Meramec was better resourced with staff than many community colleges, counselors could not serve all the students who sought career counseling help when they were well into their college career. In addition to offering one-on-one and group career counseling, the Counseling Center created an efficient self-serve career resource center that included one of the first in the nation experiments with computer-assisted career counseling. Even with all these resources committed, there were still long waiting lists for students to see counselors about their career goals.

We know that when students can connect what they’re learning with what they need to know for a possible career, their confidence in their own abilities and their motivation to learn increase. Colleges today with reduced resources and increasingly high demand for career services will need to decentralize the responsibility for the career support process. This decentralization needs to be done broadly and consistently, enlisting a combination of personnel and online tools to help students organize their steps to decision making, preparation, and implementation of plans.

Helping students along their journey to work–life fulfillment is a continuing and ongoing process with better tools and more evidence of the need today than we had in 1979.

Today’s Graduates—In Their Own Words

Class of 2020 with graduation cap on zeroA major role of commencement speakers at the culminating event of a lengthy and often arduous course of study is to inspire graduates to move positively and purposefully forward to the next phase of their lives.

I’ve often enjoyed reading commencement speeches by famous people, but not this year. After participating in a bittersweet online high school graduation in which the only commencement speakers were the students, themselves, I felt that this was exactly the way the event should be for the graduating class of 2020.

I was so inspired by what I heard from these graduates in the Zoom ceremony that I looked for other graduating students’ speeches. I share just a few quotes with you from students looking forward to enter college – in some form or fashion – this fall:

Have a voice; wasting it is not an option.

 Be unafraid to challenge norms.

 This wasn’t our time. Our time is coming, and it’s coming soon.

 We’re the doers and the go-getters.

 We will be stewards of our environment.

 It’s not the crisis, it’s our response.

 Don’t tell yourself, “no.”

 Be aware of what values you hold and what values you show to the world.

 This is the end, and this end is our now.

 From these few selected quotes, I believe that students today are canceling out neither the reality that they’re now living in or the unknown world that lies before them. I sense that right now, they don’t need our commencement speeches because they have their own way of coping with whatever comes. The best that we can give them is to let them just be.

I’m hopeful and inspired about our future and theirs because today’s students intuit that the only thing that they can even aspire to control is their view of the world and their place in it. Is there anything more that we could tell them?

From Being Charming to Being a Contender, Part 1

It was 36 years ago this month that the first collegewide task force for diversity on which I served hosted a Women’s Week program. After a year of meetings with faculty about the need to make the curriculum inclusive, we were thrilled that Peggy McIntosh from the Wellesley Centers for Women had agreed to be our guest speaker.  Her papers on white privilege had catapulted her to the top of the A-list as a speaker on issues of equity and privilege.

It was not until after this program that our task force realized what a dismal failure we had been in helping faculty to see that educating for diversity could revitalize their work, affording them the opportunity to rethink knowledge, evaluate their teaching methods, and effectively put students’ learning at the center of their efforts. Disappointingly, it seemed that few faulty beyond the twelve of us on the task force saw the point in making their syllabi and the curriculum more inclusive. The hardest blow—and most debilitating comment—from a faculty member after the Women’s Week program was that Peggy McIntosh was interesting and charming, but what did her presentation have to do with them?

This was not the first or the last time that I would hear a woman described as “charming.” A synonym for charming is “likable”—the standard to which women who run for high political office seem to be held. By contrast, many women are looking forward to the realization of what former candidate for the Democratic presidential nomination Amy Klobuchar said: “I think what matters most is if you’re smart, if you’re competent, and if you get things done.”

Role models: What do your actions teach when you think no one is watching?

When students stray from the path toward their goal of completing college, it is not usually because they lack the skills to do college work. Motivation may be lacking, and they may not have examples in their lives that demonstrate the characteristics needed to accomplish the extraordinary. Many ordinary folks who have reached their goals forget who and what motivated and inspired them to do more and be more.

While everyone won’t have a desire or an opportunity to serve or be recognized as a mentor, we all can think of ourselves as role models because we never know who is watching and learning from us. By our behavior, we can promote the idea that each student has the potential to experience their own potency and ability.

What makes a role model a role model? It depends on the context. Although I didn’t know it when I was a preteen, my role models were two multifaceted women for whom I had conflicting feelings. Sometimes, I judged them harshly. Even so, I admired how strong they were and how hard they worked.

Miss L was my father’s wife and not my mother. She owned a small store called a sundry, for it sold various items, from snacks and soft drinks to headache medicines, antacids, and the like. The sundry was at the end of a street – just before it curved around the bend – in the Orange Mound community of Memphis, Tennessee. It was across from the park and a few doors down from the Orange Mound Cab Company. During the day, Miss L managed the sundry, doing her bookkeeping in the evenings, often until the wee hours of the morning. Despite her hard work during the day and bookkeeping at night, there apparently was not enough business and income to keep the sundry going.

After a series of low-paying waitressing and domestic jobs, Miss L landed a job as the head domestic worker for a wealthy family on the other side of town. She became indispensable to this family, who bought her a new station wagon every two years for the safe chauffeuring of their children to school and their various after-school activities. Miss L took care of the family even when she had a day off. She would stay late on Thursday nights to cook all the meals for the weekend. She never missed a day of work and always looked impeccable in her white uniform. She looked like a nurse going to work in the mornings.

When she was at home, I don’t recall her sleeping much or sitting down to eat a meal. She would take little naps and nibble on food while she worked. Her respite was when she would take time to read the newspaper. When she went out during her times off, she dressed stylishly and never skimped on her make-up. Because she went to the beauty parlor on a regular schedule, her hair always looked the same. No bad hair days.

I also watched my paternal grandmother, Mama Rosie. She was less than 5-foot tall and weighed about 100 pounds. Despite her size, she was strong. She had had to be to raise four sons alone.

There were only two options available for Mama Rosie to make money, and she took both. She would get up at 3:00 or 4:00 a. m. to join other women and men in the back of a truck to be driven from the city of Memphis to the fields where cotton was in need of picking. I remember riding with her in the back of the truck at least one time.

When Mama Rosie would come to see me on Saturdays or Sundays when I was 5 or 6 years old, my other grandparents and the neighbors liked to tell stories about her. They would laugh as they talked about how it was not humanly possible for a woman of Mama Rosie’s size to pick as much cotton as she did and carry bags of cotton weighing hundreds of pounds. They teased her, saying that she was making all the money because her sacks of cotton were so full.

When she was not in the cotton fields, Mama Rosie was cleaning houses and taking care of the children of people who had financial means. She sometimes had domestic jobs that required her to “stay on the place.” Whether working in the cotton fields or cleaning houses, I never heard her say she was tired or didn’t want to do whatever her job was.

While Mama Rosie didn’t go far in school, she made the most of her time there, learning all there was to learn, including reading and writing – skills some other women in her age group didn’t have. Mama Rosie always talked to me about how important it was for me to learn all I could while in school.

Neither of these women knew that I was watching them. They didn’t know that they were teaching me just by doing their job. They didn’t know that they were instilling in me a reservoir of strength that I could call on when I thought the work was too hard and the time to my goal was too long. What they did for me was to normalize working hard to achieve my goals.

What I didn’t learn from them was that there is more to life than hard work. I didn’t learn that work was not the be all and end all. Nevertheless, I owe my work ethic to these role models who never knew that I was watching them.

Don’t let negativity hijack your focus: It’s all about students

When I was growing up, I was taught never to use the word “HATE.” It was the four-letter word that was taboo in our family. Whenever I would use the word, it was usually about some chore that I didn’t want to do. If my grandmother was within earshot of my profanity, she would say, “Honey, we don’t use that word in this family. Find another word.” Growing up this way makes the word “HATE” especially heinous and destructive to me.

Imagine how I must have felt when, as Dean of Student Development, I was told by four different administrators in the course of one week that a top-level administrator who was my boss’ boss “HATED” me. Naturally, I ruminated about what I had been told. Realizing that running these negative messages over and over in my mind was crippling me emotionally, I had to find a way to get back to what I had been focusing on before I received these messages.

The first thing I did to get out of the rumination rut was to reflect on what may have caused this person to express hatred toward me to other people. Thinking as objectively as possible about my last interactions with the person, I could understand why this person might not be happy with me. I had dared, in a meeting of several administrators, to strenuously disagree about an impending decision regarding student activities funds. Despite the fact that I thought I was in the right position on the matter, upon reflection, I could imagine that this person, by dent of the position held, would be extremely angry with me. For my part, I concluded that there were more effective ways with fewer negative consequences that I should consider when reacting to positions in opposition to my own. Nonetheless, for the administrator to express hatred toward me seemed over the top.

I then considered how I might put this situation in perspective because the backlash of my own behavior had distracted me from my goal of being the most effective administrator I could be. I didn’t think an apology would be accepted, and I couldn’t reveal how I knew that the administrator was angry beyond the pale. I thought my best way forward was to refocus on the expectations and responsibilities of my job.

When I look back at what I accomplished during this period of serious distraction, I might have intuitively known that I needed to shine brightly in bringing value to the college through my efforts to support students. I was realistic enough to know that I might be fired if I did not bring the kind of value that was over and above expectations. Receiving evaluations of “exceeds expectations” in the stated responsibilities of the positions would have been fine for most people, but I knew that I needed to bring more to the table.

I was already working as hard as I could, having accepted the added responsibility of being one of the academic deans in addition to being the Dean of Student Development. Having two entirely different staffs and two separate offices, working hard not to drop the ball in either area of responsibility, was hard and exhilarating. Having responsibility for some of the faculty, as well as the counselors and advisers in Student Development, put me in the best position possible to do what we all wanted in regards to supporting students.

I threw myself into trying the impossible, such as bringing faculty and counseling advisers together for student academic advising. The gods looked upon us with favor when a popular faculty member and an influential counselor coordinated the joint advising effort in a space dedicated for this collaboration. Despite the fact that this effort was fraught for a number of reasons, we were all passionately committed to how the collaboration would benefit all students.

During this same period, I initiated something else that kept me from being distracted by the negative messages I was receiving. I approached the director of the county schools’ program for gifted and talented students to pitch the idea of a Middlestart Program. The county schools’ director and I brought the idea to our respective institutions and the program was embraced by faculty, staff, and administrators from the college and from the county schools. It was not long before 50 junior high school students were taking summer courses taught by our college faculty. In addition to the courses, students were receiving an excellent orientation to college and would hopefully consider our college in the future.

I have reason to believe that anyone who is a member of an academic community, whether on college and university campuses or in association work, may find themselves distracted by negative interpersonal issues that block creativity and enthusiasm for one’s work. Knowing that I was contributing to larger goals in significant ways worked for me. Focusing on initiatives and being exhilarated by the challenge of doing two full-time jobs boosted my confidence and sense of safety despite functioning in an environment that was anything but nurturing. Though my focus might have been hijacked momentarily, remembering that my raison d’etrewas all about students removed all traces of the distractions resulting from messages about my being hated.

Awakening to notions of who one is and what one believes

On Saturday, January 18, I went to “Awaken 2020” at Sun Devil Stadium in Tempe, Arizona. Kanye West and his Sunday Service Choir performed for just about an hour of the 12-hour event. To describe what Kanye and the choir did as a performance does not nearly capture the impact they had on the thousands of people in the stadium.

Awaken 2020 in Tempe Arizona

Awaken 2020 in Tempe, Arizona,
from Awaken 2020 Facebook page

What struck me most was how the music of the Sunday Service Choir seemed to have the power to compel thousands of people to lose themselves in a common trance. On the jumbo video screens, we saw close-ups of the faces of individual choir members as the setting sun shone brightly on their uplifted faces; we heard the hypnotic and mesmerizing drum beats in the music that insisted that bodies move in sync; we responded to energetic invitations of the choir director to sing along; we stretched our arms to raise our right hands in unity.

There were other great gospel choirs before I arrived and, throughout the event, various people famous in particular arenas spoke their thoughts about Jesus, God, and the Bible, and gave testimonies of personal experiences of depths and heights.

As a participant observer, I was impressed not only by the power of the music spectacle to invoke ecstatic feelings among people as diverse as the universe, but also by how it caused me to reflect on the critical role a trusted mentor might play in helping one to discern messages.

What if someone were severely criticized by family and friends for attending Awaken 2020 because they did not trust the veracity of Kanye’s conversion? Having experienced such good feelings only to be admonished later by those closest could cause doubts and questions about who and what to believe.

I’m using Awaken 2020 and a possible subsequent experience to point out the benefits of college beyond exposure to facts and critical thinking based on a preordained curriculum. On college and university campuses, mentors are found, more often than not, in student affairs and among the faculty, administrators, and staff. Whether or not they see themselves formally in such a role, these “mentors” offer students of all ages the opportunity to share who they are beyond the traditions and often admonitions of family and long-time friends.

Stepping out beyond one’s inner circle is a way to learn the essential skills for a well-lived life. Being in a community of learners provides opportunities to constantly weigh opinions of others against personal beliefs. The act of daily living among people who are not one’s natural protectors gives students opportunities to self-determine what is important to their own well-being and their image of themselves as citizens in community with others. Whether on campus or online, college provides the context and laboratory to experiment with notions of who one is and what one believes in light of others’ opinions and perceptions.

I understand that a college education is not necessarily for everyone and no longer the defining asset for a financially successful life. But for those who elect and are fortunate enough to attend a college or university, what is learned in dialogue with others or when someone just listens helps one look inside oneself for the personal integrity necessary to glean the rightness of a situation or belief. These “aha” moments can also bring the wonder and awe of a religious experience.

What kinds of challenges will Student Affairs professionals address in the next five years?

It goes without saying that what is occurring in the larger environment will have an impact on the attitudes, beliefs, and motivations students bring to their college life. Regardless of the inevitable challenges to be addressed, I see a positive vision for the work of student affairs remaining committed to promoting learning and development of the whole student.

Change_coverTwo of the pillars on which my optimism is based are the flexibility and adaptability of student affairs in meeting the needs of all students and, upon reflection on years as a student affairs professional, what I have discovered about the nature of perennial challenges to be addressed. In my article for the 50th Anniversary edition of Change: The Magazine of Higher Learning, I describe how many of these challenges appear to be predictable and finite in number, falling into the following categories:

  • Demographic change
  • Student activism
  • Resource constraints
  • Government intervention
  • Catastrophic events

When asked why they are so passionate about their work, student affairs professionals generally reflect on the opportunity to change students’ lives. In order to continue in this critical work, it is instructive to heed the lessons of the past in anticipating future challenges facing higher education.

We must realize the importance of external and internal environments and the likely reactions of colleges and universities to these stimuli. Student affairs – with prior awareness of these categories of challenges – has an opportunity to proactively and  innovatively create ways to blunt possible negative impacts and use the challenges as vehicles to address needed change or transformation.



Following are excerpts from an Accepted Manuscript of an article published by Taylor & Francis Group in 
Change: The Magazine of Higher Learning in 2018, available online: http://www.tandfonline.com/10.1080/00091383.2018.1509600.

Students and Student Affairs: Facing Perennial Challenges in Ever-changing Contexts

In reflecting on student affairs as an organizational entity within higher education, I am keenly aware of the impact of the environmental context on the strategic directions and responsibilities of professionals who do student affairs work. In this essay, I offer observations on how the environment has, over time, had an impact on the tenor and content of the work of student affairs.

A significant strength of student affairs has been its ability to adjust education and support strategies as students and the context in which they are learning change. Professional development and the diversity of backgrounds, skills, and routes into student affairs enable student affairs professionals to be flexible and adaptable in effective ways.

While those of us in student affairs and higher education often speak about “change” and “transformation,” we typically pivot and adjust when nudged. In fact, many of the challenges that bring about shifts and adjustments appear to be predictable and relatively few in number:

  • Demographic change is a constant;
  • Student activism ebbs and flows;
  • Resource constraints arise at unpredictable intervals;
  • Government intervention in higher education is as predictable as clockwork; and
  • Catastrophic events and crises demand concerted reactions.

The best hope for student affairs is that in responding to this perennial set of challenges we are innovative and generative in building on strengths. We must preserve best practices, learn about new perspectives, and create ways to more effectively and efficiently meet the needs of all students, all while promoting the overall mission of our particular institution.

Defining Student Affairs: Student Affairs through the Decades…

The Sixties and Seventies – Demographic Change and Student Activism

…As a result of the important roles student affairs played during the height of student activism and the Civil Rights Movement, as well as in the implementation of new government guidelines for student equity, student affairs could no longer be narrowly defined. Instead, student affairs administrators began to be seen as campus leaders who had their finger on the pulse of what students needed. They were indispensable to helping institutions address students’ demands and remain committed to the ideals of higher education and institutional mission. …

Another significant and unanticipated change was how student affairs professionals viewed their roles. …They emphasized the congruence between what was occurring in their programmatic interventions and theories on human development. These professionals claimed their roles as specialists who supported both academic success and personal development of students. …

The 1980s – Resource Constraints

Near the end of two turbulent decades marked by demographic change and student activism, the nation’s attention turned toward constraints on resources in the midst of a recession in the early 1980s. Additionally, fewer high school graduates threatened a decrease in college and university enrollment and, consequently, a reduction in revenues.

… some administrators were concerned that critical functions of student affairs might be in jeopardy if those making decisions about restructuring or eliminating programs did not understand how student affairs contributed to the mission of the institution.

In response, a group of leaders in what was then the National Association of Student Personnel Administrators (NASPA) reexamined the 1937 Student Personnel Point of View. Fifty years after publication of this original philosophical statement that underpins the profession, this group of leaders reaffirmed in A Perspective on Student Affairs (1987) that the academic mission of the institution was preeminent, and the role of student affairs was to support this mission, as well as to address the affective and cognitive growth of students.

The 1990s – Student Affairs Educators and Expanding Diversity

With continuing changes in the demographics of students, the overarching goal of many colleges and universities during the 1990s was to reduce the achievement gap between newer populations of students and those who had traditionally had access to higher education.

Diversity – defined broadly to include LGBT students – was a priority for a critical mass of students in the 1990s.  Marginalized students advocated for their own spaces on campus, often housed in the student union or student center under the umbrella of student affairs. Student affairs and faculty worked closely together to facilitate intercultural dialogues. …

Approaching the Millennium – Constraints, Catastrophes, Crises

… the late 1990s were lean years for higher education. Resources were once again constrained. Following previous patterns, higher education took its cues from business: re-engineering, re-structuring, re-forming, and re-imagining organizational structures.…

During the last decade of the twentieth century and through the millennium, student affairs and higher education were influenced by national events that either threatened to be catastrophic (e.g., the Y2K scare) or were catastrophic. Campus communities felt the impact of the unthinkable tragedy that disrupted the entire nation on September 11, 2001 and shared in the nation’s collective grief. …

Adding to the anxiety students felt about the outside world, a mass shooting by a student at Virginia Tech in 2007 disrupted the apparent safety and security of colleges and universities. When this was followed shortly by another attack at Northern Illinois University, campus safety and security aspects of student affairs became more prominent. The challenge of creating preventive measures to keep students safe from attacks was more than a nudge.

The Twenty-first Century – The Old is New Again

…Calls for accountability required higher education to show evidence of effectiveness through data instead of anecdotes. Although assessment plans were being developed, it was difficult for student affairs to measure the effectiveness of interventions beyond head count and student reports of satisfaction…

While student affairs divisions were adjusting to new demands and needs of students in an atmosphere of external calls for accountability, …I convened a group of higher education graduate faculty, student affairs administrators and practitioners from both generalist student affairs associations, NASPA and ACPA, [which resulted in] the publication of Learning Reconsidered: A College-wide Focus on the Student Experience (2004). …

Student affairs professionals’ enthusiasm for the concepts and suggestions in Learning Reconsidered could not mask the reality of the 2008 recession. Student affairs made adjustments and shifts in order to accommodate new demands and resource constraints.  During this period student affairs professionals demonstrated their selflessness and commitment to students and their institutions. They shared ideas about how to use innovative approaches to do more with less, guided by the precepts of Learning Reconsidered.

Future Visions of Student Affairs

In the future, student affairs will be defined largely by advances in technology and by students themselves. …

Student demographics, especially the increasing age of college students, will have significant influence on how student affairs will provide educational support programs….

The second half of the twentieth century demonstrated how student activism ebbed and flowed. … Student affairs will continue to play a critical role in helping students acquire the tools and skills necessary to sustain the movement they have begun.

Conclusion

With institutional mission as a foundation, and educating the whole student as a basic principle, student affairs has had a key role in addressing the perennial challenges facing higher education. However, anticipating the same challenges is like looking to the past to predict the future. A strength of student affairs is learning about new perspectives. Dropping assumptions about students based on status such as the first in their family to attend college; what groups have been marginalized and privileged in the past; and the belief that education is the equalizer will enhance the ability of student affairs to be innovative and generative in building on strengths.

Finding new ways to integrate co-curricular experiences into academic course work will be the way to educate the whole student whose focus is on life after college. Listening intently and continuously to students and helping them find a way to help create the learning environment that is most congruent with their needs will help student affairs address perennial challenges and create opportunities to more effectively meet students where they are in order to help them reach their potential.