written by: Melanie Graham
The Southern Association for College Student Affairs (SACSA) held an inaugural Future of Student Affairs Summit (FOSAS) in early June 2023. I applied for and decided to participate in FOSAS because of the transformative potential it presented for my career trajectory and personal growth. As a doctoral candidate and a mid-level professional eager to advance in my field, I recognized the critical importance of staying abreast of industry trends, gaining new insights, and expanding my network of peers and mentors. FOSAS offered a unique opportunity to immerse myself in a community of like-minded professionals, thought leaders, and experts, fostering an environment ripe for learning, collaboration, and inspiration.
Personal Background and Goals
My college aspirations were straightforward: play field hockey, immerse myself in reading and writing, and ultimately become a high school principal. As a student-athlete and sorority member, I prioritized making the most of my college experience, but soon found myself on sabbatical. After transferring to another institution, I figured out it was fun to be focused. A pivotal moment for me was when a professor suggested I consider pursuing a master’s degree in English. Intrigued by the idea and motivated by the prospect of a graduate teaching position, I decided to extend my academic journey. As I neared the completion of graduate school, my affinity for academia had grown, prompting a shift in my focus toward higher education administration.
While I acknowledged that a terminal degree was on the horizon, I wanted varying experiences before committing to that next academic pursuit. I joined the Peace Corps and served as a university instructor teaching English as a foreign language in Ukraine. The Peace Corps was a springboard into curriculum design, training, and policy development. I then returned to Ukraine as a Fulbright Public Policy Fellow and worked at the Ministry of Youth and Sports supporting their efforts to improve student mobility, increase youth activism, and engage young people in social projects. These experiences allowed me to foster mutual understanding and gain insight into other cultures and international higher education systems. I was excited to return home to the United States and apply all I had learned.
I now serve as the Director of Special Projects within the Division of Student Engagement & Enrollment Services at Old Dominion University in Norfolk, Virginia. My goals for the future align with continuous professional development and meaningful contributions to the student affairs field. I aspire to broaden my knowledge base, refine my leadership skills, and leverage my expertise to make a positive impact at my home institution and for higher education, overall. The insights I gained from FOSAS will continue to equip me to tackle these aspirations head-on, enabling me to navigate the challenges of my industry while striving for progress and success. Ultimately, I seek to establish myself as a leader who drives innovative strategy, fosters collaboration, and inspires positive change within my sphere of influence.
The FOSAS Experience
I initially learned about FOSAS through SACSA’s monthly association update, SACSA Alert, which offers insights into changes, member spotlights, program overviews, histories, and maintains a dynamic list of professional development opportunities. FOSAS was featured in early spring 2023, and I was immediately interested. The previous months had brought significant professional changes for me, so this opportunity resonated with me on a personal level. Just before the new year, my direct supervisor—who doubled as a mentor and friend—secured a new position and promotion at another institution, leaving me admittedly saddened. Fortunately, I was asked to step into her role on an interim basis, turning a surprise transition into a positive experience. Following the new year, my VPSA also moved on, which marked another challenging transition. I discovered FOSAS amid learning curves and uncertainty and found reassurance in its affiliation with SACSA. I applied to FOSAS for an intimate experience, to expand my professional network, learn new methodologies, and reset ahead of impending changes at my home institution.
The experience of participating in FOSAS has left an indelible mark on my approach to both my professional and personal life. One of my key takeaways was total immersion in design thinking strategies, providing me with a structured yet creative approach to problem-solving and innovation. The ability to think without limitations has been liberating, encouraging me to explore new possibilities, challenge the status quo, and envision creative solutions that can drive strategic change.
Moreover, FOSAS has significantly enhanced my ability to empathize with all stakeholders within our higher education ecosystem. Understanding diverse perspectives and needs is crucial for fostering an inclusive and responsive environment, and these skills have since informed my interactions and decision-making. I was also fortunate enough to build intimate connections with fellow student affairs professionals at various levels. Our layered insights and experiences broadened my horizons and reinforced the power of collaboration and shared learning. These connections have already sparked new projects and partnerships that I am confident will lead to meaningful initiatives benefiting our higher education community.
Design Thinking
Although this experience is called the Future of Student Affairs Summit, the Future of Student Affairs SPRINT might be a more fitting term. Through a series of activities, the summit provided a dynamic learning environment at a swift pace. The facilitator, patient and encouraging, guided us through a multi-day process that challenged conventional thinking. Generally, design thinking has five stages: empathize, define, ideate, prototype, and test. FOSAS moved through the first four. We utilized empathy mapping to explore the thoughts, feelings, sayings, and actions of those affected. We identified needs and problems specific to student affairs and eventually, some more successful than others, defined one problem to focus on. We ideated by challenging assumptions and creating ideas through design fiction, which required us to correlate cause and effect. And finally, we prototyped solutions but as the surrounding circumstances were ever-changing, so too were our fixes. FOSAS demanded that we embrace discomfort as a part of the learning process. It proved to be a challenging experience, pushing me to think hard and fast. Just as I began to grasp the concepts, the landscape shifted once again. Yet, this constant state of change mirrors the reality of staying current in today’s environment—ever-evolving and continuously expanding.
What stood out was the emphasis on approaching issues from a different perspective, not necessarily in a logical or linear manner. After all, how often do we jump from the problem to proposing solutions without doing the necessary work to understand how we ended up there in the first place? However, design thinking is not just about problem-solving; it is about understanding the people involved. From the very beginning, the facilitator encouraged us to think beyond the obvious. The introductory exercise that involved a seemingly unrelated wallet, exemplified this approach. Despite its apparent irrelevance, the exercise was a profound lesson in focusing on the individual it served rather than the object itself. Design thinking, as illuminated throughout the summit, transcends conventional notions of how, why, or what. Instead, design thinking centers “who” – the people affected by the design. This philosophy resonates with the higher education context, where the focus is on our students. Much like the wallet exercise, design thinking in education involves understanding and addressing the needs and experiences of the individuals we serve, reinforcing the idea that effective solutions are human-centric.
Putting the Experience Into Practice
Since attending FOSAS, I have actively applied design thinking strategies in my current role as Director of Special Projects within the Division of Student Engagement & Enrollment Services at Old Dominion University. Pursuing a design thinking approach has allowed me to tackle challenges with a more human-centered perspective, placing the needs and experiences of stakeholders at the forefront of problem-solving. By truly understanding their perspectives, challenges, and aspirations, I am better positioned to develop and advocate for initiatives and policies that resonate with diverse needs, ultimately improving overall student and staff experiences. I am also now more inclined to explore unconventional and out-of-the-box ideas. This mindset shift has encouraged experimentation and risk-taking, which has already resulted in successful initiatives that might not have been pursued under a more traditional mindset.
Overall, the insights and learnings from FOSAS have proven to be instrumental in enhancing my approach to leadership, problem-solving, and relationship-building. I am excited to continue applying and expanding upon these strategies for the betterment of my home institution and the individuals I serve. While FOSAS was transformational, engaging in proactive professional development and incorporating innovative thinking outside of formal summits is crucial for continuous growth and success. Here are some recommendations to foster ongoing learning, engagement, and creativity:
- Become a member of relevant professional associations, such as SACSA. Attend regional meetups, webinars, and conferences. Engage in online communities and forums to discuss industry trends, share knowledge, and connect with other professionals.
- Read widely and often. Make reading a daily habit. Explore books, academic journals, industry publications, and reputable online blogs. Stay informed about the latest research, trends, and thought leadership.
- Collaborate on projects outside the regular work environment. Get involved with interdisciplinary collaborations or community service projects for exposure to new experiences and varied ways of thinking.
- Seek mentors or coaches who can provide guidance, advice, and constructive feedback. Establish a mentor relationship to accelerate learning and provide valuable insights into effective career navigation.
- Define clear learning objectives and set achievable goals for professional growth. Track progress, celebrate milestones, and adjust goals based on evolving interests and ambitions.
In conclusion, attending FOSAS was an enriching experience that left a lasting impact on both my professional journey and personal growth. FOSAS expanded my understanding of student affairs and provided valuable insights into my own capabilities and potential. FOSAS allowed me to establish meaningful relationships with fellow professionals, fostering a network of support and collaboration. FOSAS encouraged me to challenge myself. I stepped outside my comfort zone and embraced discomfort as a catalyst for growth. These lessons have been transformative, and I was excited to translate them back into my work life. I am genuinely grateful for this opportunity and excited about the positive changes for my career and beyond. Remember, the key is to stay curious, open-minded, and proactive in seeking opportunities for growth and development. Embrace lifelong learning as an essential part of your professional journey.
About the Author
Melanie Graham (she, her, hers)
Melanie Graham serves as the Director of Special Projects in Student Engagement & Enrollment Services at Old Dominion University. Melanie served in Peace Corps Ukraine as a university instructor teaching English as a foreign language and was then awarded a Fulbright Public Policy Fellowship to work at the Ukrainian Ministry of Culture, Youth, and Sports on national reforms for youth and education policies. She holds a Bachelor of Arts and Master of Arts in English from Radford University and is currently pursuing a Ph.D. in Higher Education Administration from Old Dominion University.